AP DRAWING
Height: 9”, Width: 16” | Idea(s): A mystical sunrise illuminates a misty valley, bringing good omens for the future | Material(s): Digital | Process(es): The values were first blocked in to create a sense of depth, then the lighting to create mood | Digital Tool(s) used: Procreate | Curatorial Note: This digital drawing creates a deep, immersive sense of space that invites the viewer to imagine exploration and possibility. The contrast between warm and cool colors enhances depth and atmosphere, while the varied linework and flowing forms contribute to a dynamic and visually engaging composition.
STUDENT STATEMENT
Does your art connect to or take inspiration from any past or present art styles, techniques, or traditions? If yes, how?
My art takes a lot of inspiration from the Impressionism movement, as it was my first introduction to art history. I loved the way that light could be used to present a feeling and a memory, instead of just an image, and tried to use that in my own art.
How did you bring together different ideas, influences, or inspirations in this artwork?
The style used in this piece was partially inspired by traditional Japanese art and Impressionism, and the mood was based on the opening of a musical piece called “Good News from Beijing Reaches the Border Village.” Some elements were influenced by fantasy books and movies like Spirited Away.
By depicting otherworldly landscapes, I wanted to take away the familiarity that allows for easy recognition to make the viewer rediscover the objects that appear in a new context.
Which materials and processes did you combine, and how did they work together to strengthen your ideas?
This drawing was done digitally, which allowed me the freedom to try out ideas without their being permanent. It was kind of a dumping ground for techniques and processes I wanted to try. I used pattern brushes that ended up adding visual interest and balancing out the piece, golden lines and negative space that elevated its hopeful tone, and color gradients that added to the depth and atmosphere. In the end, each element came together like a potluck of techniques to form this piece.
How did critiques or feedback from your teacher or classmates help you strengthen synthesis in this artwork?
Getting feedback from others was an integral part of my process for this piece. Having more ideas to try out—especially ones I was skeptical about at first—allowed me to choose a better direction to take my art and come to epiphanies that I never would have had on my own.
How did synthesis in this artwork make it more meaningful or impactful for viewers?
The synthesis of multiple ideas and techniques is what gives this piece its depth and pulls the viewer into the piece. Each idea adds detail that captures the attention, and each technique is what brought the ideas to life.
Did you revise or refine any artworks before submitting them as Selected Works? If yes, what changes did you make and why?
I made many changes to this piece, such as changing the color palette, composition, and background. It started out as an image meant to be part of a Zoom montage, but that project was scrapped; instead, this drawing was revised many times to become its own piece. As I worked on it, I got new ideas from the mistakes I made and from being inspired by other things, and my vision for this piece shifted. I came back to it many times to make changes over a period of weeks, and it was only the deadline that decided its “final form,” in a way.
TEACHER STATEMENT
Jon Hartley-Folz
Program Coordinator, Head Art Teacher
Byng Arts Mini-School at Lord Byng Secondary School
How often did your class meet?
Our class runs officially during our second semester, which begins in February. Although we make good use of class time, success in AP requires extra sessions outside of class. As a result, we begin the AP process early in the school year, meeting during flexible instructional time to brainstorm, plan, critique, and build a strong foundation for the portfolio ahead of the beginning of our daily studio-based class.
Please describe the structure of your AP Art and Design course.
Our AP program is part of Honors Art 11/12. This demanding two-year course is designed for highly motivated students who wish to challenge themselves as artists at the highest level. Within this class, students have the option of creating a portfolio of work for the AP Drawing and/or Design submissions. This optional submission is done concurrently with the main course content and can be completed in either year. It requires extensive time outside of scheduled class time to complete. Students that choose to submit a portfolio meet outside of class time with the teacher one-on-one and as a group to receive support and feedback on the AP process and on their ongoing progress.
How did you guide students in developing and refining their inquiry statements and portfolio direction during their Sustained Investigations?
As the AP teacher, I often think of myself as a mountain guide. I know the terrain, I’ve mapped the trails, and I can anticipate where the path will get steep. My role is to help students envision the journey, prepare their tools, and navigate the challenges. These are very talented young artists. Yet, like all creatives, they can wrestle with self-doubt. As their teacher, this is an opportunity to step in—not to carry them, but rather to remind them that they have the skill and depth of understanding to succeed. We collaborate throughout the process, brainstorming, meeting regularly, refining ideas, and asking the right questions at the right time. I shine a light on their progress and guide them in setting goals around next steps. But, in the end, the work and the success belong to them.
In what ways did you structure opportunities for practice, experimentation, and revision
into your curriculum?
Creativity loves constraint—though art students might not always agree. At the outset, we gather as a community of motivated, like-minded learners to brainstorm, exchange ideas, and test out possible directions. These early conversations are vital, but the real momentum begins when each student commits to making that first mark—however uncertain or undefined it may be. That initial act of creation opens up new pathways, revealing unexpected threads to follow. Yet, the heart of the creative process lies in choosing one concept to explore deeply. It’s in this commitment—this self-imposed constraint—that clarity begins to emerge. By boxing ourselves in and wrestling with the questions and doubts that inevitably arise, we cultivate the belief that answers will surface through persistence. This is where growth happens. This is where creativity lives.
How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?
We are blessed, as a school, to have a group of talented young artists enrolled in our art program. They bring a wealth of skill, experience, and insight into the studio. Cultivating an environment of trust and support, rather than competition, pulls all of these individual assets into the room. It’s this foundation that enables meaningful creative exchange—where students learn from one another, challenge ideas, and grow together. Sustained artistic exploration can be demanding, and students need to know they’re not facing it alone. They’re surrounded by a team of peers who understand the process and can offer encouragement, feedback, and inspiration. This sense of community is essential—it helps each artist push through challenges and stay committed to their vision.
What did you learn from working with your students, and how did you connect their learning to real-world opportunities or creative careers?
Being an art teacher is a privilege—and truly the best job. No two years are ever the same. Each cohort brings fresh energy, new perspectives, and a dynamic exchange of ideas that keep the studio vibrant and alive. While our senior honors program spans two years, many students have been immersed in the art stream for three or even four years by the time they begin their AP portfolios. Over that time, we’ve grown together, learning from one another through countless creative conversations both in and beyond the classroom. Our program thrives on connection. We regularly engage with the broader arts community, from visits to the Vancouver Art Gallery to in-class mentoring through peer-to-peer sharing and our ongoing artist-in-residence program. These residencies include former students—now practicing creatives—as well as established artists who generously share their insight, advice, and techniques with our students. Through these experiences, our students gain more than technical skill—they begin to see the creative possibilities that lie ahead. They witness firsthand what a life in the arts can look like, and they leave our studio not only with strong portfolios, but also with a deeper sense of purpose and possibility.
What advice would you offer to other AP Art and Design teachers?
See the student beyond the final portfolio. Encourage them to embrace experimentation and exploration. Remind them that creativity often blossoms through mistakes, revisions, and unexpected discoveries. A strong arts program creates a space where students feel safe sharing ideas, asking questions, and showing work that’s still in progress. Most importantly, celebrate growth—not just talent. Recognize when a student pushes through a creative block, takes a risk, or uplifts a peer. These moments build resilience, deepen their connection to their work, and foster a lasting sense of artistic identity. And remember: You can’t get smART without ART.
Xinlan Lin
