Ashley 2D Portfolio - Score: 5
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This concentration explores contrast through various mediums such as achromatic portraits, drawings, photographs, and digital art. The artist began with lower intensity drawings to investigate different aspects of contrast before experimenting with different mediums to create emphasis. Through the concentration, the artist progressed from low contrast portraits to high contrast pieces while developing their understanding of contrast as a balance of highlights and shadows rather than just darkness. Later works incorporated mediums like white charcoal on black paper, adjusted lighting in photographs, charcoal drawings, and a black and white digital piece to achieve greater contrast.
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The document discusses pattern and texture in art. It defines pattern as a repeated motif or unit, often arranged in a grid, while texture refers to the surface quality of an object and appeals to our sense of touch. There are two categories of artistic texture: tactile texture, which can be felt through architecture and sculpture, and visual or implied texture, which uses techniques like verisimilitude to create the illusion of texture on a flat surface.
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Tone - an element of Art & Design
The elements of art are the basic building blocks used by artists to create works of art. They include things like line, shape, color, value, texture, and form. Artists use the elements in planned and organized ways according to the principles of design, which can be thought of as the "recipe" for how the elements come together in a work of art.
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Narrative Homework 2: silhouette
Students are to choose a scene from a fairy tale or story and draw it as silhouettes. For grade 2, they should include at least 3 silhouettes that can be characters, animals, furniture or a border. For grade 3, they should add a background drawn or found. For grade 4, they should create silhouettes within other silhouettes, and different colors could help distinguish the layers.
Narrative Homework 1
Students are instructed to complete three drawing tasks: 1) draw an object from direct observation for their story, 2) draw a place from their imagination for their story, and 3) collect reference images for characters, costumes, and scenery to create a mood board with annotations showing ideas to bring to classwork. The drawing and collage work will be graded based on accuracy, use of techniques like tone and color, skill of mark-making, and clarity of ideas presented.
Color & Composition
The document provides an overview of a course on drawing and painting that focuses on color and composition. It covers color basics like color harmony and using a limited palette. It also discusses compositional techniques such as the rule of thirds and use of negative space. Examples are given to illustrate concepts like using temperature and values to set mood. The document emphasizes experimenting with different techniques and analyzing what works well in compositions.
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Emma Lam completed a self-portrait painting assignment where she explored the style of portrait artist Tai Shan Schierenberg. She began by practicing basic portrait drawing and then analyzed Schierenberg's techniques, such as his use of layered colors and curved brushstrokes. Emma experimented with different mediums before settling on acrylic paint. Her final self-portrait incorporated Schierenberg's style through patchy colors and compositions influenced by his works. Overall, the assignment helped Emma better understand an artist's process and apply new techniques to her own artwork.
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This document provides information about various elements of art including line, shape, value, texture, space, form, color, and composition. It defines each element and provides examples of how artists have used each element in their works. Students are assigned a task to create a blog post defining each element of art and including examples with the artist, title, medium, and year for each piece.
Tone - an element of Art & Design
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Elements of Art: Tone
Tone refers to the lightness or darkness of a color. A tint is created by adding white to a color, while a shade is created by adding black. Tone gives dimension and realism to artwork by showing shadows and the direction of light, and can create the impression of distance. Different tones demonstrate values from light to dark and how to make tints by adding white or shades by adding black to a base color.
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Students are instructed to complete three drawing tasks: 1) draw an object from direct observation for their story, 2) draw a place from their imagination for their story, and 3) collect reference images for characters, costumes, and scenery to create a mood board with annotations showing ideas to bring to classwork. The drawing and collage work will be graded based on accuracy, use of techniques like tone and color, skill of mark-making, and clarity of ideas presented.
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Emma Lam completed a self-portrait painting assignment where she explored the style of portrait artist Tai Shan Schierenberg. She began by practicing basic portrait drawing and then analyzed Schierenberg's techniques, such as his use of layered colors and curved brushstrokes. Emma experimented with different mediums before settling on acrylic paint. Her final self-portrait incorporated Schierenberg's style through patchy colors and compositions influenced by his works. Overall, the assignment helped Emma better understand an artist's process and apply new techniques to her own artwork.
