As the IB Exhibition deadline gets closer, year two students carefully looked at the work they have created so far. As they looked at their work the students needed to be confused about how each piece works with the rest of the pieces visual and conceptual. We discussed what works of art should be displayed in their exhibition and what pieces may need to be pulled out.
Once the student made their sections to help strengthen their exhibition, they needed to find a podcast, article, documentary, or any other source that shares information on the content of their body of work. Finding content from reputable sources helps the students become more knowledgeable about their interests. With more background knowledge and information the work becomes more diverse and interesting. |
IB requires that all students work in a variety of different mediums, this allows each student to experiment, get out of their comfort zone, and take risks that they would not normally take. Often, students feel most comfortable working two-dimensional with physical materials; drawing, painting, and printmaking. This project is designed to allow them the opportunity to work with something new and fulfill IB requirements. Students are less familiar with three-dimensional work and lens-based mediums, so for this project, they must create a project that fits into one of these two criteria.
Students may not always use these projects in their exhibition but they are always reflected on in the Process Portfolio that students submit to IB. Check out their solutions to this assessment. |
Over the past year and a half of IB Visual Arts each student has come up with multiple ideas for each assignment. In a class critique or a meeting with Ms. DellaRocco, one idea is selected to move forward with. This results in a lot of ideas that dont get used to creating a work of art. This assignment allowed the students to look back through their Visual Art Journal and look for ideas that they wanted to try but did not get a chance to. It is a nice opportunity to reflect on their ideas and what they have made. Looking back at old ideas can help students realize what can make their body of work more cohesive.
Once the students select the idea or project they would like to use for this assignment they make edits to any of the following subject matter, concept, medium, and or process to make the pieces stronger. Some pieces remain very close to the original idea and others undergo more significant changes. Reworking ideas and projects is a process that professional artists do daily, this project helps students to think and work like true artists. |
IB wants students to design their own learning goals and content they wish to engage in. To help students learn how to start working more independently the second art project they created in IB Visual Art allows the students to make a work of art that relates to something important to each student.
This was the first time that the students had the freedom to create an Art project free from teacher guidelines. The students can select the medium, style, subject matter, and concept of the work they will be creating. This project helped the students begin to think about what they would like to focus on for their exhibition. They can see how their work is interpreted by others and how to make their concept more clear if it was read incorrectly. The students enjoyed the freedom they had to make work that was truly meaningful to them. |
How do you learn? What are your strengths and your weaknesses?
Each of the IB students were asked this question. The class looked at the International Baccalaureate Learner Profile and organized the characters from their strongest to their weakest. We then discussed why each student believed why they fit into each characteristic. Using their top two, bottom two, or their top and bottom characteristics, each student needed to create unique artwork. The artwork needed to somehow incorporate hands and communicate to the viewer the students understanding of themselves. The students selected a medium that they felt would help communicate their concept and depicted their subject matter. All students faced challenges in communicating their ideas. But with experimentation, research, and reflection, each student created a successful work of art. |
Each work, a colorful depiction of immortality and its connotations and repercussions, pivots about a black and white, 3D but deliberately lifeless piece that draws in the eyes of the observer and brings attention to the underlying conclusion that developed naturally from each preliminary image. The center work is placed closest to the less saturated and dimly lit pieces, expanding outward toward color and vibrant life depicted in “Faceless Labors”, and on the opposing side of the layout, “The Queen’s Execution”. These rich colors fade with the setting sun over “Old Doll” and forth follows the beams of light shining in the cold blue scenes of “Sunlight Fashion” and “Shared Infamy”. Remnants of this light cascade over “Flowers for the Winners” and “Light of My Life”. This path of light outlines the progressive states of immortality depicted as a broader concept.
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For my exhibition I wanted to show the different effects of loneliness and how it can be portrayed. Loneliness can be shown many ways and my goal was to show a variety of it in my exhibition. My objective with my works of art is to send a feeling to the audience, so they not only view my work but understand it on an emotional level. Including bright colors in some art works contrasting with some being black and white helped to contrast my art while also keeping them cohesive.
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Hope is real and can be the most beautiful thing when someone is going through a hard time. For my exhibition I wanted to create a visual of the different ways hope is symbolized within everyday scenes like a tunnel, sunrise, lighthouse, and rainbow. It was also my desire for the viewer upon looking at the artworks to be inspired to hope. - Jillian A.
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The main idea for these works is to display relationships, but in the broader sense, and wanted to stay away from the traditional romantic relationship. Out of all the works I did this year I picked these ones in particular because I believe that they do the best job at presenting these different attributes of relationships. They are also the ones that looked the most cohesive together, the other ones that I had just looked off when put together with these.
