Linear Perspective

Typography Assignment

Food for Thought

The goal of this project was to understand how we can create a sustainable and inclusive food system that promotes cultural diversity, health and social equity. The 10th grade core classes collaborated by having different projects based on this PBL. In World Literature we created recipes in groups and described how they connected to our identity. At least on of the ingredients had to be related to the Columbian Exchange, the mix of foods, culture, and disease between the Eastern and Western Hemispheres. This was a topic that we briefly covered in AP World History. We had a cookoff based on ingredients from our assigned Hemispheres. In addition, we connected this conversation about food and cultural identity to Chemistry by identifying ionic and covalent bonds in the recipe of the dishes that we made. In art, we studied ceramics and how they connect uniquely to various cultures and their foods. This was the purpose of working in groups to make placemats based on the different ethnic groups that we observed. 

Our group chose to make our placemats based on pottery by Native American and Ancient Greek pottery. The way we made our pieces was through the pinch method seen in Native American pottery and in each shows a geometric design based on Greek pottery. The ceramics from each culture are representative of their identities and were used to store food pre and post Columbian Exchange. For me, the coil method was challenging to work with because my clay would crack, so I found myself utilizing the pinch method throughout. Given more time would have refined the cup that I made and added more details.

Final Tattoo Design 

Practice of Abstraction

Guernica Project: One Love, Growth through Conflict

Artist Statement and Video

The Guernica project was a part of our PBL called One Love, Growth through Conflict. All of our classes contributed in covering this topic. For example, in World Literature we were tasked with recording PSAs about the conflict of our choice. In World History we looked at different global conflicts. In Chemistry we looked at the science behind paint mixing and created out own paints to use in the Guernica Piece.

In this process, my group chose the conflict of gun violence and brainstormed ideas of how to represent it artistically. Like the original piece by Picasso, we worked in a monochrome and cubic style on a large-scale medium. It was difficult getting our smaller sketches finalized on a large scale, But, I did like working in a group because it made the process go faster.

If I did this project again, I might have decided on another conflict with my group. I'm curious how we would have represented the issue in the final product. We could have explored more specific conflicts like certain wars or revolutions.

Artistic Idol