NIST 4: Bangkok, Thailand
NIST 5: Bangkok, Thailand
a moment in time
BHA 10: Jeju, South Korea
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Sketch book and ideation |
What is gender? The gender of an artist might impact how art is created and the way it is perceived by the audience. How do the chosen materials and techniques of the artist help to convey social, political, gender or environmental ideas? What were the main ideas behind the Feminist Art movement of the 1970s? Gender is reflected in society, time and place: Has artists work and portrayals of Gender in their Artwork changed over time?Do you think the protest and shock tactics of Feminist Art succeeded in creating a ‘subjective’ view of the female nude? Do you still think there is a need for feminist artworks in society today? Creating Gender statements in Art - does this need to be Gender specific: Can a male artist create a feminist work?
Students will take the opportunity to develop sculptural techniques and then apply them to an outcome. |
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Outcomes
BHA 10: Jeju, South Korea
Environmental Adaption
Society, time and place influences changes on the environment.
Is painting dead? Have we developed too much to need to paint any more? What can paint say that other media can't?
The unit is framed by an art history lesson which explores how the use of paint has developed through time. The students find the connections between artists intentions, what has happened at that time and how the paint has been used. They then explore the contemporary painters and how they manipulate a "painterly vocabulary".
These ideas are then unified in their own painting which reflects their ideas on the statement of inquiry.
I find that using the statement of inquiry as an exhibition blurb helps the students to develop their ideas better and understand how an artist works to a commission.
The unit is framed by an art history lesson which explores how the use of paint has developed through time. The students find the connections between artists intentions, what has happened at that time and how the paint has been used. They then explore the contemporary painters and how they manipulate a "painterly vocabulary".
These ideas are then unified in their own painting which reflects their ideas on the statement of inquiry.
I find that using the statement of inquiry as an exhibition blurb helps the students to develop their ideas better and understand how an artist works to a commission.
BHA 9: Jeju, South Korea
Light and Shadow
Investigating light, shadow and composition enable connections to creating ones own artwork
Jeromir Funke was considered to be a pioneer of contemporary photography, exploring juxtapositions in space using just black and white images. Our students investigated his work and then developed the ideas from his work within their explorations. The engagement in the photography and manipulation of the objects was infectious.
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Painting Translation.
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Taking the workshop from Amanda Clyne as inspiration (see collaborations) the students worked from a less structured background and a explored paint as a medium, rather than the more traditional and 'tight' quality. This meant that the work could be more expressive and had a more fresh feel to the paint. The students build layers and then in the final stage they added more precise highlights.
This was a nice transition between the units in different grades and made the more difficult photographs more approachable. I liked seeing the way that the change in colour was handled. I am so glad that we pushed for a chromatic grey, over black and white. |
BHA 10: Jeju, South Korea
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How can artists capture a moment?Our students had the honour of visiting the artist Guston Sondin Kung at the opening of his new exhibition on Jeju. A few days later he came and in spoke to our girls and they had the opportunity to work with him on a cross curricular piece with the drama students. The art students were invited to respond intuitively (photo, film, draw, sketch, paint...) to the drama students as they "viewpointed" around the room. It was a real challenge for them to think less and do more.
From this initial exploration the students were given a week to respond to the experience and produce a piece in whatever media they wanted. https://vimeo.com/232287081 |
Initial Explorations |
Fragment- Repetition- Memory: Unit Outcomes
2018
BHA 10: Jeju, South Korea.
Print and Production
-Composition is enhanced when connections are made with concept.
-The changing local or global environment can influence the way an artist responds and interprets subject matter.
The aim for this unit was to create an engagement with a wider issue and ask students to produce some art in response. The students had been given similarly intellectually challenging pieces with the technology unit, but this was at the same time as the personal projects, so I think that it was harder for them to split their attention and the pieces were not as strong. It is worth remembering this in the future that although they should be at a certain developmental stage in this subject, there are other elements that impact their focus on a topic
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Outcomes
The work that they produced was really impressive and culminated in an exhibition within school. The students also provided interviews to say what decision they had made and why, if you click on the image, it will take you to the recorded interview.
BHA 10: Jeju, South Korea.
Objects and Objectivity.
- Conceptual art transforms an object to have add new meaning and identity
Students were given an introduction into the conceptual art of the 1960s. They had to understand the fundamental qualities of the object and then tranform it to create a new narrative.
BHA 9: Jeju, South Korea.
