AP 2-D ART AND DESIGN - Thinking About Art Making: Questions for Reflection
The questions below are provided to students whose work is featured in AP Studio Art resources. The prompts were created to encourage reflection on art making and artistic thought processes. They may help organize and express ideas, and can be used to inspire creation of an artist's statement. Students may respond to any of the questions that are pertinent to what they'd like to share about their work.
- Would you like to share your ideas about the specific work(s) of art that were selected for display?
- Would you like to comment specifically on the Quality, Concentration, and/or Breadth section of your portfolio?
- What were your inspirations for creating art?
- Which media, techniques, and work processes did you use, and why did you make those choices?
- What do you intend for audiences to see, experience, and think about when viewing your work?
- Which are the most successful aspects of your work?
- What was your inspiration for creating this artwork?
- What were some of the decisions you faced in creating your artwork?
- Did you encounter any difficulties when creating your artwork? How did you work through them?
- Is there anything about your work that you now think you should have done differently? If so, please explain what and why.
- Did your work involve research? What kinds of investigations and discoveries were involved?
- How do your works of art relate to each other in terms of visual and conceptual content?
- How does your work relate to an assignment given by your teacher?
- How do you describe your artistic style/perspective?
- How do you define success as an artist?
- What do you find most rewarding about being an artist?
- What are some of the most important skills you draw upon to create your work?
- What are some of the most significant things you've learned through art-making?
- What is one of the best compliments you've received about your work?
- What advice would you give to other artists?
- What are your future artistic plans?
- Did you experience personal artistic growth as a result of creating the AP portfolio? If so, has that growth affected other aspects of your life?
AP Art and Design Sustained Investigation Rubric Terminology
Sustained Investigation: an inquiry-based and in-depth study of materials, processes, and ideas over time Inquiry: the process of asking questions in order to seek, to search, and to discover
Written Evidence: the written components that accompany the student’s works of art and design
Visual Evidence: the visual components that make up the student’s works of art and design
Identify: Indicate or provide information
Relates: having relationships and/or connections between
Demonstrate: to make evident
Indicate: to show, suggest, point out
Guides: the Inquiry leads the process of making works of art and design
Practice: the repeated use of materials, processes, and/or ideas
Experimentation: testing materials, processes, and/or ideas
Revision: making a purposeful change, correction, or improvement
Development: the furthering or advancing of an inquiry in a sustained investigation (through in-depth exploration of materials, processes, and ideas)
Materials: physical substances used to make works of art and design
Processes: physical AND conceptual activities involved with making works of art and design Ideas: concepts used to make works of art and design (that can be evident visually or in writing)
Relationships: connections
Synthesis: coalescence/integration of materials, processes, AND ideas
Skills: abilities
Rudimentary: emerging or undeveloped
Moderate: adequate
Good: proficient
Advanced: highly developed
2D skills: use of two dimensional elements and principles - point, line, shape, plane, layer, form, space, texture, color, value, opacity, transparency, time; unity, variety, rhythm, movement, proportion, scale, balance, emphasis, contrast, repetition, figure/ground relationship, connection, juxtaposition, hierarchy
3D skills: use of three dimensional elements and principles - point, line, shape, plane, layer, form, space, texture, color, value, opacity, transparency, time; unity, variety, rhythm, movement, proportion, scale, balance, emphasis, contrast, repetition, figure/ground relationship, connection, juxtaposition, hierarchy
Drawing skills: use of mark-making, line, surface, space, light and shade, composition
Written Evidence: the written components that accompany the student’s works of art and design
Visual Evidence: the visual components that make up the student’s works of art and design
Identify: Indicate or provide information
Relates: having relationships and/or connections between
Demonstrate: to make evident
Indicate: to show, suggest, point out
Guides: the Inquiry leads the process of making works of art and design
Practice: the repeated use of materials, processes, and/or ideas
Experimentation: testing materials, processes, and/or ideas
Revision: making a purposeful change, correction, or improvement
Development: the furthering or advancing of an inquiry in a sustained investigation (through in-depth exploration of materials, processes, and ideas)
Materials: physical substances used to make works of art and design
Processes: physical AND conceptual activities involved with making works of art and design Ideas: concepts used to make works of art and design (that can be evident visually or in writing)
Relationships: connections
Synthesis: coalescence/integration of materials, processes, AND ideas
Skills: abilities
Rudimentary: emerging or undeveloped
Moderate: adequate
Good: proficient
Advanced: highly developed
2D skills: use of two dimensional elements and principles - point, line, shape, plane, layer, form, space, texture, color, value, opacity, transparency, time; unity, variety, rhythm, movement, proportion, scale, balance, emphasis, contrast, repetition, figure/ground relationship, connection, juxtaposition, hierarchy
3D skills: use of three dimensional elements and principles - point, line, shape, plane, layer, form, space, texture, color, value, opacity, transparency, time; unity, variety, rhythm, movement, proportion, scale, balance, emphasis, contrast, repetition, figure/ground relationship, connection, juxtaposition, hierarchy
Drawing skills: use of mark-making, line, surface, space, light and shade, composition