(AVA PASSEHL) Sample AP Scoring Activity Parts 1 and 2

 Part 1: Sustained Investigation 

- Link to artwork: https://apcentral.collegeboard.org/pdf/ap-art-and-design-drawing-2020-sustained-investigation-sample-5-score-1233.pdf

1.) Inquiry: 1

While dabbling in certain areas of their inquiry such as the eye in surrealistic settings and our current world situations, this student's inquiry lacks a main focus, theme, or question that is exhibited in and connects all the pieces to each other. If the student had chosen one inquiry, like the theme of the human eye, the investigation would become synthesized and guided.  

2.) Practice, Experimentation, Revision: 2

Although this student stuck mostly to graphite, their branching off to use markers as well as white and black charcoal show an untested yet successful approach in the last two pieces. However, most pieces are created in a similar style with the same shading and similar mark-making, making the two experimental pieces seem like less of a transition in the work and rather more like a unique afterthought. 

3.) Materials, Processes, Ideas: 2

The student relies heavily on graphite and charcoal in each of their pieces and only introduces new materials, such as white charcoal and marker, the final two pieces. The repetition seems to be less of a stylistic choice and more of an easy-to-use, comfort material for the student. 

4.) 2-D Drawing Skills: 3

This students shows proficiency and even advanced quality in shading, highlights, and proportions to create realistic depictions of eyes, hands, cans, insects, plants, etc., in their work. 

Part 2: Selected Works 

- Link to artwork: https://apcentral.collegeboard.org/pdf/ap-art-and-design-drawing-2020-selected-works-sample-4-score-3.pdf 

Overall Score: 3 

Rational: In the first image, the student demonstrates good 2D design skills, as they purposefully exaggerate and manipulate the subject's proportions for visual effect. However, the second and third images demonstrate a lack of depth, proportionality, and spacing. Also, the written evidence for all pieces lacks explanation as to the purpose of processes or materials used. For example, piece three "evokes emotion" for the student, yet no mark making, color, or style choices reflect the student's emotion. Finally, while all three were painted works, the technicality and effectiveness of this medium lacks.