For many high school art students, the AP Art program offers more than just an elective—it challenges the art skills they began honing in freshman year. For seniors Kailah Dauderman and Carmen Yeager, their journeys through AP Art focus on experimentation, revision and the elements of art, each bringing their own story to their work.
While Dauderman highlights a theme of Earth reclaiming itself amidst human destruction, Yeager explores the theme of vulnerability in their work. Together, their experiences highlight the challenges and rewards of young artists in a demanding program like AP Art.
Theme and Process
Dauderman’s sustained investigation, Earth reclaiming itself amidst human destruction, demonstrates her dedication to storytelling through visual art. She creates most of her pieces with acrylic paint but frequently experiments with different materials.
“I just like drawing landscapes a lot,” Dauderman said. “Sometimes, like, I want to do very natural landscapes. Yeah, the idea just popped up in my head,” she said about why she picked this theme.
Yeager shares a similar approach to theme and process. Their planning method proves more fluid, often involving changing mediums as they work. Yeager emphasizes that the theme of vulnerability hits close to home.
”I picked a topic that I’m able to relate to. That’s what I feel like most of my pieces are naturally about,” Carmen said.
Experimentation and Mediums
AP Art requires experimenting with different techniques or mediums in order to show the students’ progression and growth. Dauderman’s experience with various mediums, including acrylic and unconventional materials like sand, shaped her unique style.
”I’ve done pretty weird mediums. I’ve used sand for one of my pieces and, like, glass for another,” Dauderman said.
Despite her love for painting, particularly with acrylics for their control and quick results, she remains open to trying new techniques to achieve the best results.
Yeager, on the other hand, reworks parts of a piece until satisfied or experiments with oil paints to get a desired result. They continually push themself to explore the limits of their creativity.
“I’ve gone over the sunset over 20 times and it changes every time. Trying something and seeing if it works,” said Yeager.
Both artists agree that experimentation leads to discovering new ways to best deliver the story of their pieces.
Balancing Deadlines and Technical Challenges
Unavoidable for the AP Art program, students begin their preparation the summer before school starts to ensure they have enough time and thought to meet the deadlines for each of their pieces.
“We go by a three-week schedule; one week is for planning and the rest of the two weeks are for actually making a piece,” said Dauderman.
Each student ensures timely planning and preparation before the deadline.
“Ms. Greenland has us do three summer works that aren’t supposed to be really detailed. It’s more than a sketch, but more than a piece of work, we also made mind maps about our ideas and what our portfolio will be about” said Yeager.
Revision
Revising older pieces remains a shared practice that both students embrace. Dauderman recently revisited a color pencil drawing, hoping to better align it with her portfolio’s theme. Similarly, Yeager enjoys reworking past projects in order to get the best possible result. This process proves inevitable, since it shows their progression through their AP Art portfolio.
Criticism for Growth
Constructive criticism plays a vital role in students’ development in AP Art. Both Yeager and Dauderman value feedback from their classmates and teachers. Rather than taking it critically, they use it as a tool for improvement.
“I take criticism pretty well. You’re decently close with everyone, ‘cause it’s such a small class and they tell you critiques because they know you can do better, and no one puts it in a way that’s demeaning,” Yeager said. “I’m always asking for help, too. I’m open about it.”
Aspiring for the Future
Both students hold big dreams for their artistic futures. Dauderman, who plans to major in art, aspires to continue to grow her artistic talent. On the other hand, Carmen hopes to study art overseas in an art institute located in Cambridge, England.
From planning and experimentation to revision and constructive feedback, Dauderman and Yeager demonstrate that art goes beyond just creating; it includes planning, adaptability and storytelling. The passion both hold for art deserves admiration.