Element of Art - Value
The document discusses value in art and provides guidance on a project to create a monochromatic self-portrait using value blocking. It defines value as the lightness or darkness of a color and lists five techniques for creating value: hatching, cross-hatching, stippling, scumbling, and blending. The project objectives are to emphasize tints and shades in a pop art style self-portrait using at least 5-6 blocked values ranging from pure black to pure white. Examples demonstrate the ideal complexity is a portrait utilizing 5-6 values without additional background elements.
Elements of Art - Shape
This presentation discusses shape, it's definition and its different forms. We put shape into an artistic context by discussing multiple artists who use shape as an integral part of their work.
Values1
Value is an art element concerned with lightness and darkness. It is represented on a value scale that shows a range of lights and darks. Techniques like shading and tints and shades create variations of dark and light in color by adding white or black. Value contrasts are used by artists like Caravaggio and Chuck Close to represent the effects of light and shadow through techniques such as hatching, cross hatching, and stippling.
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This document provides an overview of key artistic elements including line, shape, value, texture, space, form, and color. It defines each element and provides examples. Lines can be long or short, curved or straight, and convey different emotions. Shapes are either geometric and precise or organic forms found in nature. A form has height, width and depth. Texture can be actual or implied. Color is defined by hue, intensity and value. Positive and negative space create the illusion of depth. The document encourages using these elements to create art.
Year 9 art portraiture / alter ego
1. The document provides instructions for a series of art lessons focusing on self-portraits, portraits using grids, and combining photos of oneself with animal images.
2. Artists mentioned include Chuck Close, who uses a grid method for portraits, and Cindy Sherman, who creates self-portraits using disguises.
3. Students are directed to take photos of themselves, combine them with animal photos to create hybrid images, and use those hybrids to create painted self-portraits using grids and tonal layers.
Arts 3- Realistic and Expressionistic Drawing
This document discusses different types of drawing styles for portraits. It defines realistic drawing as copying an actual image precisely as seen, while expressionistic drawing uses imagination rather than focusing on realistic details. Examples are shown of realistic drawings using colored pencils, charcoal, and expressionistic drawings using pencils. The reader is then instructed to identify drawings as realistic (R) or expressionistic (E) in a worksheet.
Sketchbook
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Oil pastel techniques
This document provides instructions for four oil pastel techniques to include in an art journal:
1. Apply a thick layer of lighter colored oil pastel, then cover with thick black paint and carve a pattern using a paper clip or nail.
2. Start with a thick coating of color and continue outward with an analogous color, blending with a lighter color or your finger.
3. Apply various colors thickly and use tape to rub or paint color, peeling back the tape for a sharp edge.
4. Create pointillism by adding dotted colors on a background to create value and texture by mixing on the paper.
Value
Chiaroscuro is an Italian term meaning "light-dark" that describes the use of strong contrasts between light and dark to define volume. It is commonly used by artists such as Leonardo da Vinci and Caravaggio. A value scale ranging from white to black, with middle gray in the center, can help artists see and draw values by comparison. High key artwork uses lighter values while low key artwork uses darker values, with accents providing contrast. Tenebrism uses high contrast for a dramatic effect by focusing on light and shadow. The value of different areas of a 3D object help define its form, with cast shadows being darkest and full light areas brightest.
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Victor Schrager
Victor Schrager is a New York artist who began creating still-life photography of books while studying at Harvard. He arranges books carefully in his studio using large-format photography and lighting techniques that give his images a painterly quality. Schrager chooses books based on their scale, shape, and color to create abstract compositions, throwing the focus so that book spines and titles seem to dematerialize and float freely. The document then discusses how a student edited one of Schrager's photographs in Photoshop to emulate aspects of his artistic style.
Value: Drawing and the art element of value
The document discusses value and light in drawing. It defines value as the lights and darks in a work of art. Light is described as waves of energy that our eyes perceive as light or color. Shadows result when light is blocked. Key terms like high key, low key, and full value range are introduced. Drawing assignments are outlined that involve creating a value scale, reducing values to black and white, depicting the six categories of light on a sphere, and using additive and reductive techniques with charcoal to represent form, light, and shadow. Modeling, chiaroscuro, atmospheric perspective, and tenebrism are also defined in relation to using value and light in artwork.
