PROJECT ONE
Self-Portrait I-Executive Functions+Contrast
Eighth graders learned about order, sequencing actions, critical thinking and more of the like, in addition to artist skills such as tones, and contrast, with this first of several self-portraits.
Below are some of their analysis/reflections of their work.
Below are some of their analysis/reflections of their work.
"I adore being submerged in water. I love the simultaneous pressure and lightness, the way light bends, the almost imperceptible currents and ripples of something moving underwater. Everything is amplified, yet subdued. I think that's what - or rather; whom I want to be as a person. Something underwater. That's why I chose to move the grass tiles to spaces around my eyes and body. I like being movement, and for me, water and everything underneath it is moving".
"I used this pose to describe how I think and wonder. I just escape from reality, and I don't express a significant emotion. I don't look at anyone because it would distract me and put me back into reality. I use shapes to distort myself from reality. I also mix around my face and body to signify that this is my imagination and not realistic. The colors in the background are to represent the dark and cheerful thoughts I have".
"My artwork shows me with a map. I chose a map because I love to travel. I mixed the map and my face because I am very bad at directions".
"I chose a sunset for my background because I believe that, represents me. I love the beach and that's something I think about often. In the position I'm in, I look like I'm daydreaming,..."
"...As my background I used triangles in random directions to make eyes wonder and to focus mostly on the middle ground and foreground. I put a street and, lamp to make it seem like I'm wondering the streets. I used watercolor pencils to make my background for contrast against my color pencil foreground. Once I was done with my back and middle ground, I moved to my foreground. I shaded my face with colored pencil and started to cut it up into squares. I mixed up my background because it would make your eye wander. I mixed up senses up... onto the streets. I did this to make it seem like my senses are wandering the streets".
PROJECT TWO
Tones and Distortions
With this second project, students were to concentrate on tones and incorporate a photographed distortion into their self-portrait.
PROJECT THREE
Using the weight of the Line to Create Form
Students get to vary the weight of their lines in order to create volume and form for their last self portraits. They will combine past lessons learned and use maps for their background, even making map legends.
Final Project
A portrait of Choices
This final selection of self-portraits has been ongoing since the beginning of the rotation. Students were required to draw a weekly portrait of themselves showing how they felt at the moment - a sort of hard copy snap chat. Students were given a 3x3 inch piece of paper where they drew how they felt, recording a word or simple sentence that offered more information. Here's nine weeks of how the students felt, (usually on Fridays)