Beginning the AP Art course can feel kinda like opening a brand-new sketchbook… exciting, full of possibility, and maybe a bit intimidating. Whether it’s your first year teaching AP or your fifteenth, there are always new ideas, strategies, and reminders that can help set your students up for success. This summer I attended an AP Art Summer Institute (APSI) (as I mentioned in my previous post) and my teacher brain came home buzzing with fresh inspiration.
So today, I want to share my four biggest takeaways from this years APSI and four simple ways you can make beginning the AP Art course smoother, less stressful, and maybe even a little more fun.
1. Understanding the Rubric
When beginning the AP Art course, the rubric needs to be your BFF. I’ll be honest… after 12 years of teaching AP, I used to avoid spending too much time on it with students. I worried it would overwhelm them or make the class feel too “test-y.” But at APSI, I had one of those lightbulb moments: the rubric isn’t scary, it’s empowering. I was totally wrong to gloss over it.
This year I devoted four entire days at the start of class to breaking it down. And guess what? My students didn’t revolt. They leaned in. The more they understood how their work would be evaluated, the more confident they felt. Moral of the story: if you’re beginning the AP Art course with new students, invest the time upfront to walk them through the rubric. It’s 100% worth it. I broke it down into 4 days and went over one Row of the Rubric each day using the AP website’s examples.
2. Teaching the Vocabulary
You can teach the rubric, but if they don’t get the vocabulary it is a waste of time. So obviously, you can’t just hand kids a fancy rubric and expect them to instantly “get it.” The language itself is half the battle. Terms like synthesis, mark-making, and processes might sound straightforward to us, but to students? They can feel like secret code words from an art professor’s hidden handbook. Thankfully there are a list of terms and definitions at the end of the Rubric if you print it out from the AP website.
This year, I’m making vocabulary a focus from day one. We’re not just memorizing definitions—we’re talking about them, applying them, and building resources around them. (Spoiler: I’m working on adding some new vocab resources to my TPT AP Art Bundle, and once they’re up, past buyers can grab them for free.) Even if you make your own flashcards or anchor charts, Kahoot or Quizlet, the key is making sure students actually own this language before diving into their sustained investigations.
3. Emphasizing Synthesis
If I could go back in time and give past-me one piece of advice about beginning the AP Art course, it would be this: teach synthesis early.
Synthesis is that magical connection between ideas, materials, and processes. Without it, students can’t score higher than a 2 in Row C (Media, Processes, and Ideas). Ouch. For years, I barely mentioned it, but now I see it’s one of the most important concepts to push from the start.
This year, I introduced synthesis right after explaining the AP Portfolio setup. We looked at example portfolios that nailed synthesis, then jumped into a self-portrait project where students had to intentionally weave synthesis into their choices. Some students instantly got it, others looked at me like I’d just spoken in hieroglyphics…. but after critiques and discussions, the lightbulbs started turning on.
If you’re beginning the AP Art course with new students, I would encourage you to make synthesis a non-negotiable part of your first unit.
4. Exploring Mark-Making
Mark-making is another must when beginning the AP Art course, especially for students building Drawing portfolios. I kicked off with a mark-making challenge: students had to fill sketchbook pages with 25 different marks, then use those experiments to create a finished piece.
To keep things lively, I raided my art room (and recycling bin) for unusual tools—sticks, lace, cardboard, yarn, pipe cleaners, even random “junk.” Students laughed, made messes, and ultimately discovered that mark-making is more than “just lines”—it’s voice, texture, and individuality.
Bonus Tip: Model Experimentation
Show them the process. Get out some new materials that they’ve never used before. Show them how you would explore using these new materials. Explain that there is no real WRONG way to use an art material (Other than blatant abuse, of course!) Model the behavior you want to see and show them how to document the exploration and experimentation.
Wrapping It Up
Beginning the AP Art course doesn’t have to feel overwhelming. If you start with these four essentials: understanding the rubric, teaching the vocabulary, emphasizing synthesis, and exploring mark-making then you’ll build a solid foundation for the rest of the year.
Your students will feel more confident, more creative, and (fingers-crossed) more prepared to aim for that shiny score of 5. And hey, even if they don’t all get there, you’ll know you gave them the tools to create thoughtful, meaningful, and personal artwork.
So, here’s to beginning the AP Art course with energy, joy, and maybe a celebratory donut or two when those portfolios are finally submitted!
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