Course Spotlight: A Collaboration Between AP Art and AP English

Published: March 16, 2024 | Updated: March 18, 2024

Students in AP 2D Visual Art and AP English Language and Composition courses recently explored the intersection between their content areas.

Portfolio by Yufan Liu

AP Art Portfolios

Students seeking to refine their skills and engage in coursework at the collegiate level, have the opportunity to do so in high school by taking one or more Advanced Placement (AP) courses offered at P.C.

In Jasmin Kuykendall's AP 2D Art and Design and AP Drawing courses, students create a portfolio that contains 10-15 pieces based on an inquiry question they've written. As a part of the creative process, students dig into their thoughts and ideas in order to answer their inquiry question with increasing depth through their artwork.

Throughout the year students also hone their ability to reflect by critiquing their own artwork as well as each other's, comparing the artist's intent with the execution of their artwork in order to determine what has been communicated and how.

This year, in addition to critiquing each other's work, students' art portfolios were set up for two weeks in the Library as part of a collaborative project between our AP Art and AP English classes.

A Collaborative Learning Opportunity

Once the portfolios had been set up, students in Evelyn Platt and Shannon Plechas' AP English Language and Composition classes were invited to peruse them.

A Question to Consider When Viewing Art: What inquiry question might each piece of art have been created to answer?

After considering the pieces of artwork, students chose several portfolios and wrote a thesis statement for each portfolio. The thesis statement highlighted what they thought the purpose of the portfolio had been (i.e. what it was created to address) and the elements they thought the artist had used to communicate their purpose (i.e. how the artist had articulated their purpose). Writers also contemplated materials the artist had used, color choices made, whether or not the piece had cohesion, and why.

"These are works of art done by your peers," Ms. Platt reminded her students. "Your responses will be sent back to them so that they can improve the strength of their inquiry. Be honest in your thesis statements, but be respectful." 

Using Constructive Feedback

Our AP art students enjoyed being showered with feedback in the form of thesis statements! Artists appreciated the insight the feedback provided from people outside the field.

"Many were so happy to find out that their work was being understood clearly!" said 2D Art teacher, Jasmin Kuykendall. "But were also able to take their peer's 'incorrect' interpretations and understand why that perspective or miscommunication might have taken place." Students were then able to make adjustments to future pieces in their portfolios based on this feedback.

Advanced Placement Courses

Information about each AP course offered at P.C., including AP Art and AP English, can be found in the P.C. Course Guide.