AP Art Drawing-- Found Surface

Reference:



2 process shots:

Before adding background:

After adding the background (without plexiglass)

Final Photo (with plexiglass and border):





Reflection--Problem Solving:

There were many challenges that came with having cling wrap as my surface. It was hard to paint diluted colors, as they wouldn't get absorbed by the clingwrap. I soon learned that I needed concentrated and thicker colors, but not too many layers, otherwise, the paint would crack. I also had to work delicately and avoid rubbing, as the clingwrap would get scratch marks if I did so. I also worked with the empty space around the heart by adding an almost chaotic background that still doesn't overpower the piece. Also, to tie the piece together, I added a black border, which was suggested by Ms. Harvey. Wrinkling the heart and sandwiching it between the plexiglass was relatively easy, to my surprise. One other thing I had to think about was creating a message or story behind my piece, which I found out did have a very deep and important message of advocating against bullying: how a wrinkled heart can never become smooth again, just like our actions and comments leave an irreversible impact on a person, no matter how we try to cover that up afterward. I found this really interesting, and it made me proud to advocate for an issue through my art.

AP Art Found and Created Surfaces

Found Surfaces:

acrylic on cling wrap

Rapidiograph on packing paper

Acrylic on Aluminum

Acrylic on Styrofoam

Created Surfaces: 

Acrylic

Rapidiograph 

Acrylic

Rapidiograph 

rapidiograph 

Rapidiograph 

rapidiograph 

acrylic 

AP Art Self Portrait

Reference Photo:



Process + final:







Reflection:

Problem Solving: I problem solved in understanding how to use colored pencil to its best potential for self-portraits. I used layering colors and complementary colors to make the best use of my medium. Also, towards the end of finishing the portrait, lightly colored water spilled onto a portion of my art piece. I problem solved by handling that portion delicately and using the wrinkles formed to my advantage by including it as part of the look of the shirt fabric.


Creativity:

I felt this reference photo was the most personal photo I could have pulled out. I realized a lot of my photos were conscious selfies of me trying to do something a certain way, but this photo was completely spontaneous. It was clicked when I was 7, in the middle of me laughing extremely hard. I really think this encapsulates an integral part of my personality, as even now, I'm known amongst my friends as being the girl who goes crazy once she starts laughing. This art-piece truly brings out a genuine piece of me which is very dear to my heart. 

AP Art--Tempera Resist Painting

1. Reference photo

process shots:

Initial Stages of applying Tempera Paint

After applying ink 

After Embellishing (Final piece) 

Reflection

Problem Solving: Throughout my process with tempera resist, I had many instances where I had to problem solve. Some of them were when painting, I had to figure out how to not necessarily use black paint, but instead, variate the concentration of white in certain areas to allow the ink to come out in some places more than others. I also had to problem solve when while washing the ink, a lot of the tempera paint had washed away from the top of the Buddha as well. I decided I wanted to embellish more heavily on the Buddha while still keeping the integrity and characteristic of a tempera painting. 

Manipulation of Material: Through my experiences with problem-solving, I found out how I could control the thickness of the white pigment so that the black ink shows more strongly in some areas than others. I also variated my brush strokes to create a long movement where needed, and short, concentrated strokes when giving a "painted look" on the Buddha's face. I tried balancing the tempera, my embellishing, and the ink in such a way that this could be classified as a tempera resist, but that it also has the warmth of paint on top.

AP Drawing Blog Post

Goals (Personal goal, Course goal):

My course goal would be to push myself creatively using different art mediums. My personal goal would be to manage my time and be more efficient so that I don't feel stressed out near deadlines.

Principal and elements of art:

Principals of art:

- Line: Line is an element of art defined by a point moving in space.

- Shape: shape implies spatial form and is usually perceived as 2-dimensional.

- Color: colors all come from the three primaries and white and black. They have three properties, hue (the color itself), value, and intensity (the pure color is of the highest intensity, but we can lower the intensity by adding its complementary color).

- Value: value refers to relative lightness and darkness and is perceived in terms of varying levels of contrast.

- Form: form has depth, length, and width and resides in space. It is 3-dimensional.

- Texture: texture refers to the tactile qualities of a surface (actual) or to the visual representation of such surface qualities (implied).

- Space: space refers to the area in which art is organized. The element of positive (the space of the shape itself) and negative space (the space around the shape).

- Perspective: Perspective is representing a volume of space or a 3-dimensional object on a flat surface.

Elements of Art:

- Balance: Balance is the impression of equilibrium in a pictorial or sculptural composition. Balance is often referred to as symmetrical, asymmetrical, or radial.

- Contrast: the juxtaposition of different elements of design (ex. rough and smooth textures, dark and light values) in order to highlight their differences and/or create visual interest, or a focal point.

