ART 201
201 Studio Assignment
Prints Inspired by Architecture
October 2018
1E: Analyzes and demonstrates the elements and principles of design.
Evidence: The photos above are six ink prints I made in ART 201 for our studio assignment, Prints Inspired by Architecture.
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Description: The image shown on the prints were derived from an observational drawing of architecture on campus. The drawing was then traced onto a styrofoam sheet, ink was applied, and the sheet was then printed on multiple pieces of paper. Some prints include a variety of colors and shapes through the use of collaging.
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Rationale: The collaged prints create emphasis on specific portions of the prints. This causes the cut-out shapes to become the positive space, and the black construction paper to become the negative space. The image on the prints create its environment through the large focus on lines, and I furthered the use of lines by incorporating strips of colored paper. With the prints that are not collaged, I tried to incorporate more elements and principles of design by creating a contrast of color. I used a combination of dark paper and bright ink, or vice versa.
Analysis of Artwork
Dreams, Fantasy, Memory Photography Project
November 13th, 2018
7F: Analyzes and demonstrates how aesthetic qualities (e.g., elements, principles, and expressive ideas) are used in artworks.
1G: Analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.
Evidence: The photos above are from a Photography I project that focused on the theme of dream, fantasy, or memory. These photos were taken with a Canon rebel 2000 film camera, and printed using a darkroom.
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Description: This series of photographs targeted my personal paranormal fears I have had as a child. In the beginning phases of this project, I had to reconnect to the strange habits I had. For example, I used to look to see what's behind me when I found myself in dark places, I had a strange fear of public bathrooms, and I would sprint up the stairs when I was traveling up from the basement. Factors that allowed me to create an otherworldly dimension was considering the quality of light, camera placement, rendering of motion, and withholding information.
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Rationale: This series of photographs was the most contextual work I have produced throughout the semester. Because I incorporated personal haunting memories, I became particular with lighting, movement, space, and contrast. For example, in the first photograph above, I had the model turn her head around while I was taking the photo. This allowed me to create movement. I was also aware of the bright lights in the back of the frame, and darkness towards the model. This creates the contrast in lighting, and aids to emphasize the model. Not only is there the prominent use of contrast and movement, but lines within the metal bars as well. All of these elements and principles combine to create the story of the model being in a partially lighted environment, where it seems to be some unwelcoming space due to the construction. The audience sees the model whip her head around, as if something strange is behind her.
Studio Artwork with Concept Development Work
Abstractions of Natural Objects
September 2018
4F: Creates artwork that demonstrates the process of problem solving and creative exploration.
Evidence: The photos above show my studio assignment of Abstractions of Natural Objects in Art 201. From left to right, there's the final product, thumbnail sketches, and contour line drawings of the natural objects.
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Description: This assignment required me to study natural objects, such as starfish, corals, and a conch. Three contour line drawings were made from observing these objects. I studied these drawings and other objects to create thumbnails, which abstracts the object. In these small drawings, I focused on geometriciyzing, breaking the object into basic shapes and lines, and zooming into a certain portion of the object. When I found one that successfully abstracts an item, I created a final version of it on a larger scale.
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Rationale: Because this assignment had multiple components and structured steps, I was able to experiment with what outcomes I liked, or did not like, to create my final product. This is evident when I made a contour drawing of a conch, then created a geometric thumbnail. All the other sketches were great, but I preferred the abstraction of the conch. Using a specific process and experiencing creative exploration allowed me to see what I was attracted to.
Clinical Observation Written Reflection
7A: Understands child development and the psychological principles of learning and how they apply to visual arts education
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Evidence: Access to Written Reflection can be done by clicking on the red PDF icon.
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Description: I completed six hours of observations in Ms. Strode's Art class at Thomas Metcalf Schools. The grades I observed were third, fourth, and eighth grade.
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Rationale: These observations allowed me to witness and understand how developmental stages in art occurs. I will be able to apply this when I work with students of different ages.
Professionalism, Advocacy, Leadership: Pal 1
Filipino Americans Coming Together Conference
November 9th-11th, 2018
7G: Understands the need for continuing study, self-evaluation, and professional growth.
Evidence: The photos above show evidence of my attendance at the Filipino Americans Coming Together (FACT) conference. The photo on the left shows the Asian Pacific American Coalition (APAC) of Illinois State University at registration for FACT. On the right, there's the name tag I wore, as well as the program.
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Description: FACT is a conference which promotes cultural awareness, creativity, leadership, and networking within the Filipinx American community across the midwest. Many Filipino and Asian interest organizations at colleges and universities attended this weekend long event. As Public Relations and Marketing Chair of APAC, I was given the opportunity to represent Illinois State University at FACT. I attended workshops that targeted creativity, intergenerational gaps, and philanthropy. Other events I attended at FACT celebrated our identities, and developed a safe space for this.
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Rationale: Attending FACT allowed my passion in advocacy for diversity and multiculturalism to grow. I am not a Filipina, but I love immersing myself in a different culture, and finding similarities that we share in my Laotian culture. Asian-Americans face similar struggles with coming to terms with our identity, and being a minority. Through the workshops, I was able to participate in discussions that targeted the struggles I have faced for being Asian American. I hope to apply the knowledge and skills of inclusion, cultural awareness, and dedication towards individuality in a school setting.
Professionalism, Advocacy, Leadership: Pal 2
Art Ed Art Show
October 9th, 2018
7N: Advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Evidence: The photos above show my artworks, which were selected to be featured in the Art Education Art Show. On the right, I am standing in front of my acrylic painting Elgin Sad Boi. On the left, there are my two ceramic bottles titled Inferno.
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Description: The acrylic painting (right) titled, Elgin Sad Boi, was completed in the Spring of 2018 in my Painting I course. The subject of this painting focuses on nostalgia, and was inspired from a personal childhood photograph of my older sister and I, standing on our front porch. The image appears to be a sweet memory, but is interrupted by brush strokes that blur out details of the painting. This contributes to the idea of that a memory is not always definite, but still exist in our heads. The two ceramic pieces (left) titled, Inferno, are Raku fired ceramic bottles. Both exhibit a range of colors that mimic fire, and unique textures which are almost scale-like.
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Rationale: Participating in an art show, specifically for art education majors, allowed me to showcase myself an artist and future educator. It supports the balance of education and art aiding me to remain actively involved as a developing artist. Prioritizing myself as an artist can assist my knowledge of teaching it, by continually doing the activity. By having the opportunity to showcase my work inspires me to take the initiative to be more involved as an artist.