specifications.
This body of work is divided into three sections.
Section 1, Concentration:
In the student concentration, 12 finished artworks are required. In the concentration, the 12 artworks should be related by theme. An example of a theme or motif would be if a student is interested in abstracting the human form. All 12 artworks would explore ways the human form can be abstracted. Simplifying, elongating, bloating, texturing, disassembling would be simple ways that the human form can be altered. One photograph of each finished piece is included in the final portfolio.
The first two images are of a students concentration from 2014. This student was interested in how light travels through openings in Ceramic pieces. She lit candles and used dramatic lighting to enhance the interesting aspects of light as it traveled through these openings.
This student explored individual identity through a series of twelve masks with most of them being made from clay. Some masks are in distress and some fairly realistic. Each mask is an attempt to portray what different people are really like. 
An attempt was made by this student to simplify the forms of animals, and then make them more aesthetically interesting by either Raku Firing them or Smoke Firing them in a pit.
This student explored his creativity and imagination within the limitations of a basic tea pot form.
The end result of this students concentration always happened when the ceramic vessel was extremely hot. Her idea was to focus on what reactions happened to her clay during the firing process. She elaborated on things she could try to control during a Raku Fire, adding slip to a clay then Pit firing it, or Maybe tape to a vessel and Smoke firing it.
Section 2, Breadth: In the breadth section students are required to show a variety of other 3 dimensional art making skills. 8 finished pieces represent a breadth and there should be two angles of pictures of each work included. If the concentration is done predominantly with clay, the breadth section should include very little clay and instead other building materials like wood, plaster, metal, wire, paper etc.... All works should show artistic merit and stand on their own as far as mastery of whatever material was chosen by the artist.
Nicely arranged sculpture of assorted pieces and parts makes for a visually interesting Breadth piece. Careful attention to contrast, color and texture makes for a piece that is appealing from all sides.
This wheel thrown plate was textured with dry rice before the bisque fire. As the rice takes on the moisture of the clay it expands in its environment making small cavities in the normally smooth surface of the plate. After bisque fire, shoe polish finishes the pot enchanting the texture created by the rice.
This is a wheel thrown and textured lidded vessel which allowed a 2014 student to achieve a score of 4/5 on the College Grading Rubric. Technically very strong wheel thrown piece for a girl who only learned to throw on the wheel this year.
Plaster poured into small Dixie cups was the starting point for this students Breadth piece. Careful arrangement of the segments created a visually interesting final product.
Tea pot created for they 2014 student's Breadth section. Her concentration dealt with interesting firing techniques so this nicely designed tea pot fit better into the Breadth section.
Plaster poured into a plastic bag is where this student began his breadth piece. Holes were drilled, surfaces filed and sanded into an interesting composition. This students score on the College Grading Rubric was a 5/5.
This Breath piece does a great job mixing texture and color. Contrast is a key element in its success with the darks and lights of the paint job as well as the element of the band of red. Students grade on the AP Rubric as a 5/5
Raku fired piece is a great Breadth choice for a student who has the capabilities of doing so.
This Breadth piece is plaster poured into a cup, with Ricky Maldonado inspired dots of color in an organized pattern that spirals up.
Wheel thrown and lidded Breadth piece from a student who got a 4/5 on the AP Grading Rubric.
Section 3, Quality In the quality section 5 finished works are chosen from the previous two sections representing the students BEST examples of finished sculpture making. Two views of each is required in the breadth section.
No comments:
Post a Comment