Kira Clark

How does this artwork connect to the inquiry you explored in your Sustained Investigation?

In this artwork, I explored how home has left an imprint on who I am. I used wood to create the base structure, because trees have roots and I wanted to convey that my home is the “roots” of who I am. I engraved my fingerprint onto the sides of the base and the house on top as a way to show how home has deeply become a part of my identity. I also added wooden dowels, going from shorter on top to longer toward the bottom, in order to represent how home is a place of change while growing up. Regarding the house on top, I made it out of clear acrylic, put lights in it, and put family photos in the windows, because I wanted viewers to see into the house as a place more than its exterior, as a place that’s lived in and important to the family inside. Additionally, I attached a strong, copper roof to the top of the house and used copper paint on the ends of the wooden dowels to shift into the next part of my inquiry about how home is a place of protection.

How did you revise or strengthen your written inquiry statement while building your portfolio?

The key to developing the written statement for me was consistent reflection about what I had created/was currently creating. Each time I created a new piece, I reflected on not only what it meant, but also how it fit in with my previous pieces. I found that the meaning of each piece I created would develop and grow richer as I put it into context with the portfolio as a whole. Because of this, my written inquiry statement had to shift a lot as I grew closer to finishing my portfolio.

How did you make your short, written statements about each artwork (ideas, materials, process, citations) clearer so others could understand your intentions?

When making my short written statements about each artwork, I really focused on what I was doing physically and how that tied to the conceptual aspects of my work. By magnifying the connection between the two, I hoped that it would clearly be understood how my choices for materials and forms connected directly to my ideas of origin, home, and identity.

In what ways did your art teacher support your growth as an artist?

My art teacher Mr. Anderson prompted me to think outside the box and try new things. While I was creating my 3-D portfolio, he always encouraged me to experiment with new materials and try out new processes. He also always encouraged me to not only think about what I was going to create next, but also to look back at what I had already created. He told me to ask myself how I could expand on the techniques or concepts I had used, or how I could use those same techniques and concepts but frame them in a different way. Mr. Anderson always made it clear that he believed in my ability to grow as an artist, and that encouraged me to dream big about what I could create.

What advice would you share with future AP Art and Design students about developing an inquiry?

I would advise future AP Art and Design students to find something that truly inspires you and piques your interest, and then let that inspiration guide you to asking questions that will develop into an inquiry. Finding something that’s meaningful to you will show in the work you create.

How often did your class meet?

Class meets daily for 55 minutes.

AP Art and Design is offered as a single course at our school, in which students choose which portfolio type they will execute. For students not wishing to submit to the College Board, we offer Honors Studio Art as an alternative, but we use the same course architecture as AP for both classes—just fewer required works for Honors. Some students take Honors Studio Art in the fall as a kind of AP on-ramp class, and then take AP Art and Design in the spring for submission.

How did you guide students in developing and refining their inquiry statements and portfolio direction during their Sustained Investigations?

I began the process early by encouraging Kira to start generating inquiry ideas over the summer through brainstorming exercises and concept mapping. During this stage, I emphasized the importance of developing a personally meaningful inquiry, one that reflected her genuine interests, experiences, concerns, and curiosities. When students feel a strong personal connection to their inquiry, they are more invested, thoughtful, and motivated throughout the process. When she returned to school in the fall, Kira shared her preliminary inquiry ideas with the class and received feedback to help refine her initial inquiry statements. Most of her ideas focused on issues of family, origin, and identity. Before and after each critique, she reflected on her progress and revised her inquiry statement, ensuring that her written evidence clearly identified the inquiry and that her inquiry meaningfully guided the direction of her Sustained Investigation. Two weeks before the submission deadline, she finalized the inquiry statement for Writing Prompt 1, editing and refining it countless times to meet the 600-character limit.

In what ways did you structure opportunities for practice, experimentation, and revision into your curriculum?

Practice, experimentation, and revision are integral to the curriculum and drive students’ decision making throughout their SIs. Kira used both her traditional sketchbook and virtual drawings as an active space to explore ideas and revise her sculptural designs before beginning a piece. She frequently incorporated digital drawing tools and technology into this process, building virtual and physical models to experiment with design and structure prior to using the 3-D printer and laser cutter. Kira repeatedly tested materials and adjusted laser-cutting settings to achieve her desired results, demonstrating persistence and engagement with the process. After each critique, Kira reflected on her practice, experimentation, and revision, identifying specific ways to enhance both her current and previous works. Throughout the year, she revisited and refined earlier pieces as her technical skills and conceptual understanding progressed. This ongoing cycle of experimentation, reflection, and revision fostered significant artistic growth and helped her develop a cohesive and personally meaningful portfolio.

How did you scaffold writing into students’ art making and thinking processes?

I scaffold writing throughout the year to help students articulate ideas, clarify intentions, and reflect on their decision making. Early activities like brainstorming, concept mapping, and short write-ups assist students in identifying inquiry ideas. As their Sustained Investigations develop, students revise their writing by explaining choices and connections between their inquiry, practice, experimentation, and revision (PER), and materials, processes, and ideas (MPI). Ongoing feedback and revision teach students to view writing as a discovery process and an essential tool for communicating their artistic thinking.

How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?

Critiques and peer interaction are central to student growth in both the Sustained Investigation and Selected Works. From the start of the year, I fostered a supportive classroom culture where students felt confident giving and receiving constructive feedback. We began with small peer critiques before moving to full-class discussions, allowing students to articulate ideas and respond to focused feedback. Using the rubric in every critique helped them internalize evaluation criteria and apply them to their own work. Periodically, students displayed all their pieces, and peers anonymously voted on the strongest based on the Selected Works rubric, an exercise that promotes reflection, self-assessment, and revision. While the final decision rests with the student, the process encourages thoughtful reflection and a broader perspective.

In what ways did you integrate digital tools or technology into students’ creative processes?

Digital tools were central to Kira’s 3-D Art and Design portfolio and were an integral part of her creative problem-solving process. In our STEAM art facility, she used CorelDRAW and a laser cutter to etch her fingerprints onto clear acrylic, constructing a model of her home that symbolized identity and connection to place. She added LED lighting and layered double-exposure family photographs in the windows to emphasize memory and origin. Later, she used the CNC router to engrave her fingerprint pattern into plywood panels, inserting wooden dowels to activate space, creating repetition, and visually guiding the viewer toward the illuminated house. She experimented with materials and settings, revising repeatedly to achieve her desired results and demonstrating a thoughtful, intentional, and successful integration of technology throughout her investigation.