Exploration of personal responses, ideas and concepts throughout artistic practice.
“What do I want to explore?” Tahlia has posed a question to encourage her thinking in the initial stages of her artistic practice. Her early ideas focus on what she has done previously in her own art making and how she can incorporate this new undertaking in her final year of VCE. She discusses uses knitting as a medium due to its portable and calming nature.
Exploration of personal responses, ideas and concepts throughout artistic practice.
The exploration of personal responses continues and includes the artistic influence of American sculptor Nick Cave. Tahlia begins to broaden her brainstorms with potential subject matter and themes.
Experimentation with materials, techniques, processes and art forms, relevant to personal ideas and concepts, throughout the art process.
Tahlia is exploring and experimenting with materials and techniques she thinks might be relevant to her intentions. She is learning new processes and considering the alignment of material selection and technique with her concept.
Experimentation with materials, techniques, processes and art forms, relevant to personal ideas and concepts, throughout the art process.
A chance discovery of a ski mask at an op shop triggers deeper thinking of Tahlia’s personal ideas and how materials, techniques and processes will be used to support her ideas and concepts. We see images from her making process alongside further inspirational material.
Use of Analytical Frameworks that reflects the exploration and development of artworks through artistic practice.
Tahlia has used headings to indicate her selection of the framework in her Visual Diary annotations. Using a simple heading helped Tahlia to work in real time and clearly indicate her thinking and working practices aligned with the analytical frameworks.
Use of Analytical Frameworks that reflects the exploration and development of artworks through artistic practice.
Throughout the Art Process Tahlia uses the Analytical Frameworks to help consider her thinking and working practices. Her annotations are short and succinct and successfully use the language and construct of the nominated framework.
Use of visual language to develop artworks relevant to the student’s intentions.
Tahlia explores her visual language through multiple trials and annotation. She is making decisions about how to best communicate her personal ideas and concepts using the selected materials and techniques. You can see her actively making choices here about where she can place individual elements on her headpiece.
Refinement and resolution of personal ideas in the art process and finished artwork/s.
In combinations with Tahlia’s art process the final work demonstrates the progression and resolution from the initial exploration alongside the refinement of skills and techniques to best communicate her personal ideas and concepts. The final work is highly successful and is documented at the conclusion of Unit 3.
Refinement and resolution of personal ideas in the art process and finished artwork/s.
In combinations with Tahlia’s art process the final work demonstrates the progression and resolution from the initial exploration alongside the refinement of skills and techniques to best communicate her personal ideas and concepts. The final work is highly successful and is documented at the conclusion of Unit 3.
Exploration, investigation and experimentation of materials, techniques and processes relevant to personal concepts and ideas in Unit 4.
Tahlia commences her Unit 4 art process with a discussion of Unit 3. She outlines the relevance to her personal concepts and the directions she intends to pursue. She gathers further inspiration and considers how she can progress her concepts, materials, techniques and processes.
Use artistic practice to refine and realise concepts in the body of work and finished artwork(s).
Critical and creative thinking has supported Tahlia’s artistic practice. She uses sources of inspiration, photography, media trials, working over imagery amongst other approaches to help her refine and realise her personal ideas and concepts.
Use artistic practice to refine and realise concepts in the body of work and finished artwork(s).
Given the sculptural nature and intricacy of her work Tahlia uses visual and written content to further refine and realise her ideas.
Manipulation of visual language and technical qualities to explore, develop, refine and resolve personal ideas and visual imagery throughout Unit 4.
In Unit 3 Tahlia established a very distinct personal visual language. Tahlia continues in Unit 4 to use sources of inspiration, sketches and annotation to further explore and refine her visual language resolving into finished artworks that successfully capture her personal ideas.
Resolution of skills, ideas and personal concepts evident in Unit 4 finished artwork/s.
Tahlia’s personal ideas are resolved in her many finished artworks. Throughout her visual diary, exploratory and finished works she demonstrates a consistent level of skill. Her ideas and concepts are consistent and show a clear development towards the final resolution.
Resolution of skills, ideas and personal concepts evident in Unit 4 finished artwork/s.
Tahlia’s motivation to create something non practical and inspire a sense of playfulness while disguising possible stereotypes has been resolved in her final artworks. She has reflected on her ideas, processes and techniques throughout her practice evaluating her aesthetic decisions and reaching a resolution to her concepts.
Use of the Analytical Frameworks in reflective and evaluative annotations throughout
Unit 4.
Throughout both Units Tahlia has used a simple heading approach to her annotations. You can see she has highlighted different frameworks in the same colour as they are clearly identified by heading. She has consistently applied the analytical frameworks alongside art terminology to evaluate, reflect, and justify her artmaking.