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The students used Art21 to find an artist whose artwork they found inspiring and could help them come up with their next project. They reflected on what about the artist's process or work they were interested in or drawn to. After studying and reflecting on the work the students got to work coming up with their ideas and creating their works of art.
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IB requires that all students work in a variety of different mediums, this allows each student to experiment, get out of their comfort zone, and take risks that they would not normally take. Often, students feel most comfortable working two-dimensional with physical materials; drawing, painting, and printmaking. This project is designed to allow them the opportunity to work with something new and fulfill IB requirements. Students are less familiar with three-dimensional work and lens-based mediums, so for this project, they must create a project that fits into one of these two criteria.
Students may not always use these projects in their exhibition but they are always reflected on in the Process Portfolio that students submit to IB. Check out their solutions to this assessment. |
Artist InspirationPart of the IB Visual Arts curriculum requires students to look at artwork produced by professional artists from history. Each student needed to find three different artists from different time periods and cultures to influenced three projects. Students researched and reflected on the artists they selected and had to be inspired from the work, process or concept of their artist. Due to the fact that each student referenced and was influenced by different artists each piece of artwork is unique and shows the students individual style, interest and insight to the world. This work of art is the first step in the development of each of the students exhibitions.
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Emma Cardamone
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How do you learn? What are your strengths and your weaknesses?
Each of the IB students were asked this question. The class looked at the International Baccalaureate Learner Profile and organized the characters from their strongest to their weakest. We then discussed why each student believed why they fit into each characteristic. Using their top two, bottom two, or their top and bottom characteristics, each student needed to create unique artwork. The artwork needed to somehow incorporate hands and communicate to the viewer the students understanding of themselves. The students selected a medium that they felt would help communicate their concept and depicted their subject matter. All students faced challenges in communicating their ideas. But with experimentation, research, and reflection, each student created a successful work of art. |
Artist InspirationPart of the IB Visual Arts curriculum requires students to look at artwork produced by professional artists from history. Each student needed to find three different artists from different time periods and cultures to influenced three projects. Students researched and reflected on the artists they selected and had to be inspired from the work, process or concept of their artist. Due to the fact that each student referenced and was influenced by different artists each piece of artwork is unique and shows the students individual style, interest and insight to the world. This work of art is the first step in the development of each of the students exhibitions.
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How do you learn? What are your strengths and your weaknesses?
Each of the IB students were asked this question. The class looked at the International Baccalaureate Learner Profile and organized the characters from their strongest to their weakest. We then discussed why each student believed why they fit into each characteristic. Using their top two, bottom two, or their top and bottom characteristics, each student needed to create unique artwork. The artwork needed to somehow incorporate hands and communicate to the viewer the students understanding of themselves. The students selected a medium that they felt would help communicate their concept and depicted their subject matter. All students faced challenges in communicating their ideas. But with experimentation, research, and reflection, each student created a successful work of art. |
How do you learn? What are your strengths and your weaknesses?
Each of the IB students was asked this question. The class looked at the International Baccalaureate Learner Profile and organized the characters from their strongest to their weakest. We then discussed why each student believed why they fit into each characteristic. Using their top two, bottom two, or their top and bottom characteristics, each student needed to create unique artwork. The artwork needed to somehow incorporate hands and communicate to the viewer the students understanding of themselves. The students selected a medium that they felt would help communicate their concept and depicted their subject matter. All students faced challenges in communicating their ideas. But with experimentation, research, and reflection, each student created a successful work of art. |
All the IB student work is due to IB in April so the IB students took on the challange of creating self portraits. The students used the grid method to create their portrait. To do this, they took photos of themselves and then broke the photo up vertically and horizontally. Then they put a larger grid on the paper that they would be working on. This requires an immense amount of attention to match the scale of your proportions so the face doesn't get stretched out. Each student put their own creative spin on the project and created incredible works of art.
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Richard Sanchez
Ink and Graphite |
Part of the IB Visual Arts curriculum requires students to look at artwork produced by professional artists from history. Each student needed to find three different artists from different time periods and cultures to influenced three projects. Students researched and reflected on the artists they selected and had to be inspired from the work, process or concept of their artist. Do to the fact that each student referenced and was influenced by different artists each piece of artwork is unique and shows the students individual style, interest and insight to the world. This work of art is the first step in the development of each of the students exhibitions.
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How do you learn? What are your strengths and your weaknesses?
