When Was the Ap Studio Art Test in 2018

About the Exhibit

This exhibit showcases outstanding artwork created by students who submitted portfolios for the AP Studio Art Exam in May 2018. Each work exemplifies the extremely high level of rigor, commitment, and accomplishment that AP Studio Art students can achieve. AP Studio Art students work with diverse ideas, materials, and processes to create fine art, and you'll run into these on display hither.

Student and teacher reflections on these works provide compelling insights into how artists make choices and approach art making. Acquire how AP teachers guide and support students' thinking and creating.

Consider these questions equally a resource for thinking almost art making.

Student and Teacher Statements

Annotation: Student and teacher statements are quoted verbatim and have not been edited for grammar or punctuation.

Bojun Tan

Shenzhen Vanke Meisha Academy
CN

Teacher: Minmin Shi

Media: LED lamps, transparent plastic tubes

Student Statement:

Inspired by the novel Us, this installation was created and displayed as a metaphor of the main themes of the novel: conflicts between individuality and social unity. The lamps ascending from the interior of the staircase is a representation of individual wills breaking through the utopian, stressful social order.
Simon Lee

Yongsan International School of Seoul
Seoul, KR

Teacher: Geovanni Flores

Media: clay, wires, plaster, fabric, beads, strings, paint, wooden sticks, nails

Pupil Statement:

A clown is someone who puts on a grin and shows the globe their impressive tricks and gives people pleasure. Whether they are unmotivated or deplorable, they still must put on a prove and disguise themselves nether their thick makeup. Sometimes I feel like I'thousand living the life of a clown. I feel pressured to always show my best cocky and impress others with what I have. That's why I've created a broken clown with all its string rested on the ground. This clown is true to himself and comfortable with who he is, a state I aspire to be. Hence, the title, "May I residual?" is asking a question to be rested from all the expectations and pressures we face.

To create this work I used a wire to create the bones frame. I used clay to create the flesh and used acrylic paint to give it color. The hair is fabricated from wool, and I used a mesh wire for its crown. The wear is made from scrap textile, and I sewed the collars. The hands below are made from plaster molds of my own hands.
Roselynn Sadaghiani

Scout Secondary School
West Vancouver, British Columbia CA

Teacher: Cecily Evans

Media: leather

Student Statement:

This piece was created as part of my 3D Pattern concentration. My central focus was to recreate way designs from the turn of the century, specifically from 1890 to 1910. Initially, I was interested in the construction/bones and various aspects of these designs: bloomers, bustles, headdresses. However, as my ideas progressed I became specially interested in how the physical constraints created by the garments were too reflected in the economic and social status of women at the time. This slice, inspired past the ribbon at the back of a corset, was created as role of my final few concentration pieces. Rather than just creating a traditional fashion slice, I decided to apply abstraction to create a sense of suffocation in the viewer. I synthetic the piece by repeatedly tying long strips of leather around the model. The artwork immobilizes and increasingly covers the face up rendering the individuality of the model irrelevant.
Eva Elfishawy

Woodside Priory School
Portola Valley, California

Instructor: Reed Sullivan

Media: forest, stone, shell, human hair, jawbone
Devon Olds

East High School
Denver, Colorado

Teacher: Martin Loftus

Media: sweater, metal coat hangers
Ailish Curran

Sanford H Calhoun High School
Merrick, New York

Teacher: Joan Gonzalez

Media: museum lath
Delaney Richman

Miami Palmetto Senior High Schoolhouse
Miami, Florida

Instructor: Katherine King

Media: digital photo

Teacher Statement

This student had struggled with forming a cohesive concentration throughout near the entire year. She tried many different projects, but felt that they lacked passion and depth. Information technology wasn't until she showed me her holiday pictures that I realized THIS was her concentration. We turned them all black and white, and when we did, everything came together. I showed her that once these colorful landscapes were turned to grayscale that it was no longer about the pretty colors of the flowers, just about the shadows, depth, contrast, textures, and all the other detailed elements that completely inverse the photographs significant.
I am always having my students step out of their comfort zones to explore different subjects and techniques in photography that they would not have chosen to do on their own. This is my first year having the opportunity to teach AP Studio Art, and my fourth year teaching photography, and the main thing that I have learned is you lot must relate and inspire your students to fuel their art. If you as a teacher show and share your passion for fine art with your students, even past having a sketchbook sharing day and participating yourself, information technology can create a spark of inspiration in them that will lead into a burn.
Delaney Richman

