10 Grade 2010: Madeline Kiss Collage

Monday, October 18, 2010

Madeline Kiss Collage

Personal Philosophy:

I have a strong belief in the power of fate. One must let things fall where they may and take things as they come, if we try to meddle with our fate too much the balance is thrown off and the consequences can be bad. I guess this represents my spiritual side, not that I believe in some guy in the sky who created everything and knows everything, but that there is some being greater than the human race, yet was created as we were. Who knows what happens to us when we die or if we even have souls. But we are as we are and we should never give up in the intellectual pursuit of knowledge or power. Because that is the way us humans work, we can’t live without happiness or the good, but we can’t live without war or pain either. There is no such thing as a happily ever after or a life without pain or loss. But, there is always time and with time comes new opportunities that can always lead to the good, or the bad. This pattern can be seen through the history of the human race and it will be displayed in the present and future as well. I live to learn and I learn to live. I live to make my mark on this world and to be remembered as a part of history. I believe the greatest accomplishment any human can hope to achieve is immortalization. I believe to be immortalized is to be remembered until the end of the Human race. The Human mind is the most divine mystery we know of, it is ever-expanding and it is what creates our world as we know it. It can be used for good or for evil but it all depends on how we embrace this divine power that belongs to each of us.

Artist Statement:

The whole of my collage represents motion and change. For example the beach, the map of Napoleon Era Western-Europe, and the birds show nature, movement and humanistic endeavors. Travel is an important thing that I imagine for my life, to experience as many things and cultures as I can. To be able to truly appreciate our Earth. In a way this represents my beliefs as a “humanist”, my interest in human culture and achievements. Most of the places I wish to see around the world are ancient human achievements like the Coliseum, the Great Wall of China, the old Monasteries in Tibet, and the temples in the jungles of India, Cambodia and Thailand. I chose the picture of the girl with the colorful light reflected on her face, because the scarf she is wearing reminds me of the patterns and colors I saw in Egypt and Cambodia. Both countries I loved and hope to travel to again. I pasted the words “Bright Ideas” above the map of Europe to reference the things that humans create and set into motion. Even war can create a bright light in an otherwise dark world. The sun and the moon show the movement of time in nature. The girl jumping out of the black and white photo of the window represent me, and the feet facing the window are getting ready to go on a long journey. Just like I still have a long journey ahead of me.

1 comment:

lrieber13October 26, 2010 at 6:22 PM
I like that you chose the moon and the sun to represent motion of time in nature.
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What you will be assessed on	Distinguished	Proficient	Satisfactory	Unsatisfactory
Your self portrait Design/Composition Create a final black and white image that demonstrates an understanding of the aesthetics of Photography including editing.	Several of the elements in the photo used in the reflect an exceptional degree of student creativity in their creation. Uses of compositional rules are evident and appropriate to the theme. Objects are placed for best effect. Overall, it just feels right. .	One or two of the graphics or objects used reflect student creativity in their creation and/or display. Graphics are trimmed to an appropriate size and interesting shape and are arranged with some items in front and others behind. The canvas, however does not appear balanced. Uses of compositional rules are good and the composition is relatively balanced, but negative space could be utilized better to create a more cohesive feel.	One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop). Graphics have been trimmed to an appropriate size and shape, but the arrangement of items is not very attractive. It appears there was not a lot of planning of the item placementThe portrait seems to have a little too much background or seems a little too busy. Balance has not been achieved.	The student did not make or customize any of the items in photo The portrait seems unfinished (too much empty space) or there is not enough balance between foreground and background causing it to seem much too busy and unfocused.
content The selected visuals and material enhance understanding of the topic, theme, or message.	The student gives a reasonable explanation of how every item in the photo is related to the assigned theme. For most items, the relationship is clear without explanation	. The student gives a reasonable explanation of how most items in the photo are related to the assigned theme. For many of the items, the relationship is clear without explanation	The student gives a fairly reasonable explanation of how most items in the photo are related to the assigned theme.	The student's explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme
content Student artworks include images of themselves, symbols representing aspects of their identities (physical characteristics, cultural background, interests, beliefs, etc.	The student gives a reasonable explanation of how every item in the photo related to the self theme. For most items, the relationship is clear without explanation.	The student gives a reasonable explanation of how most items in the photo are related to the self theme. For many of the items, the relationship is clear without explanation.	The student gives a fairly reasonable explanation of how most items in the photo are related to the self theme.	The student's explanations are weak and illustrate difficulty understanding how to relate items to the self theme.
Overall Impression	The photo communicates the author’s understanding of the relationship of self and the enlightenment and there personal phio thought	The photo communicates some aspects of the author’s understanding of the relationship	The photopresents words and images that relate to the self and but it fails to communicate the author’s perspective or relies on general observations.	The photo does not adequately communicate the author’s understanding of the relationship between of self and personal phi thought .
Technical /digital media Demonstrates application Of creative exploration Makes use darkroom to experiment with conceptual ideas Create well-printed photographs in the darkroom	. Students utilized the digital camera and Adobe Photoshop in appropriate ways. The student went above and beyond in thier use of the digital tools.	Students utilized the digital camera and Adobe Photoshop in satisfactory and appropriate ways.	Students utilized the digital camera but only used Adobe Photoshop minimally	Students did not utilize either of the digital tools to the best of their ability.
Artist’s Journal/ brainstorming	The journal includes thoughtful reflections on the student’s decisions. It discusses successes and challenges evenly and shows deep insight into the student’s process Student can describe the intent and plan of his/her completed digital self-portrait. Develops a general plan of what will be done before beginning. Manages time well.	The journal includes some reflections on the student’s decisions, but would benefit from deeper and/or more frequent discussion of the successes and challenges the student faced. Student has carefully planned his/her digital self-portrait and can describe how he/she will get the work done and a vision for the completed project. Plans and gathers ideas on theme for portrait before beginning.	The journal lists all of the decisions or activities that the student has completed, but there is no reflection included. Student has planned his/her portrait and can describe how he/she will get the work done and a vision for the completed project. Does not manage time well and works somewhat haphazardly.	The journal is incomplete. Entries are missing or too short to provide a picture of the work that the student has completed. Leaps into action without any evidence of planning or focus
Time and Effort	Class time was used wisely. Much time and effort went into the planning and creation of the portrait. It is clear the students worked at home as well as at school.	Class time was used wisely, but it did not appear there was much work done outside of class..	. Class time was not always used wisely, but additional work was done at home or other times during the day	Class time was not used wisely and no additional effort was put in at other times or places.