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Home > Its Own Reward: Some Tips on Starting an AP Studio Art Program
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Its Own Reward: Some Tips on Starting an AP Studio Art Program
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by Janet Rogers
Dillard School of the Arts
Ft. Lauderdale, Florida
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Introduction
Working with students to create their portfolios for AP Studio Art has been my most rewarding teaching experience. AP Studio Art encourages students to grow and to think creatively. The program comprises three courses: 2-D Design, 3-D Design, and Drawing. Having three choices affords the opportunity to match students with the portfolio best suited to their aptitude.
I have developed AP Studio Art programs in two very different high schools. In one school, at least 85 percent of the students were on a free-lunch program; in the other school, the majority of the students came from upper-middle-income homes. My experience is that AP Studio Art knows no boundaries. It is not just the artistically talented students nor those fortunate enough to have been exposed to culture who can benefit. In fact, the Advanced Placement Program in all disciplines is an inclusive opportunity for students who are willing to meet the challenge.
The portfolios in each of the three courses are designed to expand the students' creative thinking and self-awareness. Since the portfolios are a form of visual documentation, the process must be completed over time. This helps students develop the self-discipline necessary to work steadily on a long-term project, as opposed to cramming, which is often done for cognitive exams. I have found that students who are truly interested in committing to the program are more likely to grow and to finish the requirements than very talented students who appear lazy and think they can complete their work at any chosen moment.
Guiding a student through the process takes extra time, but the rewards are multifold. First, the level of expectations in the AP classroom is high, which will influence the students' performance in their other classes. Second, the administration and staff will be amazed at the work produced. Third, you and your students will obtain a greater awareness of their creative growth as a result of the visual record that is kept on slides.
Institutes and Workshops
For those starting up a new program (as well as for veterans), I recommend attending an AP Studio Art Summer Institute. These learning sessions generally last five days and are offered during vacation months. At these meetings, ideas and strategies are shared by veteran AP teachers and by College Board-endorsed consultants. Many of the consultants are Readers of the AP Studio Art portfolios and have insight into the judging process. Artwork of former AP students is used for mock Readings, which will give session attendees many ideas for their students.
Also consider attending a half-day or one-day AP Studio Art Workshop, generally held during the school year. Again, you will receive valuable information, and you'll meet other teachers who teach AP Studio Art.
The AP Studio Art poster, the Studio Art Teacher's Guide, and the Studio Art Course Description are invaluable resources and can be ordered from the College Board Store. Additionally, the Course Description is available as a PDF file on the AP Central Web site.
Time To Teach
At the beginning of each AP Studio Art class, every student is entitled to a free poster. These posters are produced each summer after the June Reading and contain information on what is expected for each portfolio. The poster also features artwork from the latest portfolio Reading.
Access to a camera that takes 35mm slides is a must. Also, the camera will need a lens for shooting small works of art. A digital camera may be used only in the 2-D Design portfolio, but it is used as a medium and not to take the place of the required slides.
If you have access in the spring to the AP art roster for the upcoming fall, be sure to meet with the students on that list and their parents. At these meetings, I explain what the AP Program entails and ask for parental cooperation. I also give summer assignments so students can practice eye-hand coordination, and I explain the importance of such practice.
There are a few important dates you need to remember. By the end of March, the College Board needs to know the number of AP Studio Art students who will complete the portfolio. The fees need to be paid at this time. This places the order for the College Board to deliver the portfolios, which will arrive at your school at least two weeks before the start of the AP Exams in May. Since AP Studio Art is not a secure exam, you, the teacher, are to receive the portfolios as soon as they arrive. The students can then start to assemble their work, and the AP teacher may help with the process. A proctor is not needed.
Unconventional Beginnings
A teacher does not need to have a full class of AP students in order to submit portfolios. I've had a few AP students in regular art classes put together a portfolio. Many teachers submit only one or two portfolios until they can build a program. I've found that all students can benefit by working on the portfolio breadth section. Surprisingly, some students who had not considered AP will be candidates for the program the following year.
In short, I have seen ample evidence that the AP Studio Art Program can make a positive impact on students, faculty, administration, and community. It has been a very fulfilling experience for me, and I believe you will find it equally rewarding.
Janet Rogers is an internationally recognized artist and has taught studio art for many years at all levels, from kindergarten through graduate school. She retired in 1998 but immediately became a consultant in Advanced Placement Studio Art, aiding students and teachers at Dillard School of the Arts and Nova High School in Broward County, Florida. In addition, she is an endorsed consultant in studio art for the College Board and has served as an AP Reader for 8 years. She also gives college workshops on experiments in color, patterned after Josef Albers' teachings.
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