Miami Palmetto Senior Loftier School
Miami, Florida

Teacher: Katherine King

Media: digital photograph

Teacher Statement

This pupil had struggled with forming a cohesive concentration throughout nearly the unabridged year. She tried many unlike projects, just felt that they lacked passion and depth. Information technology wasn't until she showed me her vacation pictures that I realized THIS was her concentration. We turned them all black and white, and when we did, everything came together. I showed her that one time these colorful landscapes were turned to grayscale that it was no longer about the pretty colors of the flowers, but about the shadows, depth, contrast, textures, and all the other detailed elements that completely changed the photographs meaning.
I am ever having my students step out of their condolement zones to explore different subjects and techniques in photography that they would not have called to do on their ain. This is my first yr having the opportunity to teach AP Studio Art, and my fourth year didactics photography, and the main thing that I accept learned is you must relate and inspire your students to fuel their art. If you as a teacher show and share your passion for fine art with your students, fifty-fifty by having a sketchbook sharing day and participating yourself, it can create a spark of inspiration in them that volition lead into a burn down.
YueTong Tsen

Adrian C. Wilcox High School
Santa Clara, California

Teacher: Heather Skeels

Media: Alcohol markers and pens on toned drawing paper

Student Statement:

Listen here

Teacher Argument

This was YueTong's 2nd yr as an AP Studio Fine art educatee. After she submitted her drawing portfolio as a Junior she had to rethink her natural approach to art making. Her ability to beautifly render her subjects and unique approach to project objectives would exist pushed to the limits incorporating the elements of meeting the 2 Dimensional Design portfolio. YueTong explored the art of illustrative storytelling throughout the year. She created an impeccable portfolio and tapped areas of art making I don't believe she e'er would accept, had she not been pushed exterior her condolement zone. She embraced the "new" and went all in.

The narrative for this projection was Art and Anatomy, where students were asked to explore the thought of incorporating scientific illustration of human skeletons with nature. We watched a Ted Talk by Vanessa Ruiz entitled "The Spellbinding Art of Homo Anatomy" for inspiration. The master guiding question posed to the students was, how can the human skeleton be used every bit a bailiwick to communicate meaningfully most the nature of humanity? YueTong's solution was quite interesting, exploring the juxtaposition of nature playing the part of what humans practice now in a laboratory, thus manipulating the relationship between the two as we run across it now. She created a cute illustrative solution to the thought provoking relationship between nature and humanity.
Shelby Lemage

Timber Creek Loftier School
Fort Worth, Texas

Teacher: Chrissy Fitch

Media: mixed media
Sarah Karagoz

Lowndes Loftier School
Valdosta, Georgia

Teacher: Sherry Bennett

Media: mixed media

Pupil Argument

I, Sarah Karagoz, thank yous for the award of selecting my piece of work, "Middle, Eye, Middle! What am I?!!", as an entry in the AP Studio Art Exhibit this year. The concept for this monochromatic piece is to exist a visual representation of self loathing. It was inspired by the struggles I personally dealt with growing up. The analogy shows the perspective of an adorable, petty daughter staring into her reflection and viewing herself as a grotesque and appalling animate being. Greenish is called as the principal colour because it helps reflect the feeling of disgust. The specific media I apply into this piece are a collaboration of black ink, green acrylic pigment, a small selection of colour pencils, and markers. Creating satire of issues real people face is a preference in my creative perspective. My goals in the nearby future are to be a graphic novelist and cartoonist.
Rebekah Campbell

Provo Senior High Schoolhouse
Provo, Utah

Teacher: James Rees

Media: acrylic
Madeleine Oh

Santa Catalina Schoolhouse
Monterey, California

Instructor: Michelle Avery

Media: digital media
Jack Boucard

Saint James School
Montgomery, Alabama

Teacher: Evelyn Shoults

Media: photography

Instructor Statement:

This slice was the result of Jack'southward continued growth over the course of the class.