Local value
When drawing in black and white, an artist must consider the lightness or darkness, called local value, of each object. Local value will vary between objects and be darker in shadows and highlights. Chiaroscuro refers to the use of light and dark values to create the illusion of three-dimensional form and show drama through contrast. For class, students will draw a still life by first blackening the page with charcoal and then using an eraser to pick out highlights and mid-tones, observing local value and avoiding outlining.
Principles and elements of art
The document defines several elements and principles of design. The elements discussed are line, shape/form, color, value, texture, and space/perspective. The principles discussed are pattern, rhythm/movement, proportion/scale, balance, unity, and emphasis.
Homework 1 self portrait
This homework assignment asks students to create a self-portrait using a mirror or photograph as a reference. Younger students should focus on filling the page and using shading to show contrast between light and dark areas. Older students should demonstrate good proportions, create a likeness that can be recognized, and use different textures to depict features like skin and hair. The document provides grading criteria for self-portraits by grade level, focusing on accurate proportions and effective use of light, shadows, and textures.
Direction and posture
To draw the human figure, imagine adding blocks of flesh to a skeleton to build up the figure using simple shapes. Break down the figure into a series of shapes by using the head as a measurement tool to plan out the figure. Apply more pressure with drawing tools to create darker tones that add weight to certain areas and include a range of light and dark marks.
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This document provides guidance on life drawing techniques including understanding body structure and proportions, considering weight distribution and balance, studying anatomy, capturing light and shadow, and practicing with ink studies. Key tips are to study basic shapes, simplify the figure initially, consider center of gravity, fill in body forms, study anatomy in a sketchbook, record different tones of light, and use ink to make gestural marks and build up layers.
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Value is an art element concerned with lightness and darkness. It is represented on a value scale that shows a range of lights and darks. Techniques like shading and tints and shades create variations of dark and light in color by adding white or black. Value contrasts are used by artists like Caravaggio and Chuck Close to represent the effects of light and shadow through techniques such as hatching, cross hatching, and stippling.
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This document provides an overview of key artistic elements including line, shape, value, texture, space, form, and color. It defines each element and provides examples. Lines can be long or short, curved or straight, and convey different emotions. Shapes are either geometric and precise or organic forms found in nature. A form has height, width and depth. Texture can be actual or implied. Color is defined by hue, intensity and value. Positive and negative space create the illusion of depth. The document encourages using these elements to create art.
Year 9 art portraiture / alter ego
1. The document provides instructions for a series of art lessons focusing on self-portraits, portraits using grids, and combining photos of oneself with animal images.
2. Artists mentioned include Chuck Close, who uses a grid method for portraits, and Cindy Sherman, who creates self-portraits using disguises.
3. Students are directed to take photos of themselves, combine them with animal photos to create hybrid images, and use those hybrids to create painted self-portraits using grids and tonal layers.
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This document discusses different types of drawing styles for portraits. It defines realistic drawing as copying an actual image precisely as seen, while expressionistic drawing uses imagination rather than focusing on realistic details. Examples are shown of realistic drawings using colored pencils, charcoal, and expressionistic drawings using pencils. The reader is then instructed to identify drawings as realistic (R) or expressionistic (E) in a worksheet.
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The document describes several art pieces created as part of a project titled "Creatures". It summarizes each piece, including the different mediums and techniques used such as cross hatching with pen, light and dark shading with pencil, blending watercolors with a dabbling brush technique, easily blending and layering colors with oil pastels, using fine liner pens of varying thicknesses for detail, and creating tonal detail using different grades of pencil. The pieces include studies of lizards, birds, and other creatures.
Oil pastel techniques
This document provides instructions for four oil pastel techniques to include in an art journal:
1. Apply a thick layer of lighter colored oil pastel, then cover with thick black paint and carve a pattern using a paper clip or nail.
2. Start with a thick coating of color and continue outward with an analogous color, blending with a lighter color or your finger.
