Tyler Troy

How often did your class meet?

Our class meets for 70 minutes every other day.

The course is structured as a unique course: AP 3-D Art. We also run a separate AP 2-D Art course. Our class size varies between 3 and 12 students, depending on the year and the interest.

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

I guided students in developing their inquiry statements and portfolio directions through a mix of brainstorming, writing, and lots of conversation. Early on, we did group idea-mapping and short reflective writing exercises to help students identify what they were curious about. As their work evolved, we revisited those statements and refined them together. We also looked at contemporary artists and movements, both through classroom presentations and field trips, which helped students see how their own ideas fit within a larger context. Regular critiques and discussions encouraged them to think critically about their choices and push their work further. My goal was to create an environment where students felt supported to take risks, experiment with materials, and let their ideas grow naturally into a focused, meaningful investigation.

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

I remind students that art is a form of visual communication, and the elements and principles of design are the grammar of that language. The better they understand and master this grammar, the more clearly they can communicate their ideas to an audience. In class, we strengthen technical skills through continuous practice and experimentation—learning how materials behave and how design choices affect meaning. At the same time, I emphasize creative problem-solving by encouraging students to take risks, make revisions, and learn from unexpected results. By balancing skill building with open-ended exploration, students gain both technical confidence and the flexibility to think critically and inventively as artists.

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

I build frequent opportunities for practice and experimentation into the AP 3-D Art curriculum by assigning a series of short, fast-paced projects—sometimes completed within a single class period. These quick exercises challenge students to think on their feet, visualize ideas rapidly, and translate concepts directly into material form. The short deadlines are intentional—they encourage intuitive decision making and help students understand how ideas shift once they’re made physical. Through this kind of fast, hands-on practice, students gain valuable insight into what materials and approaches work best, where challenges arise, and how ideas can evolve through making. Later, when they move into their Sustained Investigations, they bring this knowledge and confidence with them, allowing for more thoughtful and intentional revisions of their larger, more complex works.

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

Our school leadership shows a deep commitment to the arts by providing exceptional resources, facilities, and materials that allow students to fully explore their ideas. We’re fortunate to have well-equipped studios and access to a wide range of tools and equipment, which really elevates what students are able to create. Just as importantly, the administration values the AP Art and Design program and ensures that all students who want to take it can. This openness reflects a genuine belief in the importance of arts education and in giving every student the opportunity to pursue their creative potential at the highest level.

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

I always encourage other AP Art and Design teachers to help students take real ownership of their work. The best way to do that is by guiding them to choose a material, a process, and a subject matter they genuinely care about. I remind students that the whole purpose of art is self-expression—so their investigation should come from their own curiosity and passion, not from what they think a teacher or the AP readers want to see. I tell them it doesn’t matter if their focus is on something playful or serious—pizza or politics, identity or ice cream, climate change or chocolate chip cookies—as long as it’s meaningful to them. For many students, this may be the first—and possibly last—time they’ll have the chance to dedicate themselves fully to an art practice of their own choosing, with access to a studio, materials, and a strong support network. I urge them not to waste that opportunity: Make the most of it, take risks, and, most importantly, have fun with the process.

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

I am most proud of how our extraordinary faculty members guide and mentor our students. The faculty focus on each individual student, nurture their interests, guide the development of their artistic knowledge and skills, and celebrate their achievements every step of the way. Our faculty often modify their teaching schedules and take on extra responsibilities so that every student who wants to study visual art has a path forward at our school.

We have expanded access to our exceptional visual arts program by expanding our curricular offerings during the school year and by offering summer programs. We have also increased the number of teaching faculty in the visual arts department. Our fantastic program offers exceptional learning opportunities in 2-D art, 3-D art, and graphic design. Students begin their journey in 9th grade and many pursue art coursework through all four years of high school. We also recently developed a Fine Arts Signature Program at our school, which celebrates outstanding student achievement in the visual arts and culminates in a public exhibition of their work.

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

My advice is to invest in the faculty leading these programs. Support their professional growth and their ideas for how to celebrate student voice, vision, and achievement. Be willing to consider creative solutions to support student interest and engagement in the visual arts program.