In my grade, I try and create a prophylactic, open and countless surroundings to express new ideas through brainstorming and ideation. Most whatsoever idea is worth exploring, peculiarly those ideas that don't seem worth exploring. I promote collaboration and evolution of artwork through experimentation and personal growth by pushing my students to step out of their comfort zones.

While these are advanced students, I also focus on teaching and reinforcing the basic elements of fine art and principle of design. With Jack'due south piece of work specifically, he worked with color, repetition and pattern. My students also enquiry different artists and techniques which volition assist them get a better understanding of how other artists use the elements and principles in their work.

To aid promote new ideas, my pupil and I will brainstorm ideas and words verbally until the pupil is inspired. Jack is a talented educatee who but got more talented by honing specific skills related to critical and creative thinking. Over the school year, his trunk of work increased in quality as he began to really larn to think openly and without restraint.

My communication to other AP Studio Art teachers and students is to just keep exploring and to keep growing.
Johnny Donohoe

Byram Hills High Schoolhouse
Armonk, New York

Teacher: David McMichael

Media: digital art
Jason Liao

Pacific American School
Hsinchu County, Taiwan

Teacher: Carl Johnson

Media: printed collage, charcoal, pen and ink, and whiteout
Gavin Moses

Cypress Wood High School
Cypress, Texas

Teacher: Natasha Napier

Media: digital art media
Charlie Parsons

Firestone Community Learning Center
Akron, Ohio

Teacher: Daniel Coffield

Media: ink, spray pigment, cream core, ribbon
Cameron Le Day

Arts High School
Newark, New Bailiwick of jersey

Instructor: JC Lenochan

Media: digital

Student Statement

My art is a critique on the societal constructs that are placed onto the backs of marginalized individuals. In that location are too many standards to which we are held to. I create my pieces as a form of protest, a fashion to escape the constructs that i navigate on a daily basis. The black and lgbtq+ experiences are ii themes that i render to frequently with my art equally they are the ones that i am about closely connected to. As a self-taught artist who doesn't see people like himself represented in the world of pop civilization and fine art, a vast bulk of my pieces come exclusively from my ain life and ideas that i get from my own individual experiences. My promise is to create awareness and effective chat through my digital artwork and portraiture and create a more inclusive, visible space for people like me.
Bradley Castiglia

Nichols School
Buffalo, New York

Teacher: Andrea Mancuso

Media: cardboard, white oak
Alexandrea Owens

Ramon C. Cortines Schoolhouse of Visual and Performing Arts
Los Angeles, California

Teacher: Julie McManus

Media: color pencil and ink on analogy lath
Aidan Meany

Saint Ignatius High School
Cleveland, Ohio

Instructor: Julianna Burrows

Media: monoprint/thread/screen
Stanislava Kirsanova

The American School in Switzerland
Collina d'Oro, Switzerland

Teacher: Martyn Dukes

Media: acrylics, periodical paper

Student Statement:

This fine art piece of work is taken from my concentration. My concentration exhibits the theme of silence. The mouth of a adult female is covered with paint. This suggest that she is unable to speak her thoughts. Through covering movements of pigment strokes I wanted to show my audience that women can have difficulties in expressing their opinion present. Nevertheless it is 21st century and some of the countries gave women full rights, there are still many countries where women are oppressed in their freedom. In my collage I used a journal cutting of a young adult female and an old woman. I sticked both of the pieces together to form a whole person. By doing that I wanted to say that no matter the age any woman may become a victim of such oppression and therefore should have action against it. In my opinion, art should bring individuals together and spur them on world-changing actions that would benefit the society. Art should bring unity and peace to the globe.

Teacher Statement:

Listen Here.
Noah Briata

Regis Jesuit High School
Aurora, Colorado

Teacher: Jennifer Meyerrose

Media: acrylic
Maecy Ohlinger

Celebration High School
Kissimmee, Florida

Teacher: Christina Dell

Media: ink, bristol paper

Student Statement:

My limerick theme was based around the decomposition of living things and in this particular slice I was looking to prove the outcome of a corpse on the surrounding environment, mainly the decease of plant life. I tried to create a residue of the scientific aspect of the concept while also incorporating my own dark and creepy fine art style. For similar reasons I too chose an ink pen medium, as I like the precision of the fine points and the pitch blackness color. All of this combined makes for an unsettling composition that is cute in its ain twisted way.