3. Apply various colors thickly and use tape to rub or paint color, peeling back the tape for a sharp edge.
4. Create pointillism by adding dotted colors on a background to create value and texture by mixing on the paper.
Value
Chiaroscuro is an Italian term meaning "light-dark" that describes the use of strong contrasts between light and dark to define volume. It is commonly used by artists such as Leonardo da Vinci and Caravaggio. A value scale ranging from white to black, with middle gray in the center, can help artists see and draw values by comparison. High key artwork uses lighter values while low key artwork uses darker values, with accents providing contrast. Tenebrism uses high contrast for a dramatic effect by focusing on light and shadow. The value of different areas of a 3D object help define its form, with cast shadows being darkest and full light areas brightest.
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The document discusses value and light in drawing. It defines value as the lights and darks in a work of art. Light is described as waves of energy that our eyes perceive as light or color. Shadows result when light is blocked. Key terms like high key, low key, and full value range are introduced. Drawing assignments are outlined that involve creating a value scale, reducing values to black and white, depicting the six categories of light on a sphere, and using additive and reductive techniques with charcoal to represent form, light, and shadow. Modeling, chiaroscuro, atmospheric perspective, and tenebrism are also defined in relation to using value and light in artwork.
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To draw the human figure, imagine adding blocks of flesh to a skeleton to build up the figure using simple shapes. Break down the figure into a series of shapes by using the head as a measurement tool to plan out the figure. Apply more pressure with drawing tools to create darker tones that add weight to certain areas and include a range of light and dark marks.
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This document provides guidance on life drawing techniques including understanding body structure and proportions, considering weight distribution and balance, studying anatomy, capturing light and shadow, and practicing with ink studies. Key tips are to study basic shapes, simplify the figure initially, consider center of gravity, fill in body forms, study anatomy in a sketchbook, record different tones of light, and use ink to make gestural marks and build up layers.
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- Exercises included exploring line, tone, perspective, textures, human forms, and compositions through activities like contour drawings, blind contours, still lifes, and figure drawings.
- Key lessons and takeaways included understanding pressure and consistency in line quality, exploring tones within a medium, proportion studies, and improving observational skills.
- The participant found exercises like drawing with non-dominant hands, upside down portraits, and black card drawings particularly interesting and helpful for developing skills. Areas of weakness identified were drawing human forms and applying appropriate lines.
Evaluation of summer project powerpoint
Erin Middleton evaluated their summer self-portrait project. They researched paintings at the national portrait gallery that used techniques like bold colors, strong lines, tone and shade. The artists studied were Alex Katz, Louis Leopold Boilly and Brian Sayers. Erin developed initial designs through sketching and improving ideas with varied colors and backgrounds, aiming for a simple realistic style like Katz. They used acrylic paint and brushes to create texture in the background. The final portrait was challenging to paint due to the uneven canvas, but thin layers of paint and tiny brushes helped overcome this. Erin reflected on learning about using pencil, base layers, color and texture in portraits.
2015 2 adx presentation summary place in question
The document describes the development of ideas for an art project focused on creating different feelings and atmospheres. Research was conducted on various artists known for their contrasting styles. Locations were also studied to analyze how color, tone, and texture impact the viewer's experience. Initial experiments with collage and different media helped narrow the focus. A 3D model and scaled physical model of the location provided additional reference points. This informed the decision to create two abstract box-themed artworks exploring the feelings of energy versus stillness. Acrylic techniques successfully generated the desired natural and energetic atmospheres to fulfill the brief of responding to different emotions.
Summer Assignment and Self Review/Plan for Year
The document summarizes the student's summer assignment and self-review plan for their first year of study. They completed a portrait painting summer assignment where they analyzed initial artist sources at the national portrait gallery. They focused on a 1920 portrait of E.M. Forster by Dora Carrington due to its unique composition and muted color scheme. The student experimented with techniques, materials, and compositions to develop their own portrait responding to Carrington's style and representing themselves. Through the process, they learned about developing ideas, visual language in portraiture, and how to effectively manipulate materials. Reflecting on the year, several assignments helped them improve skills in areas like graphics, textiles, and life drawing that will benefit their
Project development
The document outlines the process an art student took to create a final piece of artwork inspired by cubism for their client Dan Dean, including researching artists like Picasso and Charles Sheeler, developing initial ideas, creating prototypes using different mediums and colors, and refining their work until a final piece was created combining cubist styles and techniques to depict a part of Esher College.
