Cover Page

Developmental Workbook

Grade 11 Developmental Workbook:
Unit Title: Your Potential!
Unit Question: If you had the potential to change world views, what would your message be?
Area of Interaction: Human Ingenuity.
Significant Concept: Identity.

Sketches:

Final Work:

The above picture have shown you that, first time trying out sculptures is really bad. Even my final works looks bad but at least I tried and had a lot of fun while doing this awesome and fun work. I've learned quite a lot of new things about sculptures and the history of sculptures. To let me choose between Drawing, Painting and Sketching or Sculpting, I would still choose my favourites, which are Drawing, Painting and also Sketching.

Quarter 2:
Unit Title: Still Life.
Unit Question: How do I illuminate my artwork with tones and values?
Area of Interaction: Human Ingenuity.
Significant Concept: Perspective.

Sketches:

Final Work:

Grade 10 Developmental Workbook:
Unit Title: Cosmic!
Unit Question: What are the effects of our exploitations to the planet and our universe in the future?
Area of Interaction: Environment.
Significant Concept: We came, we conquered, we lived, we exploit, now we seek for a new place.

Final Work:

Investigation

:Research Artists:

Reflection

Grade 11 Reflection:

Reflection 1:

Today, I've done some research about my reference artists and found some information about reference artists. I've chosen three very famous artists or sculptors. Which are, Michelangelo, Auguste Rodin and Constantin Brancusi. Three of the artists that i have chosen is famous for their painting, sketches and first and for most, their sculptures.

From all this researches, i have gotten the information about how all this three artists has go through their life and how they become so famous for their work of art. Their works gave me inspiration and the story of their life have me greater inspiration too.

For our assessment, we will have to create our own work of art so that we can exhibit our work. We get to choose, to create a painting, sketch, sculptures, poems, photography and many more. My main target would be sculpture. The reason I chose to do sculpture is because I have done lots of painting, sketching, and also photography. So, I want to try something new which is sculpting.

The height of my sculpture will at east be 30 cm and the width of my sculpture will be 20 cm. I don't want to create a bigger sculpture due to not having time. My time management is bad and I should improve on it.

Reflection 2:

Firstly, before I continue, I've said that I was going to create 3 big sculptures which each has the height of 30 cm and width of 20 cm. I changed my mind to not create this 3 big pieces of sculptures it's because I do not have enough clay to help me get the 3 piece of sculptures I need for my final work. Then, I've changed it to creating 10 small sculptures, just like a series of painting but it's series of sculptures but small sizes.

Today, I've finished with my fifth piece of sculpture and I will have another 5 more sculptures to create. I have a problem to create another 5 more sculptures to complete my series of sculptures. There's also another problem which I don't think that I have enough clay for me to finish the other 5 more sculptures.

Final Reflection:

It took us around 5 weeks to complete our assessment which is “Your Potential”. During the first lesson of our VA (Visual arts), we all were excited to get started with our new pieces of art works, activities and group activities. For our very first lesson, our teacher told about our AOI, Unit Questions, Tasks and Significant Concepts for our new unit. We were to spend some time in class to write about our Potential and search for reference artists, after searching for the reference artists, we will have to compare, contrast and evaluate our finding and written it in our DW (Developmental Workbook).

The following week, we will have to start to include researches, information, reflections and initial sketches. We will have to show our teacher how is our progress in our DW and have to also present our work in front of our classmates about what are our potentials, and also what are we going to do for our final work. Mine was to build 3 sculptures that have the height of 30 cm and width of 20 cm. I’ve told my VA teacher about the height and width of my sculptures and she gave me advices for my final product, what can I do to make my final work.

Then, we were to continue with our final work in class for the following lessons so that we can finish our work on time. Our VA teacher gave us some time in class to work on our final works and she will also guide us individually to check on our progress and giving us advices. It took quite a lot of discussion with my VA teacher but I know she has given me a lot of useful advices that’s able for me to complete my work on time. But at the same time, I know that I am running out of time because of my time management. I did not manage my time well when my VA teacher gave me time to work in class but I only worked on my DW and also my experimental pieces. So, I’ve changed my height and width of my 3 big sculptures which are 30 cm in height and 20 cm in width to series of small sculptures. My VA teacher accepted it and she hope that I can work on the series of sculptures.

