Xiaoruo Zheng

Does your art connect to or take inspiration from any past or present art styles, techniques, or traditions? If yes, how?

Based on this piece, my art is inspired by the aesthetic of contemporary graphic novels and character design. I incorporate similar use of a stark, high-contrast color scheme and employ dynamic, tightly-cropped compositions to create a sense of immediate drama and focus on the character’s expressive state.

What steps did you take to begin this artwork, and how did you develop it as you worked?

Based on this artwork, I began by sketching the entire scenic layout and character positioning in Procreate, focusing on establishing the composition and narrative flow between panels. I then developed the piece by applying colored line art to define forms and experimented with block coloring to build up spatial depth, gradually refining the atmospheric setting and visual rhythm of the sequence.

What kinds of practice or experimentation helped you explore materials, techniques, or approaches in your work?

My portfolio development followed a structured approach, where each project focused on mastering a distinct aspect of picture book creation. Having previously completed works emphasizing narrative flow and character development, I deliberately shifted my focus in this piece to advance visual aesthetics through color and scenic design. Drawing on my digital illustration experience, gained in the first two works, I concentrated specifically on techniques like shadow mapping and complementary colors to create atmospheric depth and enhance the purely visual dimension of storytelling.

What lessons, assignments, or classroom activities helped you gain new ideas or understand processes that shaped your portfolio?

The structured peer critiques in my AP Art class were fundamental to my development. This process required me to articulate and defend my artistic choices while critically engaging with my peers’ work. Exposure to diverse creative approaches provided me with new perspectives on visual storytelling. Learning how an audience interprets imagery allowed me to make more informed revisions, ultimately enhancing the narrative clarity and emotional depth of my storyboards and character designs.

In what ways did your materials and processes guide the development of this artwork?

Working digitally in Procreate allowed me to experiment freely with composition and color through its layered, nondestructive process. This flexibility was crucial for developing my visual storytelling, as I could continuously refine atmospheric effects and adjust color harmonies until each scene achieved the perfect balance of mood and aesthetic cohesion.

What advice would you share with future AP Art and Design students about practicing, experimenting, and revising?

Based on my experience, I would advise future students not to pursue perfection in every single piece. Instead, start with small, manageable goals and focus on developing one specific skill or concept at a time. This approach allows you to gradually build a richer artistic vocabulary. Most importantly, continuously challenge yourself to explore unfamiliar techniques and mediums, as this process is what truly expands your creative boundaries.

How often did your class meet?

Our school follows a non-semestered schedule, so classes meet consistently throughout the full academic year. My class meets approximately two to three times per week, providing ongoing instruction and opportunities for students to engage in sustained learning and creative development over time.

The AP Art and Design course is taught in tandem with the Ontario Secondary School Visual Arts curriculum. The class structure integrates both programs’ goals: From the AP course, this involves attention to developing students’ abilities to conduct a Sustained Investigation; synthesize materials, processes, and ideas; and articulate their art choices clearly. From the Ontario curriculum, this involves a focus on developing studio skills, critical thinking, and artistic knowledge in relation to cultural and historical contexts. This blended approach allows students to meet both sets of learning objectives through a cohesive and comprehensive arts education experience.

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

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

Writing was intentionally scaffolded throughout the Sustained Investigation to deepen students’ artistic thinking and reflection. We began with reflective writing tasks that encouraged students to explore concepts of personal interest to them, followed by guided questions to enable them to define and outline their Sustained Investigation. As they progressed through the creation stages, students regularly wrote reflections on their own creative process. These reflections focused on exploring experimentation, material choices, conceptual connections, and the relationship between their work and broader contexts beyond the classroom. This structured approach helped students develop a habit of critical reflection and describe the growth of their ideas with greater clarity.

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

In our classroom, critiques are a key part of the creative process, and students take part in both process and final critiques. Process critiques are shorter sessions in which students share planning work or in-progress pieces with peers, helping ensure their ideas are coming across clearly. This early feedback allows students to adjust their concepts if needed. Final critiques happen at the end of the artwork creation process and are done in stages. Students first walk around to note their initial impressions of the finished works, and then each student presents their artwork and receives feedback from peers. This approach gets students actively involved in critique, strengthens their critical thinking, builds trust within the class, and provides every student with useful feedback to support their growth as artists.

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

Our school leadership is very supportive of the AP Art and Design program. They regularly visit the classroom to engage with students, offering feedback and encouragement on their work. In addition, the school organizes an arts showcase, giving students the opportunity to share their work with the broader school community and celebrate their creativity.

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

The main piece of advice I would offer other AP Art and Design teachers is to prioritize fostering a strong classroom community. When students feel supported and connected, they are more willing to share ideas, give and receive constructive feedback, and participate in creative risk-taking. A collaborative environment enhances student engagement, encourages ongoing experimentation, and helps students develop as independent thinkers and artists. A strong community also allows students to learn from one another, gain new perspectives, and build the confidence necessary to grow creatively and artistically.