JULY 8-11, 2019


The agenda for this year’s AP Summer Institute in art history will be designed to both prepare teachers who are new to teaching the course content, including upcoming changes to the AP curriculum effective in the fall 2019, and to assist experienced teachers with implementing teaching strategies to effectively address learning objectives. Teachers will be provided with materials such as powerpoints and sample exams to assist them in teaching the course. For the benefit of returning teachers, the agenda will address works and themes not covered the year before. 

 Time may be allotted for a trip to a nearby museum to view and analyze works that are similar to in the AP Art History course description. For more information on the AP Art History course itself, please click here.

Art and Design - NEW and experienced TEACHERS

The AP Art and Design Summer Institute for new and experienced teachers of AP will explore the “new” 3D Art and Design, 2D Art and Design and Drawing portfolios, facilitate the creation of valuable curricula and corresponding art making. 

The requirement changes of the portfolio will be examined in depth through digital presentations and discussions geared to generate curriculum development through collaborative work and studio practice. Topics addressed during the week, will include:

  • An overview of The College Board materials provided

  • Unpacking changes to the portfolio requirements

  • The evaluation process and rubric

  • An overview of the training materials from the 2019 Reading

  • Engagement in inquiry and investigation through practice, experimentation, revision and reflection

  • Understanding the writing component

  • Mock Readings using the rubric from the 2019 Reading

  • Developing sketchbook strategies

  • Selecting art for the Selected Works section

  • Generating ideas for the Sustained Investigation that can support investigative research

  • Investigating themes from Contemporary Art to inspire curriculum

Our work will be collaborative and learner centered with an emphasis on ideation and strategies for assisting AP students to select sustained investigation topics that are viable and inventive. Studio sessions will be dedicated to the development of a mini concentration, using process research, investigation and exploration. 

Exercises will demonstrate how the synthesis of materials, processes and ideas can be conveyed through both images and words. Written responses to the portfolio prompts are linked to student understanding of the portfolio goals. Participants will engage in the same kind of creative problem solving and exploration that they will ask of their students.

The format of the Institute will include informal lectures, digital presentations, group collaboration and studio activities. All participants will be encouraged to share strategies, ideas and best practices. Group critiques and activities will be conducted with an emphasis on process and the development of a theme or idea that can generate continued investigation.

Participants will be asked to bring some studio supplies for their own art making. Please bring a Laptop or tablet and flash drive for sharing of teaching materials.  Some materials will be provided and announced at a later date.



This course will survey all tenets of the AP Art and Design Portfolio including Drawing, Two-Dimensional Design and Three-Dimensional Design.  There will be special emphasis on the Drawing portfolios. The many subtle and nuanced differences between the portfolios especially those regarding the Drawing and 2D Design portfolios will be clarified. Participants will be involved with intensive training exercises of student portfolios utilizing the BRAND NEW official rubrics.

In addition a special focus will be placed on ideas for encouraging student voice and creativity within the Sustained Investigation section of the Drawing portfolio in order to elevate the students’ artworks to authentic college level performance. Since the mandated writing inclusions of this portfolio section will be assessed,  discussion of how and what students need to do in order to succeed will be of utmost concern to all participants.   Discussion of the legitimacy of appropriation will also be a focus in this course. Participants will also have the opportunity to create their own skeletal domain of “portfolios” based on the Sustained Investigation (Concentration) section of the Drawing portfolio. Participants will also create artworks based on some of my own successful college-level assignments. Examples of successful college artworks will be shared with all participants.  Required reading-(The Blank Canvas by Anna Held Audette) will be discussed as well as a possible excursion to an art gallery or museum will be scheduled during this Summer Institute to offer participants an enriching experience necessary to fostering creative energies. Discussion concerning some of the changes in the AP ART and Design portfolios will be on the agenda. 

Participants are encouraged to bring with them examples of their own student artworks which can be “mock-scored” utilizing the new official rubric. Participants are invited to share some of their “best practices” connected to their successful teaching experiences. Upon successful completion of this Summer Institute participants should be able to design and successfully teach their own AP Art and Design course with special emphasis on Drawing.

Music Theory


This workshop will focus on teaching strategies designed to help students develop an understanding of the materials and processes of music. Special emphasis will be given to creating a curriculum employing techniques and activities similar to those presented in the vertical teams guide for music theory published by the College Board. Significant critical, analytical, and creative thinking skills will be fostered. Discussions will make direct reference to the national AP Music Theory examination. Suggested materials and resources for teaching AP Music Theory will be introduced and teaching techniques will be demonstrated throughout the workshop

Topics will include visual and aural analysis, sight-singing, melodic and harmonic dictation and composition; and synthesis of musical knowledge into practical and usable musical understanding, especially with regard to music of the common practice period.

Participants should bring a laptop computer, music manuscript paper, and pencils with erasers



This institute is designed for teachers of AP English Language. During the week we will focus on preparing students for success in upper-level academic courses and for the AP English Language exam through practice with strategies for close reading, analyzing arguments, and constructing arguments of their own.Participants will receive several ideas for different kinds of writing exercises and writing assignments, with an emphasis on Classical Arrangement and on the Toulmin Model of Analysis. We also will consider what role, if any the five-paragraph essay has in the AP classroom.

Since students are required to complete a researched argument as part of the successful completion of the AP English Language course, participants will examine the difference between a traditional research paper and the researched argument. AP English Language students need many opportunities to discuss and sort out the challenging nonfiction texts with which they will wrestle; therefore, summer participants will gain some hands-on experiences with a variety of rhetorical-reading activities and small-group discussion techniques. A simulated reading of the 2019 Free-Response exam questions will be conducted, and participants will receive full sets of sample student papers along with strategies for using those samples for instructional purposes.


  • To identify and apply the Standards of the AP English Language and Composition Exam to classroom practices

  • To Explore and Develop Effective AP Language Units, Lessons and Syllabi

  • To Expand Participants’ Repertoire of Successful Instructional Strategies

  • To Explore Print and Electronic Resources

  • To Develop a Network of AP teachers

  • To Understand the Power of English Vertical Teams