During this time, I have completed with at least 5 series of my final work and I’ve shown my progress in my DW so that my teacher will know about my progress and knows that I am actually doing my final work. I did write a short reflection about the changes of my sculptures and my time management in my DW. Our deadline for our final works is near and everyone was rushing to finish with their final work and amending their DW. My teacher is scared that we might not have time to finish with our final work so she extended the time for us so we won’t rush in our work.

Finally, after weeks, we all have completed with our final works and also completed amending our DW. We were to typed out our final reflection in Microsoft words and then uploaded it onto Managebac so that our teacher could see it and mark our work. It was a very fun experience for me because I have never tried sculpting but this experience helped me to learn a lot in sculpting and how are all the famous sculptures became so popular for their sculptures and what are the true meanings of the sculpture that they have created. Overall, it was a fun and experienced assessment.

Still Life Reflection:
Reflection 1:
After investigating about "Lights" to the linkage of different cultures, I was surprised and shocked. I did an investigation about India. During the investigation, I also learned a lot about Indian culture, festivals and their religion. I found out that Deepavali translated into "row of lamp", the meaning of "row of lamp" is to celebrate the Deepavali festival. Also, the lamps are kept on at night to keep the family safe and also to keep the house clean. They also used firecrackers, those firecrackers are used to drive away the evil spirits so that it won't interrupt the family.

Reflection 2:
Sketches:
Today, I've started with some sketches in my Developmental Workbook (DW). This  task was given by my teacher, Mrs. Yik. She told us to sketch at least 4 sketches and after the sketching, we will have to write a reflection about it. I will start from here, as you can see from Sketch 1, it is a drawing of a vase. The sketch 1, I did not sketch very well because I am not good at sketching but colouring. Sketch 2, is a sketching of a ball or an circle. I did this sketch because I found out that it is easier to sketch and easier to shade it. Sketch 3, I did a bit harder sketching because I wanted to try something harder to see whether I could draw if or not and I did. Sketch 3 is a drawing of a vase and two apples, you could see that it is not as good as those experts but I've at least tried something hard to see whether I could do it or not. Sketch 4, is a very simple drawing of a pear, I know it looks weird but I've took the initiative to draw a fruit but failed. Overall, I've learned a lot about sketching from this task and from this, I could improve myself in the future to draw better.

Reflection 3:
Coloured Sketches:
This task is given my art teacher, Mrs. Yik. In this tasks, we will have to complete 3 sketches that is coloured. The first coloured sketch is not a still life painting, I did something wrong on the first piece but the other two pieces, I did some still life. The second coloured piece is a cucumber I know it does not look like a cucumber but I tried. The third painting are different shapes, I've used a cone, circle and square shape. I then coloured the shapes with different colours and different toning of colours.

Grade 10 Reflection:
Reflection 1:
We are being assigned to research on Contemporary artists to continue with our work and also to get inspirations. From my understanding and researches I've did, I've found out that:

Contemporary art, art produced at the present period in time. Contemporary art includes, and develops from, Postmodern art, which is itself a successor to Modern art. In vernacular English, “modern” and “contemporary” are synonyms, resulting in some conflation of the terms “modern art” and “contemporary art” by non-specialists.

Art from the 1960s or 70s:

1970 is the cut-off point for two reasons. First, it was around 1970 that the terms “Postmodern” and “Postmodernism” popped up, meaning, we must assume, that the art world had its fill of Modern art. 1970 seems to be the last bastion of easily classified artistic movements. Looking at the outline of Modern art, and compare it to the outline of Contemporary art, quickly notice that there are far more entries on the former page. In spite of the fact that Contemporary art enjoys far more working artists making far more art. 1970 seems to be the last bastion of easily classified artistic movements. If you look at the outline of Modern Art, and compare it to the outline of Contemporary Art, you’ll quickly notice that there are far more entries on the former page. In spite of the fact that Contemporary Art enjoys far more working artists making far more art.

