AP 2-D ART AND DESIGN
Joshua Bleakley
Epileptic Entanglement
Charlottesville High School
Virginia Commonwealth University, Richmond, VA
Height: 7.5”, Width: 18" | Idea(s): Inspired by neurons, this piece is modeled after a line graph of an epileptic seizure. | Material(s): Ink pen and Alcohol pen. | Process(es): Used vibrant colors to focus on the chaotic nature of an actual epileptic seizure | Curatorial Note: This work creates compelling connections between biology and human experience to visualize a seizure. Vibrant orange forms contrast with the soft, layered cool tones in the background, resulting in a visually engaging and conceptually rich composition.
STUDENT STATEMENT
Which elements of art were most important in this artwork, and how did you use them to communicate your ideas?
The design of the neuron was crucial to communicating the overwhelming nature of an epileptic seizure. I made sure to use lighter variations of colors to make the piece feel bright, as if it were stimulating you. I used a lot of patterns to create a feeling of entanglement. So many lines at once can be a lot!
Which principles of design guided your choices in this artwork, and why?
Form and color were the two principles that guided me the most. Form aided in the creation of the neuron and its distinct loudness. Color helped me complement the original design and accentuate the chaos the piece brings. The combination of the two led to a delicate balance of the focus and the background, which, overall, helped this piece to thrive.
How did applying design skills (elements and principles) help you strengthen both the look (formal qualities) and the meaning (conceptual direction) of your portfolio?
Funnily enough, on two separate occasions I was looking at two respective works (both more on the abstract side), and I was thinking about how to bring the pieces more to life. Then it hit me: When both of my works were observed by others, they were both upside down. I had no idea why; it was never my intention to do so, but it worked. The heart of the works is still there, but the change in perspective gave it the new life that I was looking for. One of those pieces is in my room, and the other is the one on this page!
With each piece I did I tried to do something different. I switched mediums, focused on a certain principle, and created thematic color palettes.
In what ways did your confidence in art making grow during AP Art and Design?
I found myself experimenting with new ideas and mediums. In the beginning of the year, I knew I didn’t want to just stick with the same two mediums, but I was a bit nervous about tackling more unfamiliar ways of art making. As time went on, I tried to push myself out of this fear. I continued to make mistakes, but they helped me learn. Sometimes the final piece didn’t live up to my hopes, and I was fine with that. I was proud that I learned from unfamiliarity.
What advice would you share with future AP Art and Design students about building drawing and/or design skills?
Learn from your peers, not just your teacher. There are a lot of talented artists out in the world, and some might even be in the same class as you!
Ask for help; most people would be more than happy to help (some might even be honored!).
When you look at your piece, try to think about your overall vision. Is the piece living up to it? Do you feel like it’s on its way? Or do you feel like it’s heading in a different direction? Thinking about the “how” and “why” of art helps strengthen your vision for art making.
And, most important, don’t be afraid to try new things! You might be surprised at what you’re capable of!
TEACHER STATEMENT
Jennifer A. Kett
Art Teacher, Grades 9-12
Charlottesville High School
How often did your class meet?
Our class met three times a week for 55 minutes and had one block of 90 minutes.
Please describe the structure of your AP Art and Design course.
AP 2-D Art and Design is combined with AP Drawing and AP 3-D Art and Design. The courses consist of mostly juniors and seniors. All students create five summer works of art designed around AP Art and Design requirements.
How did you guide students in developing and refining their inquiry statements and portfolio direction during their Sustained Investigations?
Students were asked to brain dump with specific prompts to find and develop personal interests. From there I encouraged open-ended questions, fostered critical thinking, and supported self-directed exploration. The personal connection between the student and their idea is critical to maintaining interest throughout the year. Students were provided with regular feedback to help refine their ideas. The students write many reflections as well as questions in their visual journals throughout the process.
How did you help students strengthen technical skills and apply design knowledge (elements and principles) while also developing creative problem-solving habits?
Art IV, which is taken prior to AP 2-D Art and Design, creates a safe but challenging space for students to strengthen technical skills and apply design principles while constantly developing their creative problem-solving skills. The space to problem-solve and come up with many solutions is invaluable in the art studio and real-world situations. This allowed Joshua to be free and authentic in his art.
In what ways did you structure opportunities for practice, experimentation, and revision into your curriculum?
Throughout AP Art and Design, I created challenges in the art studio, where students play, explore, and experiment with materials in their visual journal as well as on larger paper. This proved invaluable for Joshua to continue to broaden his existing art knowledge. Joshua was constantly practicing and revising his work, pushing to take it further—practicing with different materials in his sketchbook, and sometimes planning digitally to work out concepts. By the end of the year, he was working at a very large and experimental level, something he might not have done at the beginning of the year. It was exciting to watch him become more confident throughout the year, finding numerous solutions to a challenge.
How did you scaffold writing into students’ art making and thinking processes?
Students began writing reflections beginning the first week of school. Writing reflections and analyzing art are constant throughout the year in their visual journals. The continued writing allows students to feel more comfortable expressing their ideas. Each student has a shared slide deck where they keep a record of processes, images, and writing to make it less stressful in May. Joshua would write in his visual journal often, revamping ideas and working out various challenges.
How did you help students strengthen technical skills and apply design knowledge (elements and principles) while also developing creative problem-solving habits?
Art IV, which is taken prior to AP 2-D Art and Design, creates a safe but challenging space for students to strengthen technical skills and apply design principles while constantly developing their creative problem-solving skills. The space to problem-solve and come up with many solutions is invaluable in the art studio and real-world situations. This allowed Joshua to be free and authentic in his art.
In what ways did you structure opportunities for practice, experimentation, and revision into your curriculum?
Throughout AP Art and Design, I created challenges in the art studio, where students play, explore, and experiment with materials in their visual journal as well as on larger paper. This proved invaluable for Joshua to continue to broaden his existing art knowledge. Joshua was constantly practicing and revising his work, pushing to take it further—practicing with different materials in his sketchbook, and sometimes planning digitally to work out concepts. By the end of the year, he was working at a very large and experimental level, something he might not have done at the beginning of the year. It was exciting to watch him become more confident throughout the year, finding numerous solutions to a challenge.
How did you scaffold writing into students’ art making and thinking processes?
Students began writing reflections beginning the first week of school. Writing reflections and analyzing art are constant throughout the year in their visual journals. The continued writing allows students to feel more comfortable expressing their ideas. Each student has a shared slide deck where they keep a record of processes, images, and writing to make it less stressful in May. Joshua would write in his visual journal often, revamping ideas and working out various challenges.
How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?
We began the school year with a group critique of the five summer works. These were designed for the Selected Works category. Critiques were an integral part of our daily experience in the art room, from one-on-one to larger peer reviews to written reflections in their visual journals. I emphasized the importance of learning from classmates, outside artists, and me. Everyone offers a different perspective and has different insights. Students are also given the rubric at the beginning of the year, and it is their guide for all projects. They reflect and self-evaluate before giving the work to me.
What advice would you offer to other AP Art and Design teachers?
Trust yourself as an artist and educator in providing strong experiences for students to continue to develop not only their creative process but also their artistic voice.
Joshua Bleakley