Each of the IB students were asked this question. The class looked at the International Baccalaureate Learner Profile and organized the characters from their strongest to their weakest. We then discussed why each student believed why they fit into each characteristic. Using ther top two, bottom two, or their top and bottom characteristic, each student needed to create a unique art work. The art work needed to somehow incorporate hands and communicate to the viewer the students understanding of themselves. The students selected a medium that they felt would help communicate their concept and depicted their subject matter. All students faced challenges in communicating their ideas. But with experimentation, research, and reflection, each student created a successful work of art. |
In my project using hands, I showed one of my top and one of my bottom traits. My top being caring and my bottom being knowledgeable. I put these to trait together ironically showing how even when you care about something you can end up hurting it if you aren’t smart about your decisions. The hands are the representation of possessiveness. This piece used copic markers as the medium and cut out paper. Some past experiences have been used to add to the theme of this project.
-Madisyn Stanger My art is using a Japanese archers hand to show caring and open mindedness.
In this work, the hand is holding out a flower to express its respect and care to its home and their willingness to protect it from harm. It is known to the viewer as an archer because of the bow and arrows filling the background. Open mindedness is being shown through the flower as it is a major part of the Japanese culture. Such items should be looked into more deeply than to what appears to just be a flower. The mediums used didn’t have much to do with the culture but the colors chosen were based off of the real life flower and the type of Japanese bows they used back in the day. -Melody Datri |
Using screenprinting I created a work of art that shows a woman balancing on bow of a sunken ship, underwater. The character traits I chose are balance and reflection. The way my artwork shows balance is because the woman is literally balancing on the bow of the ship. The way the artwork shows reflection is in the background of the ship, and creatures, there is a white to blue value scale, which shows the reflection of the light in the water, representing the character trait of reflection in my work. I used the underwater theme because the artwork, The Ghost Of My Braver Self, by Dan-Ah Kim, created in 2009 was underwater themed and it really inspired me.
-Richard Sanchez |
This piece represents what I believe to me is one of my strong suits but also one of my weak points. In my work there are to hands which are holding plants, this shows how I have a caring nature. This is depicted by using plants because you must care for them in order for them to survive. Also in my work there’s a scale. This is my weak point because I lack balance. I depicted this by making the scale off balance to reflect this. Along with the scale I also incorporated my star sign, libra, because one of the main characteristics of being a libra is being balanced which I am not. I did this to further show my unbalanced nature, this and adding a galaxy background to add more to the star sign.
-Ellen Hagan My theme for my artwork came about while I was looking at Dan-Ah Kim’s artwork for inspiration. Her works gave me a feeling of hopelessness or unfulfilled dreams in the characters she depicted so I thought my theme could be unfulfilled goals or broken dreams. I drew my picture with a pencil then a painted over it. I chose paint because I thought paint was a good medium to use to make the image look more vibrant but also darker in certain aspects like the dark sky. I think the large desert and the empty night sky contribute more to the feeling of hopelessness of the characters I am depicting.
-Lenore Mardas |
As the SL level students worked on thier exhibition the HL students continued to create artworks. Each student was able to create a work of art that countinued their individual body of work concept and aesthetic.
The students combined all the knowledge and skills that they have been holding in since the beginning of the year. |
To provide students with a chance to make a work of art with a bit less pressure, the class was given a fun, small project. They each needed to create a work of art in less than two weeks. To help enhance their Visual Arts Journal and Process Porfolio, the studets needed to somehow create this project relating directly to one of the arists they have been researching.
Each student approached the project in a very different way. Some students chose to take on the artists' style, and make a work that could fit into the artists' work. Others were inspired to make their own version in a different medium, with the idea of the artist they selected. |
One of the IB Visual Arts requirements is that students work with a wide variety of mediums. Students often shy away from working three dimentional or digitally. For this project their only requirement was to make a work of art that was all digital or three dimentional.
This assignment allowed students to be a problem finder and a problem slover; what were they going to make, and what would the process be? Some students made videos, other worked with many mediums, then installed the artwork in the school. Still, others manipulated and edited photos and digital files. The outcomes of this project are diverse and truly orginal. |
How do artists and art movements influence and develop one another?
The IB Visual Art students were faced with this question as they began their third project. Each student needed to find and research three artworks from different time periods, cultures, and artists. The artworks all needed to have some link between them. The link is what inspired the artwork that each of the students created. In some cases, the students work built off of what they had made before, and others moved into a new realm of working. Some students chose to work in a series or video. Check out all of their creations by clicking on the art work. |
Part of the IB Visual Arts curriculum requires students to look at artwork produced by professional artists from history. Each student needed to find three different artists from different time periods and cultures to influenced three projects. Students researched and reflected on the artists they selected and had to be inspired from the work, process or concept of their artist. Do to the fact that each student referenced and was influenced by different artists each piece of artwork is unique and shows the students individual style, interest and insight to the world. This work of art is the first step in the development of each of the students exhibitions.
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Lydia Mardas
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