On a more serious note, while it may be hard to classify emergent movements, Contemporary art is much more socially conscious than any previous era has been. A whole lot of art from the last 30 years has been connected with one issue of another, feminism, multiculturalism, globalization, bio-engineering and AIDS awareness all come readily to mind as a subject matter.

Postmodern art is a body of art movements that sought to contradict some aspects of modernism or that emerged or developed in its aftermath. In general, movements such as Intermedia, Installation art, Conceptual art and Multimedia, particularly involving video are described as postmodern. There are several characteristics which lend art to being postmodern, these includes bricolage, the use of words prominently as the central artistic element, collage, simplification, appropriation, performance art, the recycling of past styles and themes in a modern-day context, as well as the break-up of the barrier between fine and high arts and low arts an also popular culture.

Modern art includes artistic works produced during the period extending roughly from the 1860s to the 1970s, and denotes the style an philosophy of the art produced during that era. The term is usually associated with art in which the traditions of the past have been thrown aside in a spirit of experimentation. Modern artists experimented with new ways of seeing and with fresh ideas about the nature of materials and functions of art. A tendency away from the narrative, which was characteristic for the traditional arts, toward abstraction is characteristic of much modern art.

The Outline of Art History for Modern Art:

Listed movements, school, groups, colonies and other descriptive plural nouns from around the globe that got their respective starts during the years between 1880-1970, or the Early Modern and Contemporary eras as we have so classified them. Each has been sorted according to the decade in which it was formed.

1880

Cloisonnism - late 1880s
Etruscan School - 1883-84
(The) Glasgow Boys - 1880-1900
(The) Heidelberg School - mid-1880s - mid-1890s
Japonism - 1880-1895
Nabis - ca. 1888-1900
Neo-Impressionism - 1886-1906
Newlyn School - early 1880s-ca. 1900
Post-Impressionism - 1886-1905
Symbolism - 1880-early 1900s
Synthetism - late 1880s-early 1890s
Tonalism - 1880-1920

1910

Arbeitsrat für Kunst - 1918-1921
Bauhaus - 1919-1933
Biomorphism - 1915-1940s
Blaue Reiter (or "Blue Rider") - 1911-1914
Brabant Fauvism - ca. 1910-1923
Camden Town Group - 1911-1914
(Russian) Constructivism - 1914-early 1930s
Cubo-Futurism - 1912-1915
Cumberland Market Group - 1914-1919
Dada - Dadaism - 1916-1923
Donkey's Tail (or "Oslinyy Khvost") - 1911-1915
École de Paris (or "School of Paris") - 1915-1935
Escuelas de Pintura al Aire Libre - ca. 1913-1932
Formism - 1917-1922
Jack of Diamonds (or "Bubnovy Valet") - 1910-1917
Kecskemét Colony - 1911-ca. 1920

1945 - Post-War

Abstract Expressionism - mid-1940s -Present
Art brut - mid-1940s -Present
Art informel (or Informalism, or Lyrical Abstraction) - mid-1940s -1950s
Arte Concreto Invención - 1940s
Arte Madí - 1940s
(Les) Automatistes - 1946-1951
CoBrA - 1948-1951
Fronte Nuovo delle Arti - 1946-1952
Groupe Espace - 1949-1951

1960

Arte Povera - late 1960s-1970s
Black Expressionism - 1960s-1970s
Conceptual Art - 1960s–Present
(The) Contemporary Artists Group - 1966
Continuità - 1961-ca. 1970
Fluxus - early 1960s-late 1970s
Grupo Hondo - 1961-1964
Land Art - late 1960s-early 1970s
Mechanical Art - 1962-65
Minimalism - 1960s-Present
Monoha - 1960s
Neofiguración - second half 1960s
Nouveau Réalisme - 1960-63
Op Art - 1964-Present
Performance Art - 1960s–Present
Photorealism - mid-1960s -Present
Post-Minimalism - late 1960s-1970s

Types of Modern Art:

Pictures Reference:

http://wallpaperart.org/wp-content/modernart2.jpg

http://wallpaperart.org/wp-content/modernart1.jpg

Modern Art is most likely to be imaginations from the artists mind. From what the artists have seen from their eyes and some imaginations with them, they mixed both the reality and their imaginations together to produce a piece of art with series of colours, toning and textures.

