Tamia Sisimayi

How often did your class meet?

The student was in my Advanced Art course, and we would meet regularly to talk about her AP portfolio.

It is a separate online course.

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

I guided students in developing and refining their inquiry statements and portfolio direction through regular class and individual critiques. Whole-class critiques allowed students to exchange feedback, see diverse approaches, and recognize strengths and areas for growth in their own work. Individual critiques provided space for more focused, personalized guidance, helping each student clarify their inquiry, make intentional decisions, and refine their artistic direction throughout the Sustained Investigation process.

How did you help students strengthen technical skills and apply design knowledge (elements and principles) while also developing creative problem-solving habits?

I helped students strengthen technical skills and apply design knowledge by weaving skill-building exercises directly into their creative projects. We regularly revisited the elements and principles of design during class critiques, demonstrations, and targeted mini-lessons so students could connect technical practice to their own work. At the same time, I encouraged creative problem-solving by asking students to experiment with multiple solutions, take risks, and reflect on the effectiveness of their choices. This balance of technical rigor and open-ended exploration allowed them to grow as confident, adaptable artists.

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

I structured opportunities for practice, experimentation, and revision by building in regular group feedback sessions where students could share works in progress and receive constructive input. We often used established critique protocols and, at times, the Socratic method to guide discussion, helping students ask deeper questions and consider multiple perspectives on their work. These structured dialogues encouraged students to revise thoughtfully, experiment with new approaches, and continually refine their artistic process.

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

I scaffolded writing into students’ art making and thinking processes by integrating reflective and analytical writing at key points in their Sustained Investigations. Just as with our class critiques and Socratic discussions, writing became another tool for inquiry and revision. Students drafted and refined inquiry statements, artist statements, and written reflections to articulate their ideas, connect design choices to the elements and principles, and evaluate their progress. These written components not only supported their portfolio development but also reinforced creative problem-solving by encouraging them to question, analyze, and refine both their technical skills and conceptual direction.

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

I used critiques and peer interaction as a cornerstone of student growth in both Sustained Investigations and preparation for Selected Works. Regular class and individual critiques gave students the chance to receive targeted feedback, refine inquiry statements, and strengthen their portfolio direction. Group feedback sessions—often guided by established protocols or the Socratic method—created structured opportunities for practice, experimentation, and revision. These interactions also reinforced design knowledge, as students were asked to evaluate how effectively the elements and principles were applied in their own and others’ work. Writing was incorporated alongside critiques, with students reflecting on feedback through artist statements and inquiry revisions, which deepened their critical thinking. By engaging with peers, students learned to see multiple solutions, practice creative problem-solving, and prepare their strongest pieces for the Selected Works section, while also advancing their Sustained Investigations.

How did you manage classroom resources and materials to support art making?

I managed classroom resources and materials by creating an organized, accessible environment that encouraged independence and supported diverse art-making processes. Materials were clearly labeled and structured so students could take responsibility for selecting and caring for what they needed. Demonstrations and class protocols ensured that tools were used safely and efficiently, while open access allowed students to experiment with different media as their Sustained Investigations evolved. This balance of structure and flexibility helped students explore technical skills, take creative risks, and fully prepare works for both their investigations and Selected Works.

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

I integrated digital tools into students’ creative processes by having them annotate their work digitally, which helped them reflect on inquiry statements, design choices, and revisions in real time. Students also regularly uploaded images of their works in progress and used digital drawing tools to sketch and layer new ideas directly onto photos of their artwork. This process allowed them to test out revisions before committing to physical changes, encouraging experimentation, problem-solving, and intentional decision making throughout both their Sustained Investigations and preparation for Selected Works.

What did you learn from working with your students, and how did you connect their learning to real-world opportunities or creative careers?

From working with my students, I learned how powerful it is to connect classroom practices—like critiques, digital annotations, reflective writing, and structured experimentation—to the habits of professional artists and designers. By treating their portfolios as evolving bodies of work, students experienced firsthand how inquiry, revision, and presentation mirror real-world creative processes. Digital tools, peer feedback, and responsible material management gave them transferable skills such as collaboration, problem-solving, and adaptability. These experiences not only prepared them for success in Sustained Investigations and Selected Works but also helped them see how their learning translates to opportunities in creative careers, such as design, media, and the arts.

In what ways does your school leadership support AP Art and Design students and the broader art program?

Our curriculum and AP coordinator plays a key role in supporting AP Art and Design students and the broader art program. They provide guidance in aligning the course with AP standards, ensure students have access to the necessary resources, and help structure timelines for portfolio submission. They also support the art program as a whole by advocating for the importance of visual arts within the curriculum and making sure our students’ creative work is recognized as part of the larger academic community.

What advice would you offer to other AP Art and Design teachers?

I would advise other AP Art and Design teachers to prioritize a balance between structure and creative freedom. Build consistent opportunities for critiques—both group and individual—so students can reflect, revise, and strengthen their inquiry and portfolio direction. Integrate writing and digital tools into the art-making process to help students articulate their decisions. Encourage risk-taking and problem-solving while also teaching the technical skills and design principles that underpin successful work. Finally, foster a classroom culture where peer feedback, reflection, and iteration are central, because these habits not only improve student portfolios but also prepare them for real-world creative careers.

What makes you most proud of your school’s AP Art and Design program and its impact on your students and teacher(s)?

What makes us most proud is the fusion of a rigorous, sequential curriculum and a globally connected faculty. Our foundational courses don’t just teach basic skills; they equip students with the sophisticated understanding necessary to successfully meet the demands of the AP Art and Design portfolio. This student’s success is directly tied to our outstanding teachers, who operate as both master educators and practicing artists. Their commitment to continuing their own artistic endeavors—evidenced by their recent work hosting a GATE Conference, where they engaged with art educators worldwide—creates a dynamic, inspiring studio culture. This dedication allows them to provide students with nuanced, contemporary feedback, truly fostering a rich and vibrant community of artists at the American School of Doha.

Our core action has been the deliberate institutional priority to position the visual arts as a foundational academic and cultural pillar of the American School of Doha. We are committed to supporting our program to the greatest extent possible by making substantial, continuous investments. This dedication ensures that our talented student artists and our exceptional faculty—both expert educators and practicing artists—always have access to the cutting-edge resources, continuous professional growth opportunities, and supportive studio environment required to pursue and achieve truly exceptional artistic mastery in the AP Art and Design portfolio.

What advice would you share with other school leaders about building and sustaining strong AP Art and Design programs?

Our most critical advice centers on two pillars: clarity of curriculum and individualized student growth. Leaders must prioritize establishing a vertically aligned curriculum that acts as a clear road map to mastery, removing procedural guesswork for students. Equally vital is an institutional commitment to providing differentiated mentorship and responsive resources, empowering expert teachers to support each student’s unique journey toward advanced artistic inquiry and successful portfolio completion.