Ye Eun's candidate record workbook contains her candidate statement and scans of her studio work. The workbook documents Ye Eun's qualifications and experience through a candidate statement and samples of her creative work.
Annie is applying for a candidate position. Her application includes a candidate statement, examples of her studio work, and scans of her workbook providing additional samples of her work. The application showcases Annie's qualifications and portfolio for the open position.
Sebastiaan van Thiel presents an IB Art Portfolio containing a variety of projects including paintings, prints, sculptures, and photographs. The portfolio includes an oil painting titled "Woven" depicting a woven straw hat pattern, an oil painting and mixed media piece called "Angry River", Egyptian-inspired lino prints, a clay sculpture representing disease, planning sketches for a children's shelter, experimental studies of Frank Lloyd Wright's designs, reflection sketches of an apple in a vase, and a photograph titled "Lake Duich (Reflection studies (photography))" showing a sunset reflection on a Scottish lake. Sebastiaan discusses the creative process and artistic intentions behind several of the projects in his portfolio.
The document describes 11 artworks created by Claire Kelloway between September 2010 and March 2011 for her IB Visual Art class, including still lifes, portraits, landscapes, and abstract pieces executed in various media such as charcoal, pastels, acrylic paint, ink, and mixed media. Each entry names the artwork, medium, and month of completion.
This document discusses the symbolic meanings and social implications of bathing throughout history and in various cultures and religions. It touches on how bathing was portrayed in early art, its connections to purification rituals, and how cleanliness represented social standing. The document also explores how bathing relates to feelings of shame after sexual assault and references a poem about taking revenge against a wolf.
The document discusses color theory and provides instructions for a watercolor art project. It defines primary, secondary, and tertiary colors. It also defines different color schemes for artwork. The instructions tell students to choose photos from an online photomicrography competition to use as references for their watercolor designs. They are to practice watercolor techniques, plan their designs and color schemes, then complete a larger watercolor painting using the photos as references.
This document contains information about Janet's International Baccalaureate Visual Art work from Beijing International School in 2011, including her statement, studio work, and workbook scans.
International School Manila Middle School ArtMark Kucharski
This document lists the names of students from grades 5 through 8 who participated in an art exhibition opening. There are over 100 student names listed, along with their grade level. The names appear to be from a diverse range of cultural backgrounds. The document provides a record of participants in a school art show spanning multiple grade levels.
This document provides an introduction and overview of the International Baccalaureate (IB) Art Studio program. It outlines the four art options: Higher Level Art (HLA), Standard Level Art (SLA), Higher Level Design (HLB), and Standard Level Design (SLB). Each option focuses on either studio work or artistic investigation and has different requirements for pictures, pages, and the split between studio and investigation. The document also describes the artistic process, extracurricular opportunities, timeline, senior show, and encourages the reader to celebrate after completing their exam.
Annie is applying for a candidate position. Her application includes a candidate statement, examples of her studio work, and scans of her workbook providing additional samples of her work. The application showcases Annie's qualifications and portfolio for the open position.
Sebastiaan van Thiel presents an IB Art Portfolio containing a variety of projects including paintings, prints, sculptures, and photographs. The portfolio includes an oil painting titled "Woven" depicting a woven straw hat pattern, an oil painting and mixed media piece called "Angry River", Egyptian-inspired lino prints, a clay sculpture representing disease, planning sketches for a children's shelter, experimental studies of Frank Lloyd Wright's designs, reflection sketches of an apple in a vase, and a photograph titled "Lake Duich (Reflection studies (photography))" showing a sunset reflection on a Scottish lake. Sebastiaan discusses the creative process and artistic intentions behind several of the projects in his portfolio.
The document describes 11 artworks created by Claire Kelloway between September 2010 and March 2011 for her IB Visual Art class, including still lifes, portraits, landscapes, and abstract pieces executed in various media such as charcoal, pastels, acrylic paint, ink, and mixed media. Each entry names the artwork, medium, and month of completion.
This document discusses the symbolic meanings and social implications of bathing throughout history and in various cultures and religions. It touches on how bathing was portrayed in early art, its connections to purification rituals, and how cleanliness represented social standing. The document also explores how bathing relates to feelings of shame after sexual assault and references a poem about taking revenge against a wolf.
The document discusses color theory and provides instructions for a watercolor art project. It defines primary, secondary, and tertiary colors. It also defines different color schemes for artwork. The instructions tell students to choose photos from an online photomicrography competition to use as references for their watercolor designs. They are to practice watercolor techniques, plan their designs and color schemes, then complete a larger watercolor painting using the photos as references.