Project development
The document summarizes the process an artist took to create a final piece of artwork inspired by Cubism. It describes how the artist conducted research on Cubist artists like Picasso and Feininger, experimented with Cubist drawing techniques, and developed prototypes using different colors and styles. The artist settled on a style inspired by Charles Sheeler's industrial works, creating a final piece that broke down an image into colored sections and added texture through cut-out shapes.
Tired of Posters
I love art and it is an important aspect of my life, so I thought this presentation of my exploration of art would be a great example.
2014 2 adb presentation summer assignment
This document summarizes the visitor's experience at the National Portrait Gallery. It describes five portraits on display, including one titled "A study of a portrait painting" by Doris Zinkeisen that was the visitor's favorite. They note this painting was situated between modern and Victorian collections, allowing easy comparison of styles. Unlike Victorian works, it had a more relaxed composition and bold colors. The document also summarizes two self-portraits, including "Eddy in the morning" by Geoffrey Beasley, which uses muted colors to create calmness. The visitor attempted self-portraits in this style to focus on tone. It concludes with an evaluation of the challenges of this portrait painting project and areas for future
Summer Work and the Future
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
2015 2 adb presentation summary place in question
This document summarizes Talya Riggs' process for a "Place in Question Project" focusing on capturing and studying a workshop location through sketches, models, and video. Riggs experimented with different media like charcoal, chalk, and black paper to represent the space. A SketchUp model and video collage helped understand dimensions and developing ideas. Further work included a 3D sculpture, printmaking, and illustration proposals for a safety handbook about workshop tools. Research on illustrators informed styles for the proposals, applying professional practices learned in an interview.
Summer Assignment and Self Review
A PowerPoint detailing my research and findings after visiting the National Gallery and the National Portrait Gallery over the 2016 summer break.
2.2 Production Experiments(1).pptx
This document summarizes three experiments the author conducted to develop their digital art skills in creating greeting cards. In the first experiment, the author explored different brushes, colors, and opacity levels but was unhappy with the results. In the second experiment, the author focused on creating a detailed face using primarily purple hues and shadow play, which looked more vibrant. In the third experiment, the author explored depicting two characters using colored shapes instead of lines, though did not finish. The author reflected that they will incorporate color palettes, shadow effects, single color dominance, and depicting faces with shapes in their final greeting card project.
Rob summer presentation
The document summarizes the development of a painting project where the author created a self-portrait inspired by styles seen at the National Portrait Gallery. They began by copying works that appealed to them, focusing on one by Egon Schiele for its surreal style. The author experimented with different mediums and perspectives in preparatory sketches before working on their self-portrait painting on a large canvas. Reflecting on the project, the author was pleased they could represent themselves creatively but felt they could push boundaries more. They aim to do this in the coming year as they work on their portfolio for art foundation courses.
2020 Yiyang - Score 4
This artist explored using chiaroscuro techniques with different materials to portray memories of family members from their hometown. They began with charcoal drawings and oil paintings using strong contrasts of light and dark. They then introduced portraits in monochromatic color and enriched one work to depict themselves older to better represent clearer memories. Later works experimented with watercolor glazing, pastels, and monoprinting to capture the feeling of old memories in a new way. The artist reflected on improving their skill at using contrast to create an illusion of depth and making distant memories feel fresh again.
Johannes Itten
- Johannes Itten was a Swiss painter, educator, and color theorist associated with the Bauhaus art school in Germany. He developed a color wheel and emphasized color theory and fundamentals in art education.
- Itten identified 7 methods for combining colors based on their contrasting properties: contrast of hue, light-dark, cool-warm, complements, simultaneous contrast, saturation, and extension. These color contrasts create visual interest and emphasis in art.
