AP 3-D ART AND DESIGN
Height: 40", Width: 30", Depth: 20" | Idea(s): Inspired by shadows over tapestries from childhood. | Material(s): Canvas, acrylic, yarn, wood dowels, tracing paper, hot glue | Process(es): Layered frames and shadows highlight foreground depth. | Curatorial Note: This artist uniquely integrates fibers, sculpture, and two-dimensional art into a cohesive installation. Lines extend outward from the painting into real space, seamlessly merging with knitted elements and constructed objects.
STUDENT STATEMENT
Does your art connect to or take inspiration from any past or present art styles, techniques, or traditions? If yes, how?
My work draws inspiration from traditional Chinese decorative arts, such as carved wooden screens, embroidery, and weaving, while reinterpreting them through a contemporary lens. The combination of yarn, felt, and crochet reflects the influence of textile traditions passed down through generations—particularly, my grandmother’s knitting. By merging these craft-based methods with modern mixed-media practices—such as sculptural framing, shadow play, and abstraction—I aim to transform cultural memory into a visual dialogue that connects personal history with broader aesthetic traditions.
Which elements of art were most important in this artwork, and how did you use them to communicate your ideas?
Value, texture, and form were the most important elements in this work. The contrast between light and shadow emphasized emotional depth and memory, while textured materials such as yarn, felt, and wood created tactile connections to domestic crafts and cultural heritage. The three-dimensional frames and layered compositions established a sense of enclosure and openness, symbolizing how personal memories and cultural traditions coexist and evolve through time. Through these elements, the work communicates both the intimacy and complexity of identity and belonging.
This investigation explores how traditional Chinese decorative elements, personal childhood memories, and textile techniques are reinterpreted through contemporary mixed media to evoke the emotional resonance of light, shadow, and cultural identity.
Which principles of design guided your choices in this artwork, and why?
Balance, unity, and contrast were the key principles guiding this work. The symmetrical framing and rhythmic repetition of yarn and patterns created a sense of harmony reminiscent of traditional Chinese decorative design. Contrast between light and shadow emphasized spatial depth and emotional tension, while the integration of diverse materials maintained visual unity within a complex composition. These principles allowed me to merge traditional order with contemporary experimentation, reflecting the coexistence of structure and emotion within cultural identity.
How did applying design skills (elements and principles) help you strengthen both the look (formal qualities) and the meaning (conceptual direction) of your portfolio?
Applying design skills allowed me to build stronger visual coherence and conceptual depth across my portfolio. By intentionally using contrast, balance, and texture, I created a unified aesthetic that connects each piece through the interplay of light, material, and form. These formal decisions reinforced my conceptual focus on memory, cultural inheritance, and transformation, turning personal narratives into spatial and tactile experiences. The thoughtful use of design principles helped my portfolio move beyond visual appeal to communicate a layered, emotional exploration of identity.
Can you give a specific example of how you revised an artwork to better apply a drawing and/or design skill?
In one piece, I revised the composition by adjusting the placement of frames and the direction of light to create stronger contrast and spatial rhythm. Initially, the structure felt flat, but, by refining the balance between positive and negative space, I enhanced the illusion of depth and tension. This revision also strengthened the emotional impact of the shadows, helping the work better convey themes of confinement, reflection, and cultural layering.
Which drawing and/or design skills do you rely on most often in your work, and how do they support your artistic style or message?
I often rely on composition, value contrast, and textural layering to define both the visual and emotional tone of my work. Careful arrangement of light and form guides the viewer’s attention and creates a meditative rhythm within each piece. Layered materials such as yarn, paper, and wood help me translate memories and cultural motifs into tactile surfaces. These design skills support my artistic voice by connecting formal precision with the intimate, reflective narratives that shape my exploration of identity and heritage.
In what ways did your confidence in art making grow during AP Art and Design?
Throughout AP Art and Design, my confidence grew as I learned to take creative risks and trust my own visual decisions. Experimenting with unconventional materials such as yarn, wood, and mirrors allowed me to move beyond traditional drawing and discover new ways to express light, texture, and emotion. I became more assured in transforming personal memories and cultural motifs into abstract forms, understanding that artistic growth often comes from revision, exploration, and embracing imperfection as part of the process.
What kinds of critiques and feedback did you receive in AP Art and Design, and how did they help you strengthen your use of design and/or drawing skills?
I received critiques that encouraged me to refine composition, adjust contrast, and consider how materials influence meaning. Teachers and peers often pointed out where my pieces could achieve stronger balance or unity, which helped me become more deliberate in my design choices. Feedback also pushed me to clarify my conceptual direction, using light, framing, and texture not just as visual tools but also as symbolic language. These insights deepened both my technical control and my ability to communicate ideas through design.
What advice would you share with future AP Art and Design students about building drawing and/or design skills?
I would encourage future AP Art and Design students to explore widely and stay curious. Building strong drawing and design skills takes consistent practice, but also the courage to experiment and make mistakes. Focus on understanding how elements like line, value, and texture can express emotion and meaning—not just accuracy. Observe the world closely, study different materials, and reflect on what inspires you personally. Most importantly, let your technical growth support your unique artistic voice; skill and concept should evolve together through persistence and honest self-reflection.
TEACHER STATEMENT
Lei Zong
Founder & Art Instructor
LL Artists Studio
How often did your class meet?