This document contains information about Janet's International Baccalaureate Visual Art work from Beijing International School in 2011, including her statement, studio work, and workbook scans.
International School Manila Middle School ArtMark Kucharski
This document lists the names of students from grades 5 through 8 who participated in an art exhibition opening. There are over 100 student names listed, along with their grade level. The names appear to be from a diverse range of cultural backgrounds. The document provides a record of participants in a school art show spanning multiple grade levels.
This document provides an introduction and overview of the International Baccalaureate (IB) Art Studio program. It outlines the four art options: Higher Level Art (HLA), Standard Level Art (SLA), Higher Level Design (HLB), and Standard Level Design (SLB). Each option focuses on either studio work or artistic investigation and has different requirements for pictures, pages, and the split between studio and investigation. The document also describes the artistic process, extracurricular opportunities, timeline, senior show, and encourages the reader to celebrate after completing their exam.
This powerpoint presentation discusses several Surrealist artists who use imagination, dreams, and the unconscious in their work. It profiles Salvador Dali, Rene Magritte, Max Ernst, Man Ray, Frida Kahlo, Joan Miro, Meret Oppenheim, and others. Their works disrupt expectations and create alternative realities through hallucinatory imagery, juxtaposition, symbolism, automatism, and hybrid combinations of objects.
This document provides instructions for a mechanical object drawing exercise, asking the artist to choose an object, draw it on canvas, simplify its values into three or four, and paint it using a monochromatic color scheme.
The document provides tips for students taking the IB Visual Arts examination to achieve the highest score. It emphasizes developing a theme for one's artworks, thoroughly researching topics in an investigation workbook (IWB), and ensuring artworks show personal connection, increasing depth and skill over time. Key aspects the IB examiners look for include a balanced IWB with both writing and visuals, artwork that demonstrates student progress and challenges themselves, and pieces that convey a deep, focused theme.
The document discusses several questions about the relationship between artistic knowledge and other ways of knowing from the IB Visual Arts Guide:
1) To what extent is artistic knowledge something which cannot be expressed in another way? The guide explores whether the ways of knowing are employed differently in the arts than other areas of knowledge.
2) It examines the role of imagination in the visual arts and whether it plays a special role.
3) Issues around the moral responsibilities of artists and what constitutes appropriate boundaries for art are discussed.
4) Standards for judging artworks are considered, covering intentions, the artwork itself, audience reaction, and its ability to transport people.
The document discusses work in progress for IB. In a few short sentences, it conveys that work is ongoing for an unspecified project related to the International Baccalaureate program. Further details about the nature and status of the work are not provided in the original document.
This document outlines the progression of art classes from introductory to advanced levels, including options for IB and AP programs. It encourages students that art classes allow freedom to use any media for creative expression.
This document provides guidelines for designing text, including practicing initials in different fonts, doing thumbnail sketches to work out composition, drawing out a name in pencil first before filling the paper with patterns and shapes, and going over lines with a sharpie before erasing pencil marks.
The document outlines the research process for writing an extended essay, which includes choosing a subject and developing a research question, planning the investigation and structure, undertaking research through primary and secondary sources, meeting deadlines, and receiving feedback on drafts from supervisors. The process focuses on developing an analytical research question within an approved subject, conducting in-depth investigation through varied sources, and structuring the essay for submission and assessment.
This document discusses positive and negative space in art through examples such as the Rubin vase which shows figure and ground ambiguity, Myron's Discobolus sculpture from 450 BCE, works by artist Donald Judd who explored the relationship between object and space, Michael Arad's 9/11 memorial Reflecting Absence, James Turrell's Skyspace installation, Tadao Ando's Church of the Light building which uses light and space, and Craig W. Hartman's Church of Christ the Light design which also incorporates light and open space. The document notes that this slide deck has already been posted to an online blog.
This document provides instructions for a student's "Collections" coursework project, which will last until February. It explains that the project involves collecting objects and creating artworks based on the collection. Students are encouraged to choose a collection that interests them and can be photographed and drawn in detail. Examples of famous artists like Andy Warhol who based work on collections are provided. Students must complete a spider diagram brainstorming collection ideas and choose a theme by a deadline in September.
Check a full list of extended essay topics and ideas and don't hesitate to visit us today for more guides and tips specially created for the International Baccalaureate applicants.
(Ebook Self Help Pdf) 26 Secrets Of Feng Shuinehcdet
This document provides three secrets for improving the feng shui of a home's front door according to the principles of feng shui. The first secret is to ensure the front door faces an auspicious direction and is not blocked by obstructions. The second secret is to have a properly sized door that leads to a foyer or buffer space before entering rooms. The third secret is to keep the entrance clear of clutter and choose an inviting door color that matches the home's overall harmony.