- Itten's work in defining color combinations and contrasts was influential for artists and designers in understanding how to use color effectively.
Equivalents project summary presentation
This document summarizes an art student's still life project where they studied techniques of other artists, took photos of still life setups, and experimented with different mediums including drawing, painting, printmaking, collage, sculpture and photography. The student analyzed their work and provided feedback on how to improve compositions and techniques. They enjoyed gaining new skills across multiple mediums and developing ideas throughout the project.
Equivalents Project Summary Powerpoint
This is my Equivalents Project Summary which involved me in evaluating my own performance in many different ways, looking at Visual Language, Annotation, Time Management and many other aspects.
Vienna Proposals
This interim review summarizes Jemima Witt's proposals created while studying artists in Vienna. Her initial proposals took influence from Egon Schiele's use of line, Hundertwasser's color techniques, and Reichler's shapes. Her first proposal used texture but had too much shadow. Her second proposal used layers but lost some artistic influence. She wants to further experiment merging influences from Schiele, Hundertwasser and her other experiments into a piece representing St. Stephen's Cathedral with more light and color.
Personal investigation
This document summarizes an art student's personal investigation exploring the theme of fear. The student researched common phobias and fears. They photographed skulls, cemeteries, and created pencil studies of skulls. They were influenced by artists like Paul Schwarz and Tom French. The student explored symbolic representations of fear through digital paintings of ravens and snakes. They created prints at a workshop and took black and white photos of dolls to capture feelings of fear. The student painted clowns and created a miniature treasure box inspired by childhood fears. Their work drew from various artists and aimed to evoke strong emotions through expressive representations of fear.
CSD 2020 Art Show
The document is the 2020 art show portfolio of Finley Caughran from the Cambridge School of Dallas. It summarizes Finley's AP artworks from the 2019-2020 school year. The portfolio includes 10 selected works exploring the use of chiaroscuro techniques to portray family members and memories from home. It also includes 9 selected works investigating different personality types using the enneagram system through portraits and photoshoots. Finley's artwork shows development of skills using various materials and techniques to effectively communicate subjects related to people and memories in their life.
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2023 Nichole: Score 5
This document contains notes and descriptions for 15 artworks for an AP Art Portfolio by Nichole. Each piece explores the theme of "hide and seek" through paintings using various materials like watercolor and digital art. For each piece, the artist provides information on the materials, process, ideas and inspiration. The works seek to depict the relationship between the "Hider" and "Seeker" aspects of one's personality using techniques like color, composition, lighting and perspective. Progress shots are included for some pieces. The goal is to convey emotions like fear, tension, bewilderment and acceptance through symbolic representations of the characters.
2023 Carolyn: Score 4
Carolyn created an art portfolio exploring the Hero's Journey through female figures and flowers using various media like acrylic paint, graphite, ink, and watercolor. She was inspired by muted colors and surrealism. The portfolio includes 15 works showing different stages of the Hero's Journey like the call to adventure, meeting the mentor, and return with an elixir. Carolyn experimented with techniques like light, shadow, perspective and composition in her pieces and received feedback from her professor to further develop her style.
2023 Abby: Score 4
The document discusses the author's sustained investigation project exploring how to represent the experience of having ADHD through photography and photo manipulation. They took photos showing movement and contrast to depict the constant movement, wandering mind, and difficulty focusing that people with ADHD face. The author experimented with manually manipulating photos by cutting and weaving paper, revising photos in Photoshop, and shooting through different objects. They selected their best pieces that conveyed feelings like "getting stuck in the head" and represented challenges of ADHD through hierarchical photos, leading lines, dramatic lighting, and movement blur.
2023 Leo: Score 4
Leo Xiong created a portfolio exploring how architecture can be used to represent the necessity of a Third Place through digital media. Their portfolio included analyzing characteristics of Third Places like cafes and bus stations, designing original Third Place structures using software, and creating a final Landscape Pavilion project on an elevated terrain. Their advice for future AP art students emphasized enjoying the creative process over outcomes and focusing on self-improvement rather than comparisons to others.