The class meets three times a week, with each session lasting two hours.
Please describe the structure of your AP Art and Design course.
Our AP Art and Design course is structured as a mixed-level class that combines guided instruction with individualized project development. We encourage students to develop their themes based on their personal life observations and experiences, helping them build authentic and meaningful artistic investigations. Each week, students meet three times for two-hour sessions. The course combines group critiques, one-on-one guidance, and independent studio practice. This structure allows for both technical skill building and the development of personal artistic voice, ensuring that each student progresses at their own pace while benefiting from peer interaction and feedback.
How did you guide students in developing and refining their inquiry statements and portfolio direction during their Sustained Investigations?
We guide students in developing and refining their inquiry statements and portfolio direction through a structured and student-centered approach. At the beginning of the course, students are encouraged to identify meaningful themes based on their personal life observations and experiences. Through regular one-on-one conferences, group critiques, and guided brainstorming sessions, students receive targeted support to clarify their artistic intentions and strengthen their conceptual frameworks. As their Sustained Investigations progress, we provide ongoing feedback and encourage reflective discussions, helping students refine their inquiry statements and make thoughtful decisions about materials, processes, and visual strategies to deepen their portfolio focus.
How did you help students strengthen technical skills and apply design knowledge (elements and principles) while also developing creative problem-solving habits?
We support students in strengthening their technical skills and applying design knowledge through a balance of direct instruction and individualized guidance. Core drawing and design techniques are introduced and reinforced through demonstrations, targeted exercises, and skill-building projects. Students are guided to intentionally apply the elements and principles of design in their work, using visual analysis and critique to refine their compositions. At the same time, we emphasize creative problem-solving by encouraging experimentation with different materials, processes, and approaches. Through iterative making, reflective discussions, and regular feedback, students develop both strong technical foundations and flexible, independent thinking habits that support their artistic growth.
In what ways did you structure opportunities for practice, experimentation, and revision into your curriculum?
We structure opportunities for practice, experimentation, and revision throughout the curriculum in a consistent and intentional way. Each unit begins with technical demonstrations and guided exercises that allow students to practice new skills and design concepts. Students are then encouraged to experiment with a variety of materials, techniques, and formats to explore different visual solutions. The studio provides a wide range of drawing and mixed-media materials, as well as opportunities to build three-dimensional thinking. Regular group critiques, individual conferences, and reflective discussions are built into the schedule, giving students multiple chances to revise and refine their work. This iterative process helps students develop strong studio habits, deepen their conceptual thinking, and strengthen the quality of their portfolios over time.
How did you scaffold writing into students’ art making and thinking processes?
We scaffold writing into students’ art making and thinking processes through structured prompts, reflective journals, and guided discussions. At the beginning of each project, students write short statements to clarify their intentions, articulate their inquiry questions, and outline possible approaches. As projects develop, students keep ongoing written reflections to analyze their decision making, problem-solving strategies, and material choices. Draft inquiry statements and written rationales are reviewed through individual feedback sessions, helping students refine their language and strengthen the connection between their conceptual thinking and visual outcomes.
How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?
We integrate regular critiques and peer interactions into the curriculum to foster both conceptual and technical growth. Group critiques are scheduled at key stages of each project, allowing students to receive feedback from peers and develop their ability to articulate artistic decisions. Individual conferences offer personalized guidance for refining inquiry statements, experimenting with materials, and strengthening compositions. Peer discussions and small-group reviews encourage students to exchange ideas, reflect critically, and build confidence in presenting their work.
How did you manage classroom resources and materials to support art making?
We manage classroom resources and materials by maintaining a well-organized studio environment and ensuring that a wide variety of supplies are readily accessible to students. The studio provides most drawing and mixed-media materials, including paints, papers, wood panels, and tools, which allows students to experiment freely and develop both two-dimensional and three-dimensional thinking. Materials are organized by medium and clearly labeled so students can work independently and efficiently. We also establish routines for setup and cleanup to maximize studio time and encourage students to take responsibility for maintaining shared resources. This structure supports a focused, productive, and collaborative art-making environment.
In what ways did you integrate digital tools or technology into students’ creative processes?
We integrate digital tools and technology to expand students’ creative possibilities and support their artistic development. Students use digital photography and scanning to document their work, experiment with compositions, and gather visual references. Image editing software is introduced as a tool for planning, layering, and refining ideas before moving into final pieces. We also incorporate digital platforms for research, presentation, and portfolio organization, helping students analyze contemporary artists and manage their AP submission efficiently. By combining traditional studio practices with digital processes, students learn to think critically and flexibly across different media.
Through working with my students, I have learned the importance of balancing individualized guidance with opportunities for open exploration. Each student brings unique perspectives and interests, and, by listening closely to their ideas, I gain insight into how to better support their growth, both technically and conceptually. To connect their learning to real-world opportunities and creative careers, we regularly invite professional artists to visit the studio for talks, demonstrations, and workshops. These sessions broaden students’ artistic perspectives and expose them to diverse practices and career paths within the creative field. Additionally, students are encouraged to visit exhibitions, participate in competitions, and build portfolios that reflect both personal vision and professional standards. These experiences help students see how their classroom learning can translate into meaningful artistic pursuits beyond school.
Yifan Chen