- Emphasis: Emphasis refers to the created center of interest, the place in an artwork where your eye first lands.

- Movement/Rhythm: movement or rhythm refers to the suggestion of motion through the use of various elements.

- Pattern: Pattern refers to the repetition or reoccurrence of a design element, exact or varied, which establishes a visual beat.

- Unity: Unity is achieved when the components of a work of art are perceived as harmonious, giving the work a sense of completion.

- Proportion/Scale: Proportion is the size relationship of parts to a whole and to one another. Scale refers to relating size to a constant, such as a human body.

Color wheel:

The primary colors are red, yellow, and blue. They are the base for all the other colors on the color wheel.

The secondary colors are in the middle of the primary colors (are made up of primary colors). They are orange, green, and violet.

The tertiary colors are made up of a primary and secondary color. They can also be called intermediate colors. Examples are red-orange, yellow-orange, yellow-green, blue-green, blue-violet, and red-violet.

Complementary colors are colors that are opposite each other on the color wheel (ex. red and green, blue and orange, and purple and yellow.) In a formative practice in 8th grade, we had to take two complementary colors and add a bit of the opposite color to both sides (add a bit of yellow to purple on the right side and add a bit of purple to yellow on the left side) and keep doing so in a line until we reached the middle. The color gray was formed. We concluded that mixing two complementary colors resulted in gray.

Your definition of art:

My definition of art is that art is a direct reflection of our perception of the world around us. It reflects our personality, mood, traits, and what we hold important in our lives. Art is boundless and even though we usually associate art with painting or drawing, art can be in many other forms such as music, dance, media, drama, etc.

Ceramics Final Reflection

CERAMICS FINAL REFLECTION
	Photo of final glaze piece	Final thought on the best parts of this piece.
Project 1		The best parts of my piece were creating a unique shape of honey- comb using slab. I also  like how I manipulated the amount of glaze to give a scratched, antique  look.
Project 2		I think the best part of this vase was the carving  detail I added below the neck and the pinched shape of the lip of the vase.  I think these additions made the vase  unique. I also like the warm autumn color of the vase and the patches  of olive green and fuschia that show through like strokes.
Project 3		What I found really interesting about this tripod mug was how I  used the same glaze as in the vase, but different  applications and amounts of the glazes  dramatically changed the color. I really love the jade green and hints  of blue and pink that show through with a golden yellow that highlights the sharp edges. I wanted to create a unique tripod mug, so I gave a deconstructed effect by layering rings. I think this made the mug more modern, yet  the glaze gave a traditional effect.
Project 4		I really like the sentiment behind the shoe, how it pays homage to the victims of school shootings. I wanted to make a kid's shoe because it reminds me of my younger siblings and how grateful I am to  be living in a safe environment.
Looking at all of your work in class, tell me how you felt about what you accomplished.
I am genuinely very pleasantly surprised by my journey. I didn't think I would ever be able to create the sophisticated ceramics pieces I see in shops and museums, but now I definitely have more confidence in working in with clay and slip.  I will definitely continue working with clay, and hopefully, I can come to ceramics class again and create some more work!
What could I do better as a teacher in making this class better?
I really appreciate the genuine care you have towards us and your passion to help us feel more confident  in our abilities. Maybe if we can have shorter demos intermittently, like showing steps one and two, and  then waiting for everyone to reach that stage, then continuing again...that would help us remember exactly what steps to do and keep us all at the same pace. Thank you so much for everything, including helping us when we struggle and making ceramics so open  to anyone of any skill level. Thank you for encouraging our effort and progress, not just the visual appeal of our work.
I’ve enjoyed this class with each of you.  I wish we had more time together. Have a great summer and I will miss all of you. Mr. P

Ceramics Final Exam- Shoe Reflection

Shoe Sculpture
Insert Construction Photo:
Insert Reference Photo:
Describe all the skills you used to create the sculpture: This project was an amalgamation of many skills we've used throughout this semester. We used undulation for the front of the shoe where the toes go. We did imprints using popsicle sticks cut at different widths and angles and other ceramics tools.
List your areas of difficulties and why: I found it difficult creating the base shape of the shoe, especially since my shoe was a smaller one. I also found it hard to carve the clay to give the illusion of layers of fabric.
Pre Glaze Fire Photo	Post Glaze Fire Photo
Glaze Record/Technique: Teacher's Palette Cotton white glaze for the rubber parts of the shoe. Blue Stone glaze for "jean" part of the shoe. The application was mostly left to right.
Final Reflection, what was the most rewarding aspect of the project and why? The most rewarding aspect of the project was the concept behind this final exam. I have twin younger siblings who have just turned five, and the school shootings have sadly targeted kids from that age group as well. This project is therefore very close to my heart. I think this shoe is a reminder of the hope we still have to build off of the hate and create a more peaceful world for children.