2023 Olivia: Score 4 ...
Olivia created a sustained investigation exploring one-sided love through blackout poetry and Greek mythology imagery using watercolor pencil and cut paper. As her feelings changed over time for the unrequited affection, her artistic focus and techniques evolved from using copied text and watercolor to cut paper and digital images. She provides advice to future AP students to not worry if pieces are "experimental" and to ask for help from others.
2022 John Henry: Score 5
John created an AP art portfolio exploring the passion in sports and how it is not purely for fan entertainment. He began with repetition of shapes and contrasting colors, then experimented with backgrounds, shapes inspired by artist Victoria Siemer, and the threshold filter. His 15 pieces show athletes' emotions through shapes, colors, repetition, and isolation of subjects. His best works use circles and inverted circles to draw the eye, cool colors and fog to depict eerie mountains, brightness on a player to highlight emotion, increased warmth on a dolphin photo, and rectangles/outlines to explore figure-ground relationships. He advises future students to experiment, avoid procrastination, and have fun being creative.
2022 Leo: Score 5
The document provides details about the character designs and story development for a fantasy world. It includes 14 images showing the progression of designs for 4 main characters in the story. The characters include Roxana, who awakens an ancient dragon soul named Solh. Cecilia was formerly an aristocrat but was transformed by demon blood after her family was killed. Solh and Roxana gradually learn to coexist through mutualistic symbiosis. The story follows their awakening, conflicts with Cecilia, and eventual reconciliation. It uses the character designs and progression of events to explore themes of revenge, forgiveness, and finding one's place in the world.
2022 John: Score 4
This student's sustained investigation focused on illustrating cognitive functions using rope on paper. They began with photography and revising their original idea to use physical rope to compare brains between species and explore cognitive functions like decisions. Through their investigation, they branched out to different media like string art, yarn, and a 3D pen to go beyond the limits of rope while maintaining texture. They continued experimenting with combinations of rope, string, origami, paper, and wire before finalizing photoshopped images of actual rope.
2022 Blaise: score 3
The student created a series of drawings telling the story of a "kiwi apocalypse" where kiwis have taken over. They used colored pencils and markers to combine realism and cartoon styles. For the first piece, they drew a comic on a door to show an angry kiwi. Subsequent drawings focused on movement, using colors and marks to depict action and fur. The last drawing signaled the end of the apocalypse by changing to lighter colors. The student provided advice like not getting bogged down in details, making sketches first to plan ideas, and finding the secret kiwi in the slides.
2022 ANDREW: score 5
Andrew Wilson submitted a portfolio for the AP 2-D Art and Design exam consisting of 15 pieces exploring Taoist concepts. The portfolio focused on three main themes: seeing Tao in everyday life, environmentalism from a Taoist perspective, and dealing with and accepting death through Taoism. The pieces used various materials like collage, photography, and paper designs to convey ideas like spiritual transcendence, consumerism, and grief. Wilson experimented with different media, layering techniques, and revisions to develop the sustained investigation over the course of the year. He credits his teacher for her guidance and acknowledges friends and family for their support in completing this body of work.
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2021 Allison - Score 4
This portfolio by Allison contains 15 digital photographs exploring themes of truth, beauty, and goodness. Allison was inspired by characters and stories from Tolkien's "Great Tales" to portray these concepts through dramatic portraits. The images start with simple photo editing and progressively incorporate more digital manipulation, with Allison altering her own face in several works. Through experimental techniques like photo manipulation and montage, Allison aimed to demonstrate the existence and importance of truth, beauty, and goodness in modern society.
2021 Raymond - Score 5
This document describes 15 images from a sustained investigation exploring the story of The Count of Monte Cristo. It details the materials, processes, heights and widths of each image. It also describes 5 selected works with their ideas, materials, and processes. The images and works explore themes of fate, justice, personality, and the destructive nature of revenge through experimental techniques like contrast, scale, and emphasis.