The outline of Art History for Contemporary Art:

Visual Arts Movements - 1970s-Present

1970

Post-Modernism - 1970s-mid 1980s
Ugly Realism - 1970s
Feminist Art - 1970s-Present
Yunnan School - late 1970s-Present
Neo-Conceptualism - late 1970s-Present
Neo-Expressionism - late 1970s-1980s
Bad Painting - late 1970s-early 1980s
Demoscene - late 1970s-Present
New Image Painting - late 1970s-Present
Nuovi Nuovi - late 1970s-Present
Mühlheimer Liberty - 1979-1984
Transavantgarde - 1979-Present

1980

Free Figuration (Figuration Libre) - early 1980s-Present
Neue Wilde - early 1980s-Present
Neo-Geo - mid-1980s
Multiculturalism - 1980s-Present
Graffiti Movement - 1980s-Present
BritArt / Young British Artists ("yBa") - 1988-Present
Neo-Pop - late 1980s-Present

1990

Net Art - early 1990s-Present
Massurrealism - early 1990s-Present
Artefactoria - 1990/91-Present
Toyism - 1992-Present
Lowbrow - ca. 1994-Present
New Leipzig School - mid-1990s-Present
Tiki Art - 1996-Present
Bitterism - 1998-Present
Stuckism - 1999-Present

2000

Thinkism - September 12, 2001-Present
Funism - ca. 2002-Present

References:

Esaak, S. 2013. What is Contemporary Art?. [online] Available at: http://arthistory.about.com/od/current_contemporary_art/f/what_is.htm [Accessed: 10 Oct 2013].

Arthistory.about.com. 2013. Outline of Art History - Modern Art - Visual Arts Movements from 1880-1970. [online] Available at: http://arthistory.about.com/library/outlines/blmodern.htm [Accessed: 10 Oct 2013].

Arthistory.about.com. 2013. Outline of Art History - Contemporary Art - Visual Arts Movements from the 1970s-Present. [online] Available at: http://arthistory.about.com/library/outlines/blcontemporary.htm [Accessed: 10 Oct 2013].

Reflection 2:

Photography has been really popular since the year 1814. It was found by a Frenchman called Joseph Nicephore Niepce and he obtained the first ever photographic image with his “Camera Obscura”. 1913-1914, the first 35mm still camera is developed, then in the year 1963 the Polaroid releases instant color film and then in the year 1985, the very first digital imaging processors were  released by Pixar.

The ‘Rule Of Third’

The rule of thirds is a “rule of thumb” or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections. Rules of thirds examples are landscapes and portraits, and both of it have their very own uses. Landscapes is when taking a picture of a landscape, it’s natural to want to center the horizon in the frame, however, the picture often look better if the horizon falls on the upper or lower horizontal dividing line. If the focus of your image is on land (i.e. mountains, buildings), the horizon should fall near the upper third and if the focus is the sky (i.e. sunsets, sunrises), the horizon should fall near the lower third line.

Framing

In visual arts, framing is a technique used to focus the viewer’s attention upon the subject. Framing can make an image more aesthetically pleasing and keep the viewer’s focus on the framed objects. It can also be used as a repoussoir, to direct attention back into the scene. It can add depth to an image, and can add interest to the picture when the frame is thematically related to the object being framed. Framing often refers to the placement of the subject in relation to other objects in the image, and a very popular framing technique is vignetting which is a reduction of an image’s brightness or saturation at the periphery compared to the mage center.

Our MYP Unit Question is ‘How efficiently does pictures communicate?’, my perspective is that picture communication can be called as ‘Visual communication’, and visual communication is through visual aid and is described as the conveyance of ideas and information in forms that can be read or looked upon. So, picture doesn’t much communicate efficiently but it will also help anyone that wants to communicate with someone using visual communication.