GROWTH
PROCESS PORTFOLIO
process_portfolio_-_exploration_summary_.pptx | |
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File Type: | pptx |
COMPARATIVE STUDY
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https://branksome-asia.libguides.com/ArtCS
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SURFACE
Whether an artist looks at or look beyond the surface, the pieces that they produce are driven by an investigation. Students take the opportunity to develop this skill too.
SOCIAL STRUCTURE
The title for this unit is lovely and open to help facilitate learning in an area of interest for the student. With that in mind I started the unit with some mind mapping using the Making Thinking Visible Routine GSCE. This opportunity to organise their ideas was really interesting and helped keep these connections autonomous, vibrant and unique.
We explored how we could transform something into a 3d piece.
We explored how we could transform something into a 3d piece.
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I will admit that I was not happy about the idea of doing an appropriation unit. I find copies, however accurate in composition or technique to be limited in concept and thus value: What I mean is that the students have a tendency to create the same thing as someone else, but not understand how that applies to them, why they did what they did or how to move it forward. It is important to help them develop the ideas and contextualise the work properly, to help them develop it further. When I found this video it was perfect. (As a quick side note, The Art Assignment is a really good resource, especially to flip a classroom or use it as a base for debates and conversations) I think selected a variety of articles, from reputable sources, which supported the ideas of appropriation in a wider context than copying. the students then debated 'Is Appropriation Appropriate?' it was really powerful to see them discuss this with more detail and specific points of reference.
SUMMER PROJECT IDEA : AS I AM HERE
To start with a new group of students can be difficult. Rather than reverting to portraits of themselves, I wanted to find a different way to get to know who the students are and how they want to represent themselves. I wanted to explore the ideas of identity in art as an artist instead. It was really interesting to see the different responses to this.
as_i_am_here.pdf | |
File Size: | 867 kb |
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ORDINARY TO EXTRA ORDINARY |
In this unit the students will be expected to use an every day or common object and look at ways to transform it into a 3D artistic response. The students were able to research contemporary artists and pursue their own interests, having a basis in the conceptual art movement. Conceptual artists linked their work to a tradition of Marcel Duchamp, whose ready-mades had the rattled the very definition of a work of art. The aim of the unit is to get the students to consider what the inherent qualities of an object are.
ORDINARY TO EXTRA ORDINARY: Land Art |
How can I transform a familiar object into an unfamiliar form?
Our first task took us into the forest near the school to create a piece of land art. Being able to create without planning and under a time limit was both difficult and liberating for the students. You could see who had done the homework to research too! The pieces were ao diverse that their individual style and aesthetic shone through. I was really impressed with what they managed to produce. |
ORDINARY TO EXTRA ORDINARY: Book Art |
Here are the results of a single lesson where the students were given paper, glue, scissors and a knife.
I really enjoy altered books as they have a fantastical capacity for change, they are able to be manipulated to represent the individual. The students can really harness their creativity. Some of the class had already been introduced to the concept of altered books in grade 10, so it was interesting for me to see how their outcomes differed from the ones that were new to the idea. |
ORDINARY TO EXTRA ORDINARY: Final Outcomes
A SENSE OF PLACE |
A SENSE OF PLACE - EXTENSION |
Following the series of photos that they students took, they had to edit one and transform it into another media or piece. This is good practice for their IB workbook development process. The things that they did were so diverse and exciting to see.
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ME, MYSELF AND I
Inspired by the "Exotica and Four Other Cases of the Self" exhibition at the Me Collectors Room, students were asked to create a self portrait. This didn't have to be a pencil portrait of their faces, but more an image to represent themselves. I was really impressed with the range of outcomes that the students were able to produce, both in media and concepts.
ME, MYSELF AND I: Exotica and 4 other cases of the self [exhibition]
Berlin is a fantastic city to teach art in. there are always new, exciting, contemporary exhibitions to visit. I really enjoy being able to expose students to a range of artists and perspectives. We started this unit with a visit to 'Exotica and 4 Other Cases of the Self' at the me Collectors Room Olbricht Wunderkammer.
The Wunderkammer is based on the idea Renaissance and Baroque fashion for cabinets of curiosities. These cabinets were collectors’ rooms in which objects from distant lands (exotica), precious artworks (artificialia), rare phenomena of nature (naturalia), scientific instruments (scientifica), and inexplicable items (mirabilia) were preserved.
The exhibition is an exploration of the self as a Wunderkammer and its five traditional categories are transferred to the realm of human existence and redefined as: instincts, simulacra, mind, oddities, and exotica. From wonders of the world to wonders of the self – the show invites viewers to question the notion of the self.
Both the exhibition and the publication accompanying it are the product of a collaboration between the three curators Fanny Nina Borel, Myrto Katsimicha, and Elisabetta Rabajoli, as part of their Master’s degree in ‘Curating the Contemporary’ at London Metropolitan University.
There were great artists including Marina Abramović, Chuck Close, Graham Dolphin, Sylvie Fleury, Ernst Ludwig Kirchner, Gerhard Richter, Cindy Sherman, Helmut Stallaerts however the students were unable to really access this concept. There were no labels, students were unable to see what the title of the work was, let alone the name of the artist or how the concept behind the artwork. I felt that this undermined accessibility the whole exhibition, which was a shame.
The Wunderkammer is based on the idea Renaissance and Baroque fashion for cabinets of curiosities. These cabinets were collectors’ rooms in which objects from distant lands (exotica), precious artworks (artificialia), rare phenomena of nature (naturalia), scientific instruments (scientifica), and inexplicable items (mirabilia) were preserved.
The exhibition is an exploration of the self as a Wunderkammer and its five traditional categories are transferred to the realm of human existence and redefined as: instincts, simulacra, mind, oddities, and exotica. From wonders of the world to wonders of the self – the show invites viewers to question the notion of the self.
