2.11.2.6. Artist Statement and Reflection

Students will undertake a significant project to create a collection of observational artworks that demonstrate their command of representing three-dimensional space and accurate proportion. This collection will embody their personal exploration of a chosen "space."

This project involves students creating several pieces of art that showcase their ability to draw and paint realistically. The focus will be on three-dimensional representation and scale, meaning they must accurately depict how objects relate to each other in space. Students are encouraged to choose a 'space' which could be anything from a still life arrangement to an outdoor scene.

Think of this project like preparing for a big presentation. Just as a presenter chooses their topic carefully and practices to make sure they deliver their points clearly, students select their subject matter and work on their artistic skills to effectively communicate what they see.

Project Focus Areas (Select One):

● Intricate Still Life: Students will arrange a complex still life composition of everyday objects, concentrating on capturing precise proportions, varied textures, and the interplay of light and shadow.

● Architectural Studies: Interior or Exterior: Students will select a specific interior environment (e.g., a section of a classroom, a corner of their home) or an exterior setting (e.g., a school courtyard, a street scene) and produce a collection of drawings or paintings from different vantage points.

● Natural Object Studies: Students will choose a complex natural object (e.g., a piece of fruit with interesting surface qualities, a botanical specimen, a seashell, a rock formation) and create a collection of focused studies.

Students have three focus areas to choose from for their project. In 'Intricate Still Life,' they will arrange items and emphasize their shapes and textures. The 'Architectural Studies' will involve depicting either indoor or outdoor settings from various angles, while 'Natural Object Studies' requires them to explore and document the details of natural objects, showcasing their understanding of form and texture.

Imagine a chef creating a signature dish. They carefully choose ingredients (focus area), pay attention to presentation (light and shadow), and taste as they adjust flavors (textures). Similarly, students will select subjects that interest them and experiment with their skills to capture the essence of their chosen spaces.

● Artistic Media: Students are encouraged to select from a range of drawing and painting materials (e.g., graphite, charcoal, ink, colored pencil, pastels, watercolor, acrylics).

● Demonstration of Proficiency: The artwork collection must showcase a high level of skill in observational drawing, including accurate proportion, effective use of perspective, mastery of value and tone, consideration of texture, and dynamic composition.

● Series Format: The project necessitates a "series" of artworks, meaning multiple pieces that are conceptually or stylistically linked.

● Optional Three-Dimensional Component: Students are encouraged to create a small three-dimensional observational piece that relates to their artwork collection.

Students must use various art materials to produce high-quality observational pieces. They must show that they can accurately depict the size and shape of objects, apply perspective effectively, and represent textures. Their collection should consist of multiple related artworks, and they have the option to add a three-dimensional art piece that complement the series, enhancing the understanding of their work.

Think of a fashion designer creating a clothing line. They must choose fabrics (artistic media), ensure that every garment fits perfectly (proficiency in drawing), showcase different outfits that match (series format), and perhaps include accessories (three-dimensional component) that complete the look. This helps students understand that their art project is akin to creating a cohesive artistic brand or collection.

Students must submit their preliminary sketches, compositional studies, and detailed written reflections on their creative process, including challenges encountered and successful resolutions.

This part of the project requires students to document their artistic journey. They need to save their initial ideas and sketches and write reflections on what they learned, the problems they faced, and how they overcame them. This documentation helps them understand their growth as artists and provides insight into their thought process.

Consider a writer who keeps a journal to track their writing progress. Just like the writer reflects on their drafts and edits, artists must also reflect on their work to recognize areas of improvement and celebrate their successes, allowing them to refine their artistic skills over time.

● A written reflection accompanying the artwork collection, addressing the inquiry questions, discussing their artistic choices, the specific techniques employed, and how they believe their work conveys their personal perception of the observed "space."

At the end of the project, students need to write an artist statement that explains their thoughts behind their artwork. They should answer specific questions about their creative process and choices, explaining how these choices reflect their understanding of the space they depicted. This reflection encourages critical thinking about their art and helps them articulate their artistic vision.

Imagine a musician discussing their song with the audience. They explain the inspiration behind the lyrics and the meaning behind the melodies. Similarly, when artists write their statements, they share their 'musical' thoughts about their visual pieces, helping viewers understand their unique perspectives.

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