Acrylic
Self Portrait
Jelena Micic, Grade 9
Acrylic on Canvas
School: Westlane Secondary School
Teacher: Mrs. Stacy Dunn-Hodges
Principal: Mrs. Karen Simpson
A Different Side of Me
Rebecka Piper, Grade 11
Acrylic on Canvas
School: DSBN Academy
Teacher: Mrs. Cara Goulding
Principal: Mrs. Lisa Nazar
Artist Statement: I created this artwork based off of the city of Florence. I’m really fascinated with the Renaissance artworks including the Mona Lisa by Leonardo Da Vinci and The Birth of Venus by Botticelli. I chose to do a self portrait because it’s something new and Renaissance artwork was mostly based off of people and nudity. Most portraits use dark and neutral colours, but that doesn’t fit my style of art so I chose to use brighter colours in my artwork.
Self Portrait
Kelliann Fretz, Grade 10
Acrylic on paper
School: Greater Fort Erie Secondary
Teacher: Amy Ballett
Principal: Mr. Fred Louws
Artist Statement: Monochromatic Self Portrait - Created for colour theory and practice.
Who I've Come to Be
Wesley Smith, Grade 11
Acrylic on Wood
School: Stamford Collegiate
Teacher: Ms. Larissa Turcotte
Principal: Mr. Neil Sheard
Artist Statement: I made this self portrait to hold many references to my character and life within it. The red skin fading into the light peach color as my skin color showing my split heritage. My native indigenous heritage has been a big part of my life as a teenager but kept away from me as a child hence the shadows on my face separating the two sides of the face as well as being told I have red skin numerous times by the people around me, it becomes apparent that people see me as more Native than Mexican these days as I’ve grown into myself and my features hence the fading skin color of the left side of the face with the red almost eclipsing the rest of my face. The evident amount of space that my hair takes up in the portrait is showing how I’ve grown my hair to symbolize that I'm proud of my native heritage and that I’ve grown into my indigenous spirituality. It shines midnight black because indigenous people have been known to have pitch-black hair that reflects like the moon at midnight, but I’ve grown up with hair that is brown and reflects the sun's rays. I wanted that to represent that I envy that hair I don’t have. The turquoise green that takes up the rest of the painting is an homage to my indigenous culture where it represents harmony and is believed to heal people. As well as all of those the one main thing I wanted to convey was that this painting is more feminine than what I look like and that shows that the energy people get from me is something I like about myself as my femininity that I proudly show is something that makes me, myself. This painting represents the person that I’ve grown into as well as the person I want to grow into accepting myself fully as I am.
Monochromatic Self Portrait
Keira Atkins, Grade 10
Acrylic on Paper
School: Greater Fort Erie Secondary School
Teacher: Amy Ballett
Principal: Mr. Fred Louws
Artist Statement: This was painted for the Colour Theory and Painting Unit
Monochromatic Self Portrait - Willamina Lawrence
Willamina Lawrence, Grade 10
acrylic on paper
School: Greater Fort Erie Secondary School
Teacher: Amy Ballett
Principal: Mr. Fred Louws
Artist Statement: This painting was created for the Colour Theory and Painting Unit
Creepy Clown
Kristen Legarde, Grade 10
Acrylic on Canvas
School: E.L. Crossley Secondary School
Teacher: Ms. Sherry Wilkinson
Principal: Mrs. Janice Sargeant
Artist Statement:
I chose to make the clown face a close up on the canvas to make it more creepy to be able to see more details on the face. The bright yellow and orange in the eyes is meant to draw the viewer's eye in first, followed by the white face with grey shading and lines. For my medium, I decided to paint this piece to show different textures and layered colours throughout, to make it visually interesting.