2021 Andy - Score 4
The document is an AP Drawing portfolio submission that explores themes of nihilism and solipsism in American youth through surrealist colored pencil art. It includes 15 images depicting how consumerism and technology leave youth feeling empty and addicted. Issues like pornography addiction, school shootings, and suicide are increasing. Later images get more personal and show depersonalization and mental chaos. The portfolio emphasizes layered colored pencil techniques to portray intrusive thoughts and fractured humanity. It aims to express the artist's social anxiety and negative internal voice. Advice is given to future AP students to be true to themselves and not procrastinate.
2021 Tateos - Score 3
The document provides advice for future AP Art students:
1) Listen to advice from the teacher as they have the students' best interests in mind.
2) Be vigilant with time management and stick to deadlines to avoid rushing pieces.
3) Expect sustained investigation ideas and pieces to change throughout the process as ideas evolve, which can lead to producing the best work.
Ap studio art 2021-2022 introduction
The document provides guidance for a student taking an AP Studio Art course. It outlines the summer homework assignments which include brainstorming portfolio ideas and creating online folders. It then discusses the three main components of the AP exam - the Sustained Investigation, Commentary, and Selected Works. For the Sustained Investigation, the student must complete 15 pieces exploring an essential question. They are provided steps to develop their question and create initial sketches and a storyboard. Guidelines are given for formatting the slides and writing the commentary. The Selected Works portion involves choosing 5 past works to submit. In total, the document thoroughly explains the requirements and creative process for the AP Studio Art portfolio.
2020 Finley - Score 4
The document is a concentration statement and sustained investigations portfolio from an AP art student named Finley Caughran. The concentration statement explores how disabilities are portrayed and how the student aims to challenge stereotypes through their artwork. They drew inspiration from campers with disabilities and artists like Anderson. The sustained investigations include sketches, photos and mixed media pieces depicting subjects with physical or developmental disabilities in order to express their inner emotions and uniqueness. Advice to future AP students encourages early work, feedback, fun, respect for teachers, and choosing the AP art course.
2020 Monica - Score 4
Monica Campa created a sustained investigation exploring the nine personality types of the enneagram system. She conducted interviews and photoshoots to depict each type's traits, conflicts, and motivations. Monica experimented with techniques like lighting, composition, and color to effectively communicate each unique personality. She revised her works to better emphasize inner types through proportion, texture, and figure-ground relationships. Monica improved her investigation by adding an adult subject and tying her work together from herself to her mother, who greatly motivates her. Throughout, she utilized research, props, and editing apps to portray characteristics and driving forces that set each person apart within the enneagram framework.
Csd 2019 fine art show
The CSD 2019 Fine Arts Show was a success thanks to the CSD artists. The artists had a fantastic year and their work was featured in the fine arts show. The document expresses gratitude to the CSD artists for their contributions to the fine arts show.
2019 Brandes- Score 4
This document contains an AP Art student's portfolio submission. It includes descriptions of their concentration exploring the progression from despair to joy in children in Zambia. Photos are presented showing subjects who seem lonely at first but gradually open up and find community and hope. Advice is given to future AP Art students to not procrastinate their concentration, listen to their teacher, and keep organized journals and hall passes.
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Ashley 2D Portfolio - Score: 5
- 1. Breadth
- 14. Concentration
- 15. Concentration Statement • The idea behind my concentration is the exploration of high contrast through a variety of mediums. I explored the intensity of contrast through achromatic portraits. To investigate different aspects of contrast within my work, I began with my concentration with lower intensity drawings and then I experimented with different mediums to create emphasis. • I started my concentration exploring what it means to have contrast in a work of art. I used to believe that contrast was how much black there was in a drawing, or how dark you could get a picture; but in reality, it is a balance of highlights and shadows. My concentration is a progress from portraits with low intensity, to pieces with a high level of contrast. As I developed my concentration, I created more contrast with the different types of medias I experimented with. I began with pencil drawings a found that in order to truly grasp the amount of contrast I was looking for, I needed to try other medias. I investigated white charcoal on black paper and really learned about balancing highlights and shadows. By adjusting the lighting, I was able to capture great contrast in several photographs. On pieces 9 and 11, I experimented with charcoal and was able to capture the shadows that I had been looking for with graphite. Finally, on project 12, I did a digital piece and working with only black and white, and no grays, to capture the greatest amount of contrast.