10 Grade 2010: Self Portrait

Thursday, November 18, 2010

Self Portrait - Madeline

My self-portrait represents me, not through my image, but through my intellect and love of words. I have a lot I mean to accomplish in my life, and that all has a huge impact on myself as a person. I don’t yet know who I am or what exactly I want. But I know my thoughts and I am exceptionally good at analyzing myself and figuring myself out, like a puzzle. But I know that this puzzle cannot be completely finished, it is ever changing and new pieces are constantly being added to the pile of those yet to be fitted together. Words are something that I express myself through, and also what I love most. I have always been a big reader, and books are the only things that I feel I can relate to no matter what. I love them more than anything because they are my nourishment. I read when I’m sad, happy, confused, or frustrated. Words, to me, are everlasting. The record the events of the past and tell of the future, they can describe unfathomable things. They are out key into the unknown, there are so many impossible things that are made real and possible through words, which come from and lead to ideas.

The book I am pointing to is Swann’s Way by Marcel Proust, who has become my favorite writer. I thought it to be the most appropriate book to use in this photo, because the reason why he is such an amazing writer is because he has the ability to put emotions and thoughts that I can barely grasp in my mind, onto paper. He finds a way to describe things no one else can, and in unique ways that are mind-boggling while at the same time laugh-out-loud hilarious. I chose page 269, because at the bottom of that page (not visible in the picture) is my favorite part of Proust. A few lines, dialogue, that reveal in the simplest way, the most absurd absurdities of Proust. Every time I see those few lines, no matter what mood I am in the humor I find in the words lifts my spirits. The book also carries with it memories that are some of the best I have, so far. And represents friendships and people I will never forget.

On my middle finger I am wearing an old ring that used to belong to my great-grandmother. It has no substantial monetary value, but to me I feel that it represents who I am. For some reason I have always felt a strange connection to it, as though this inanimate object… understands me. I can’t explain why. The delicate but strong moldings surrounding the blue crystal has become my style. Not only does it resemble the clothes and objects I like, but also the History I find so important. Maybe it is because the ring is so old and from a different time, the past. It symbolizes past and future, the History I love to learn about, and the history I will create in my life. By that I mean my future actions and ideas that will make history and change the world.

On my forefinger I wrote the words “I am… words to be found, read and spoken”. I don’t know who I am, but I know that words are special to me. I feel a connection to them, and I know that the words that will come to me in the future will define who I am. But those words are yet to be found, and when they are found it will not be the beginning or end of anything, only the continuation of me. And through those words hopefully I will be able to discover new amazing ideas in me and in others that will continue on forever.

1 comment:

R!CONovember 19, 2010 at 10:33 AM
I LOVE your 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.