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This unit relied heavily on the students developing their own creative ideas and techniques. They had to think about how they were able to create new responses to the stimuli and transfer the knowledge from 3d objects to 2d drawings back into 3d creations. The important part was that it was not a literal translation of the object, but more of a unique discovery of the media and their ideas.
I am not used to working with ceramic so it was a challenge for me too, but it was a great opportunity to learn together.
I am not used to working with ceramic so it was a challenge for me too, but it was a great opportunity to learn together.
Grade 9:BHA
Visual Culture Response.
The students were given the task to represent what they consider 'Visual Culture' to be. We introduced the Pop Art movement as reference for how people had represented the idea of visual culture in an innovative way. this gave them interesting vocabulary to build their ideas from, and stopped them from being too literal. I was interested in how they were able to translate the ideas into a variety of media and take real ownership of their outcomes.
Grade 10 BBIS : Berlin, Germany.
Self Portraiture
- Artists use colours , signs and symbols to represent themselves in portraiture.
Grade 10 BHA:
Digital Life Painting
How has your culture, and the way that you live today, evolved through the evolution of technology?
The task was to create a 45 x 65 cm painting on canvas of a virtual reality that shows how the development in technology can change the way people live and evolve.
We explored artists and the way that they had used paint to show their intentions.
It was a project that was inherited when we joined the school and they were concerned that with the CIS accreditation, it would be best not to chage anything. Having two very different people trying to get into the mind of someone that they have never met, in order to unpick their aritstic intentions and practices was difficult. We could see outcomes, but you need to be able to understand the decisions... Like why does 1,2, and 3 point perspective have to be included if it is called Digital? Are we looking at digital vs analouge or Digital like online?
As I value the role of autonomy so highly, I wanted the students to come up with this themselves (see the GCSE idea.) If I were to do this again I would look more at the role of environments and how they change to make the perspectives more pertinent, as too many got stuck on ideograms for Facebook etc.
There were some strong and beautiful outcomes.
We explored artists and the way that they had used paint to show their intentions.
It was a project that was inherited when we joined the school and they were concerned that with the CIS accreditation, it would be best not to chage anything. Having two very different people trying to get into the mind of someone that they have never met, in order to unpick their aritstic intentions and practices was difficult. We could see outcomes, but you need to be able to understand the decisions... Like why does 1,2, and 3 point perspective have to be included if it is called Digital? Are we looking at digital vs analouge or Digital like online?
As I value the role of autonomy so highly, I wanted the students to come up with this themselves (see the GCSE idea.) If I were to do this again I would look more at the role of environments and how they change to make the perspectives more pertinent, as too many got stuck on ideograms for Facebook etc.
There were some strong and beautiful outcomes.
Grade 10 BHA:
Surrealist Extension
The observation of space is adjusted through time.
After being introduced to the concept of 1,2 and 3 point perspectives, and drawing a view point they find themselves, the real creativity started. Each student could choose one of my grandfather's vintage images and then imagine what the rest of the landscape looked like. They were allowed to build on it in a surrealist way and it was awesome to see what they were able to create with it. There was a real need to create. Imaginations should not be restricted.
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Grade 9 BHA:
Photo Alphabet
This was a great opportunity to give students a chance to see the school around them differently. They look for examples of the letters in the environment, not using pre-existing printed letters. This began the Unit exlporing the idea of "Visual Culture"
Grade 10 BBIS:
Alternative Berlin Street Art Tour and Workshop
I loved being able to introduce students and staff to the wonderful world of Street Art. Everybody left with a real understanding of how this contemporary movement has developed from the 1980s to make Berlin the street Art capital of Europe. At the end of the tour, around Kreuzberg, we got the opportunity to create our own stencils. There was a real buzz in the warehouse as we all explored what the spray paint could do. I was so impressed by their creativity! .. The photos are not rotating properly on here though :(
When we got back the students responded in their books the their favorite aspect of the trip. Here are some that I was really impressed by.
Grade 9 BBIS:
Black Pen Landscape Mark Making
The landscape image is created by translating a black and white photograph into different marks using just a pen. This pushed the students creative thinking and problem solving skills.The landscapes were challenging but they were excellent learning experiences and really beautiful.
Grade 9 BBIS:
Etched Landscapes
By transforming the image into an etching, the students get an opportunity to readdress the marks that they have used and correct any mistakes. The task translates perfectly into an etched piece, but it adds another technique for them to use. They need to take an A4 section and etch it.