Both the exhibition and the publication accompanying it are the product of a collaboration between the three curators Fanny Nina Borel, Myrto Katsimicha, and Elisabetta Rabajoli, as part of their Master’s degree in ‘Curating the Contemporary’ at London Metropolitan University.
There were great artists including Marina Abramović, Chuck Close, Graham Dolphin, Sylvie Fleury, Ernst Ludwig Kirchner, Gerhard Richter, Cindy Sherman, Helmut Stallaerts however the students were unable to really access this concept. There were no labels, students were unable to see what the title of the work was, let alone the name of the artist or how the concept behind the artwork. I felt that this undermined accessibility the whole exhibition, which was a shame.
ME, MYSELF AND I: Shoe Box Gallery "The Self"
The task was to curate an exhibition of work in a shoe box on the theme ‘The Self’. Select 5-10 works of art at HL or 3-8 works of art SL that you feel will best express your interests/ideas about the chosen theme: The Self
They had to find their own connection the the artists and the theme. What did it mean to them and what was the concept that linked the works. The exhibition was to be presented in a shoe box and fully documented in their journals. It was important to present the work carefully – include images – these should not be too large, presentation and layout must be considered Each student documented their personal opinion about their choice, remembering that it was important that it is a coherent exhibition. 1 "Range of media" 2 "Destruction of Beauty" 3 "Cultural representations of the self" 4 "Expressions" 5 "Fame" |
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How can I transform my ideas?
We all have good ideas, and getting stuck is also a valid part of the creative process. It is about finding the way to get out of the funk you end up in. Here are some ideas to change your ideas. This list has been borrowed from an excellent teacher called Beate VB. I only met her once, but I would love to have had the opportunity to work with her more and share some ideas.
Subtract: simplify, remove (“Less is more!”)
Repeat: use colours, shapes, lines, forms, images or ideas again
Combine: connect ideas, materials & techniques; integrate things/subjects that are dissimilar,
connect elements from different cultures, disciplines or time periods
Add: develop your image, expand it
Transfer: put your thing/subject in a new situation, environment, time, historical setting
Empathize: relate to your thing/subject, think of it having human qualities,
Animate: mobilise your thing/subject, bring life to it by adding human qualities to it
Superimpose: overlap things/subjects to arrive at new ideas/images
Change Scale: make thing/subject bigger/smaller for different effect
Substitute: exchange/replace
Fragment: separate, split or divide your idea/thing/subject
Isolate: detach aspects of you thing/subject, use a view finder to isolate parts
Distort: twist your thing/subject out of its true meaning, proportion or shape
Disguise: camouflage your thing/subject; create a new image that communicates subconsciously
Contradict: contradict its original function, deny, reverse, and contradict laws of nature (gravity, time)
Parody: make fun of your thing/subject
Prevaricate: “bend the truth”, fictionalise, and interpret
Analogize: find similarities between things that are different, logical or illogical associations
Hybridize: produce ideas by cross-linking subjects, thoughts
Repeat: use colours, shapes, lines, forms, images or ideas again
Combine: connect ideas, materials & techniques; integrate things/subjects that are dissimilar,
connect elements from different cultures, disciplines or time periods
Add: develop your image, expand it
Transfer: put your thing/subject in a new situation, environment, time, historical setting
Empathize: relate to your thing/subject, think of it having human qualities,
Animate: mobilise your thing/subject, bring life to it by adding human qualities to it
Superimpose: overlap things/subjects to arrive at new ideas/images
Change Scale: make thing/subject bigger/smaller for different effect
Substitute: exchange/replace
Fragment: separate, split or divide your idea/thing/subject
Isolate: detach aspects of you thing/subject, use a view finder to isolate parts
Distort: twist your thing/subject out of its true meaning, proportion or shape
Disguise: camouflage your thing/subject; create a new image that communicates subconsciously
Contradict: contradict its original function, deny, reverse, and contradict laws of nature (gravity, time)
Parody: make fun of your thing/subject
Prevaricate: “bend the truth”, fictionalise, and interpret
Analogize: find similarities between things that are different, logical or illogical associations
Hybridize: produce ideas by cross-linking subjects, thoughts
MAKING MY MARK |
August 2014 marked my second year at BBIS, second year teaching IB visual arts and the second IB visual arts curriculum that I was teaching. I was really excited by the outcomes the students were able to create 2013/4, but felt that the students lacked the connection to the processes that would help them develop their work. The previous year was able to link the work of others to concepts and the wider world, but struggled to open themselves up to the idea of media and mark. I decided to start the year by getting them all to explore the concept of mark and drawing.
So MAKING MY MARK 20/30 variations An introductory project to ideas, creative thinking, lateral thinking, abstract concepts, making and doing. This project is to teach you to think, have new ideas, problem solve and develop quick working methods. Select an object that you feel has many possibilities to explore visually. The object should be complex enough to allow for manipulation and the development of new ideas.. for example a toothpick is not as visually exciting as a corkscrew, stapler toolbox tools, watch, camera... Aim to create a minimum of 30 (Higher Level) 20 (Standard Level) pieces of work based on your exploration of the object, explore a wide variety of media, styles. Look for interesting, exciting personal responses. Make a point of looking at graphic designers an how advertising dictates these commonly seen objects.. Or how different artists have explored these different images. Explore a wide range of media, try and change it, keep experimenting and do something different. You should experiment with a variety of different papers. Use black and white papers. Try envelopes, old paper, new paper, cartridge,squared, lined, coloured, backing paper, newspaper, craft... Watercolour works best on the right paper. Use plastic and be inventive with a range of materials. ASK what if.. then do it and find out.. make mistakes and learn from them Be experimental, how far can you go from your original image and still remain some recognisable form? |