10 Grade 2010: Self-Portrait Project: Fara Kaner

Wednesday, November 24, 2010

Self-Portrait Project: Fara Kaner

Artist Statement For Self Portrait
Fara Kaner

Through my self-portrait I wanted to convey my vulnerable and insecure side. I wanted to show myself, as someone who is far from perfect, and often times is gullible and unconfident. My portrait was created as a representation of my faults. Now, although this may seem overly dramatic and dark, my insecurities interest me much more then my other qualities. My background image is myself hanging off a banister, with my hair shown as spiraling down. This image was shot from below, and is meant to look as if I am truly about to fall. This shows how I am a worrisome person, and sometimes afraid to take chances, even if they will benefit me in the long run. The foreground image is my hand, and written on it is different expressions of love in a variety of languages. The hand represents how I am always grasping for knowledge, but it is getting tangled in my hair, which shows that sometimes I am distracted and misguided. The representations of love show that I am a sentimental romantic who believes in the notions of love and peace. Even though we experience so many tragedies that should discourage us to believe these things exist, I keep my beliefs strong. My self-portrait combines both physical parts of my body, and my traits and characteristics. It truly shows what I believe, and how I react to life.

Trial and Error in the Darkroom
Fara Kaner

When we first entered the darkroom in order to begin developing our self-portraits, I had some confidence that I could do this with ease due to my previous experience there developing photograms. Shortly into the project though, I realized that there was much more to it then what appeared on the surface. I had to do several tests to insure my image would develop with the right amount of light exposure and contrast. This I could only figure out through trial and error. I started my contrast at two, but realized that was too light, so I raised it to three. My light exposure was very difficult to determine. I started with five seconds, but every piece of test paper I developed came out completely black. Frustrated I left the darkroom and resolved to come back another day. When I did return I was told that my image did not have enough texture and would not look good when developed. I had to rethink my entire concept and add another image to the previous one. After doing more trial and error, and with the help of a more experienced student, I finally found the right level of contrast (four), and light exposure (4 seconds). Overall my experience in the darkroom was very interesting, but strenuous. Retrospectively I probably should not have gotten so flustered over the assignment, but I think I was just under the assumption that it would be a quick and easy process, and would come out perfect no matter the image I used. Now I know that when trying to develop the “perfect” image, or how ever close you can get, you must have patience and realize the clique that good things come to those who wait.

Wednesday, November 24, 2010

Self-Portrait Project: Fara Kaner

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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.