Wednesday 12:30-3:30, Friday 12:30-3:30
This week at Southwest, students in the AP/IB combined class continued to work on portfolio websites, as well as work on their 31 Nights daily sketchbook, as well as pieces for a larger series. The IB/AP class works contemporaneously in the same room, despite having different programs. I got to talk to each student about their pieces they worked on as well as what they like to draw in general. The 31 Nights assignment encourages daily work while working at the same time on other pieces, to experiment and try to develop a visual vocabulary for future art-making, or touch upon themes the student may want to explore later. Many students incorporated collage into their work, and there were a variety of material concentrations in the room – multiple students’ concentrations were in embroidery or papercut. I’m excited to see where each student can go with their concentrations – I spoke with a student who used collage and symmetric paint to create insectoid pieces reminiscent of 1980’s punk zine, and a student who cut out paper to create a structural skeleton of an image, usually bodies and faces, to project light through or spraypaint over. A few students had difficulty considering what concepts interested them enough to explore for a number of paintings, so I got to consult with them, and encourage their interests.
The students in the Beginning Painting class painted color wheels, tint gradients, as well as paintings that represent an emotion. With these projects, the students prove an understanding of painting vocabulary as well as technique – the students had to decide a color scheme that both matched a vocabulary term and fit the emotion they were to portray in acrylic. I got to consult with the students on their painting concepts and colors. Many students were unfamiliar with paint, so for many, this class would be a newer experience for mixing and applying acrylic.
After the classes, I spoke to Cecily about the project I would give the class, as well as any presentations I would provide. We think it wise to wait until after they submit their AP, to give this project as a chance to rest. Cecily suggested I make a slideshow of my portfolio to help them understand what goes in a portfolio, but also to get the students familiarized with me. With my project, in which they will be making fake band event posters using design elements, I will teach them design vocabulary they have not received in their class.