The document summarizes Philippine indigenous arts from ancient times to the present. It discusses ancient sculpture, pottery, weaving, and physical ornaments of indigenous groups. Specific examples are given including Ifugao bul-ul figures, Manunggul jars, Maranao decorative arts, and traditional costumes and accessories of groups like the Kalinga and T'boli that reflect nature and the lives of common folk through their designs and techniques.
This powerpoint presentation discusses several Surrealist artists who use imagination, dreams, and the unconscious in their work. It profiles Salvador Dali, Rene Magritte, Max Ernst, Man Ray, Frida Kahlo, Joan Miro, Meret Oppenheim, and others. Their works disrupt expectations and create alternative realities through hallucinatory imagery, juxtaposition, symbolism, automatism, and hybrid combinations of objects.
This document provides instructions for a mechanical object drawing exercise, asking the artist to choose an object, draw it on canvas, simplify its values into three or four, and paint it using a monochromatic color scheme.
The document provides tips for students taking the IB Visual Arts examination to achieve the highest score. It emphasizes developing a theme for one's artworks, thoroughly researching topics in an investigation workbook (IWB), and ensuring artworks show personal connection, increasing depth and skill over time. Key aspects the IB examiners look for include a balanced IWB with both writing and visuals, artwork that demonstrates student progress and challenges themselves, and pieces that convey a deep, focused theme.
The document discusses several questions about the relationship between artistic knowledge and other ways of knowing from the IB Visual Arts Guide:
1) To what extent is artistic knowledge something which cannot be expressed in another way? The guide explores whether the ways of knowing are employed differently in the arts than other areas of knowledge.
2) It examines the role of imagination in the visual arts and whether it plays a special role.
3) Issues around the moral responsibilities of artists and what constitutes appropriate boundaries for art are discussed.
4) Standards for judging artworks are considered, covering intentions, the artwork itself, audience reaction, and its ability to transport people.
The document discusses work in progress for IB. In a few short sentences, it conveys that work is ongoing for an unspecified project related to the International Baccalaureate program. Further details about the nature and status of the work are not provided in the original document.
This document outlines the progression of art classes from introductory to advanced levels, including options for IB and AP programs. It encourages students that art classes allow freedom to use any media for creative expression.
This document provides guidelines for designing text, including practicing initials in different fonts, doing thumbnail sketches to work out composition, drawing out a name in pencil first before filling the paper with patterns and shapes, and going over lines with a sharpie before erasing pencil marks.
The document outlines the research process for writing an extended essay, which includes choosing a subject and developing a research question, planning the investigation and structure, undertaking research through primary and secondary sources, meeting deadlines, and receiving feedback on drafts from supervisors. The process focuses on developing an analytical research question within an approved subject, conducting in-depth investigation through varied sources, and structuring the essay for submission and assessment.
This document discusses positive and negative space in art through examples such as the Rubin vase which shows figure and ground ambiguity, Myron's Discobolus sculpture from 450 BCE, works by artist Donald Judd who explored the relationship between object and space, Michael Arad's 9/11 memorial Reflecting Absence, James Turrell's Skyspace installation, Tadao Ando's Church of the Light building which uses light and space, and Craig W. Hartman's Church of Christ the Light design which also incorporates light and open space. The document notes that this slide deck has already been posted to an online blog.
This document provides instructions for a student's "Collections" coursework project, which will last until February. It explains that the project involves collecting objects and creating artworks based on the collection. Students are encouraged to choose a collection that interests them and can be photographed and drawn in detail. Examples of famous artists like Andy Warhol who based work on collections are provided. Students must complete a spider diagram brainstorming collection ideas and choose a theme by a deadline in September.
Check a full list of extended essay topics and ideas and don't hesitate to visit us today for more guides and tips specially created for the International Baccalaureate applicants.
(Ebook Self Help Pdf) 26 Secrets Of Feng Shuinehcdet
This document provides three secrets for improving the feng shui of a home's front door according to the principles of feng shui. The first secret is to ensure the front door faces an auspicious direction and is not blocked by obstructions. The second secret is to have a properly sized door that leads to a foyer or buffer space before entering rooms. The third secret is to keep the entrance clear of clutter and choose an inviting door color that matches the home's overall harmony.
The document summarizes Philippine indigenous arts from ancient times to the present. It discusses ancient sculpture, pottery, weaving, and physical ornaments of indigenous groups. Specific examples are given including Ifugao bul-ul figures, Manunggul jars, Maranao decorative arts, and traditional costumes and accessories of groups like the Kalinga and T'boli that reflect nature and the lives of common folk through their designs and techniques.