10 Grade 2010: Graylen's Self Portrait

Thursday, November 18, 2010

Graylen's Self Portrait

Artist's Statement:

Bubbles are not only visually pleasing, but they also have a metaphorical significance. Bubbles explode to the touch. They form, expand, float, rise, and just like that they are gone. They reflect many colors, and capture a certain amount of air quickly before they pop. Not only are bubbles fun toys, but they also represent thoughts. Bubbles are often used in cartoons to enclose a person’s thoughts or ideas. When we are focusing, we often ask people not to enter “our personal bubble.” Basically, bubbles enclose our thoughts, but they are fragile and can be destroyed by one simple touch.

In my self-portrait, I am standing in the background with a trail of bubbles in front of me, slightly out of focus. You can also see me in the foreground, with a bubble directly in front of my face, in focus and clear. The bubbles in the background are there to represent the thoughts and feelings I am leaving behind, the ones that I am done with, soon to pop and float away. They are floating into the distance, as are those older thoughts and experiences of mine. The big bubble in front of my face is there to represent what I am focusing on now, a new, fresh bubble. In life it is necessary to let go of older thoughts or experiences that one has learned from in order to make room for new ones with more of a wise outlook. I chose to portray this in my self-portrait because I am currently, in my adolescence, focusing on creating new thoughts and experiences to learn from and leaving old ones behind that have made me more wise.

Trial and Error:

Producing my image was not much of a problem for me because I had a strong concept from the start, in addition to darkroom experience. In order to get the correct bubble size, I had to go to three different stores to find the right bubble wand and tray. I thought the difficult part was going to be finding a place on the beach for my sister to shoot the photo and our friend to blow the bubbles, (without getting in the frame), but it ended up coming very easily to all of us. The photo of me with a bubble in front of my face is in fact really a photo of a bubble in front of my face, which astounded me and others. When we started shooting, it all came so fast, and I ended up getting cooler images on the spot than the ones that I brainstormed. I was so fortunate to get that unique image which I didn't plan on getting. I didn't have any trouble putting the image into photoshop. The printing of my image in the darkroom wasn't that difficult for me, but it definitely took me a while (four large prints and many test strips) to find the correct contrast and time for my final printed image. I had problems with the final printed image because somehow I got chemicals on my negative, which bothered me. I also learned a new printing technique in the process of printing my portrait, called "burning" or "dodging." Overall I am happy with the way my image turned out, I think it was a successful portrayal of myself.

Thursday, November 18, 2010

Graylen's Self Portrait

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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.