KaryBat

Do you have a lot of portfolios to manage? Are you trying to manage multiple different classes? Do you have students creating a portfolio that you do not see every day? Do you have people doing a directed study for AP Art? What about students learning from home? Whatever your situation, this is the document to help! I print the corresponding sheet for each AP Art student at the beginning of the year or semester and keep them in a bradded folder with all my other important information for AP Art

Use this handout to help students write their own guiding questions for the AP art portfolio. Just print and go! I like to make students copy their favorite questions in their sketchbook and collect these handouts to keep. I have them in a file for each student with writing samples that I give back to them when they start entering their images and writing their evidence online.

In this presentation, the sustained investigation for the AP Art Portfolio is clearly explained. I pre-teach the scoring rubric and then present this before having my students look at a list of concentration topics. They then use the Sustained Investigation Proposal included in my TPT shop as well. I meet with students one on one to discuss their planning before they begin their first sustained investigation project. This is how I introduce the portfolio to my students and it works well.

I have taken this article and put it into an easy to print format to share with students. I share the images of student art on the projector and we discuss them. The students then read the article on their own or with a partner. They have a highlighter or colored pen in hand to mark what resonates with them. I have used this resource in person and with distance learner with success.

I have taken this article and put it into an easy to print format to share with students. I share the images of student art on the projector and we discuss them. The students then read the article on their own or with a partner. They have a highlighter or colored pen in hand to mark what resonates with them. I then make them use the graphic organizer flowchart to reflect on the topic they have chosen. They write about 3-5 sentences about their choice based on the article. The next day, I split t

Handout and directions for student. I use this for two separate grades. The first page is where they answer questions and the last page they write it as a coherent artist statement. The page in the middle explains where on the AP art submission website students should type in their work. This file is what I shared with students who were distance learners in the Spring when it was time to do the written evidence portion of their AP art portfolio. It could also be printed out and used in the class

These refection questions are divided in two parts are from the college board website for AP Studio art students. Give them to students as needed to help them reflect on their art making process. Have students reflect early and often to help guide them in the right direction. I usually give students part one about 1/3 into their portfolio and part two when they should be working on their last 2-3 pieces. I give them several days to fill these out and I let them take them home so I get really tho

This sheet is a planning sheet I give to students to complete their last month in the AP art course. It walks them through the planning and reflecting steps needed for choosing the pieces for their selected works portion of their portfolio. It makes a great final if you have semester classes.

This sheet is a planning sheet I give to students to complete after they have made their first piece for their sustained investigation in Advanced Placement Art. It walks them through all the planning steps needed for their sustained investigation portion of their portfolio. It makes a great midterm if you have semester classes.

This sheet is a planning sheet I give to students to complete after they have made their first piece for their sustained investigation in AP Art. It walks them through all the planning steps needed for their sustained investigation portion of their portfolio. It makes a great midterm if you have semester classes.

I share this journaling sheet with my AP Art students each week as they create the art pieces for their AP Art portfolio's sustained investigation. It is a fillable word documents which makes it easy for students to type in their responses and send it back to me. I download it and keep it in a folder until the end of the semester when student's write their written evidence. I then share their journaling documents with them so they can reference them as needed while they are writing.

Before students begin this art project in AP, I have my students create a Pinterest.com inspiration board and share it with me. This packet is created to guide students through all the things the AP scoring rubric mentions. This is assigned on the first piece students create for the SUSTAINED INVESTIGATION portion of their AP Art portfolio. I collect this packet the day after that first piece was due. After this piece, I expect students to do their own research, planning experimentation, process

After the preliminaries, this is the first important assignment I have students do in AP Art. I go over the course description and the scoring rubric from college board. I explain the sustained investigation and give students a list of sustained investigation topics that other students have been successful using. I then have them fill out this proposal and meet with me one-on-one with this filled out sheet and their sketchbook. It gives me an idea of what they are thinking of doing from early on

Artist research sheet. I give these handouts to my AP Art students throughout the year to see what artists they are following. It serves a few purposes. It keeps me up to date on the latest popular artists. It also gives me an easy in to tell my students about artists I think they should know and help elevate their taste if needed. It also helps them recognize "real" artists practicing the parts of the AP portfolio scoring rubric that I focus on in class.

I give this list to my students at the beginning of their sustained investigation. It helps them remember all the different tips and tricks I have gathered through the years. I originally got a version of this from my official AP training and then have added to it each year. It is written to work for all three portfolio types.

This is a service hours sheet that I give to students when they apply to be in NAHS. They have to get whoever supervises their service hours to approve and sign the form they fill out. Even if they do their service project for me, I still make them have the responsibility of filling out the form, getting me to sign it and turning it in! This makes my job as the National Art Honor Society sponsor a little easier. The first page is NAHS and the second page is NJAHS. This document allows you to typ

This is a contract that the students have to sign at the beginning of their AP art course. It explains the expectations they will have to meet in that class. Students and their parents have to sign it. This form allows you to edit the name of your school and the due date.

This powerpoint is EVERYTHING that you need to manage phones in the high school classroom. It says "art" because that is what I teach but that can be changed to suit your classroom. Room Set Up: I have one of those clear numbered phone pocket charts (shoe closet organizers work great as well) at the front of my classroom and a power strip pugged in on a shelf right next to it. Prepare: Slides 15 and 16 are signs you can print and post for your phone "sanctuary." I did not include a separate t

This is a resource created for the unique distance learning and school closing circumstances we have this school year. This is for teachers and districts that use GOOGLE CLASSROOM. This survey can be emailed to students, posted on the web for them to download or posted for them in your online teaching platform. This is a protected word document that allows students to check in the boxes next to statements that apply to them. Like, "I cannot login to Google Classroom1." or "I share my device with

This is a resource created for the unique distance learning and school closing circumstances we have this school year. This is for teachers and districts that use CANVAS. This survey can be emailed to students, posted on the web for them to download or posted for them in your online teaching platform. This is a protected word document that allows students to check in the boxes next to statements that apply to them. Like, "I cannot login to Canvas." or "I share my device with my siblings." They c