I institute when making this piece I had the most trouble with getting the high contrast I was looking for, because at first I was too nervous to get in too dark and it wasn't until quite a few layers in before I decided to fill in the blackest black areas, like the centre of the flowers.

While I am happy with the event, even now I come across where the subjects could use more work, and I don't think I'll e'er be able to fully right off a piece equally complete in my mind, so to me success is learning from my mistakes and knowing that adjacent fourth dimension I'll exist able to exercise ameliorate.
Grace Morrison

Foothill Technology High School
Ventura, California

Teacher: Justin Frazier

Media: acrylic paint, neon watercolor

Student Statement:

Finding the theme for my concentration was embarrassingly difficult. It seemed like nostalgia was the only idea that I could actually devote 12 pieces to in such a short corporeality of time. Feeling as carefree as a kid is something really appealing to me and I wanted to endeavour to convey that through art. Notwithstanding, the problem with choosing childhood memories is they are very personal and specific to my life, and then it was challenging to create art that expressed my cornball feelings finer to other people.

Each piece in my concentration is cogitating of a retentiveness that feels special to me when I was younger. Some of the memories I chose are crystal clear, and so I would endeavour to limited that using a more realistic style. Other memories are more of a feeling I had, so I tried to reflect that by making the artwork feel dreamlike and fuzzy. The Christmas lights painting is of a happy memory of checking to see if all the lights worked on each strand before we wrapped our Christmas tree. It is a mundane task, simply for some reason is special, and stuck out in my mind as a fond retentivity from my childhood. I primarily used acrylic paints, but added some neon watercolor to raise the color of the lights.

Teacher Statement:

Watch here
Elijah Ruhala

Lovejoy High Schoolhouse
Lucas, Texas

Teacher: Brice McCasland

Media: Stud walls built from Lumber patched with torn drywall and fabric, Television, Mattress, Pillows, Window, Desk, Medicine Cabinet, Mirror, Sink, Electrical Wire, Lamp, Nightstand, and Chair, fatigued on with Water Soluble Graphite, Acryl
David Kang

Walnut High School
Walnut, California

Instructor: Michelle O'Shields

Media: no media info
Charles Rounds

Murrah High Schoolhouse
Jackson, Mississippi

Teacher: Martha Hamburg

Media: graphite/acrylic
Caegan Jones

Plano Senior Loftier School
Plano, Texas

Teacher: Allison Garrison

Media: acrylic and graphite on wood

Pupil Statement:

This work was created primarily as a tribute to how game culture has shaped the way some people call back, and I've learned from both games and my art that at that place are many ways to achieve the same goal. On a sanded slice of wood, I painted some blocks of primary colors and pieces of grey to start as a simple base of operations to abound from. So, using pencil I began incorporating the intricate designs and wiring schemes seen. Some pieces are colored with ink, which provided an interesting effect with the manner the wood took information technology. There are hidden references throughout the piece that may not always be understood, however they are found to be still pleasing to find. What I find most rewarding virtually existence an creative person and creating in general is that people can interact with your work and leave feeling different than their peer. Everyone finds something that speaks to them, one style or another. Fifty-fifty if they believe they meet nothing, they all the same had to look. I merely desire people to await.
Gunnice Jones

Booker T. Washington Hgh School for the Performing and Visual Arts
Dallas, Texas

Teacher: Kyle Clark

Media: digital

Student Statement:

Growing upwards, I've always been attracted to astrology and it's ability to allow me to get to know myself ameliorate, likewise equally the people around me. At the time that i was creating Duality, I'd noticed how we all have aspects of our personality and graphic symbol that aren't always the easiest to bring to low-cal. Instead of suppressing these out of shame or embarrassment, through this piece i wanted to celebrate this 'shadow side' that we all have equally imperfect human beings. Naturally, I came from the angle of the aesthetics in the zodiac signs, where personally I accept a libra sun (the 'calorie-free') and a scorpio moon (the 'shadow'). My intention is to remind the viewer of the importance in embracing those qualities within ourselves that are a little more uncomfortable to face. In existence completely compassionate with your entire existence, you can only become invisible.