2.1 / 3.1 RESEARCH
Theme and Artist Models
Embedded Files
What's your why?
Process for coming up with your theme
STEP 1: Brainstorm
ART IS ABOUT THE PROCESS OF IDEAS
1 Senior Process for coming up with topic. theme.docxBrainstorm Process Instructions
Object brainstorming activity
MESSAGE: Find your voice
Artist examples
Inspiration - some GGHS student themes....
Advice from a GGHS Graduate: Karunikah, now studying at Victoria University, Bachelor of Architecture.
My Movie 15.MOVKarunikah
Level 2 folio:
Your work from Level 2 can be extended on in Level 3 or you can select a whole new theme. See Karunikah's work for an example of how she has continued her theme into both painting and sculpture at Level 3, and the following students photography example of a continued theme across her Level 2 and 3 folios.
Karunikah
Level 3 Painting folio:
Karunikah Level 3 Sculpture folio:
Level 2 Photography folio:
Level 3 Photography folio:
To see more examples of a whole year's work, including research essays, go to Student Examples
STEP 2:
Start thinking about Artist Model Exploration and developing ideas:
Select a Wide Range (6 or more) of Artist Models examples of work that supports your theme and provide a wide range of techniques. Remember, you can look at artists outside your discipline.
See the ARTIST MODELS page to find established artists in your discipline. Do further research to find a range of their work.
Arrange artists' work (thumbnails) on a google doc or slide. Make note of artist, title, media of those you really like and copy all sources/links for future reference. You could arrange them in a sequence that builds compositionally (see below).
That may also help to develop ideas using your own subject matter in the next Achievement Standard (2.2, 3.2). You can start collecting your subject matter now by taking photographs for your reference material!
e.g. Photography Theme: Tuariki/Identity. Try and be specific in your Mindmap. In this example: what areas of Tuariki/Identity would you want to explore? We should see these ideas written in the mindmap.
Elise Windsor
Adam Krawesky
Stefan Nitoslawski
Gabriel Isak
Gabriel Isak
Gabriel_Isak
Gabriel_Isak
Gabriel_Isak
David Ryle
David Ryle
David Ryle
Tsoku Maela
Tsoku Maela
Siri Hayes
Duane-Michals
Duane Michels
Kenneth Josephson
Examples: Photography - Artist models that support theme of Cars
Copy of Car PhotographyPhotography
Year 12: You can also look at pinterest artist model pages
Year 13: Look at other artist models outside of your discipline: see Painting artist model example to the right
International Photography artist
NZ artist
Painting artist models for theme: Cars
Example of a Photography folio board with their theme: Cars
Step 3: Visual Mindmap
Create a visual mindmap on 1 or 2 A3 pages to creatively show your ideas, theme and inspiration
Examples of Traditional Toi Maori and Pacific Art and Subject matter: symbols
“Tātai ki runga, tātai ki raro, tātai aho rau, haumi e, hui e tāiki e”
I draw energy from above, I draw energy from below, the energies entwine, our presence is acknowledged.
ARTISTS ARE MAKERS
They see the extraordinary in the ordinary: what did you see today that was different on your everyday path?
ART CONVENTIONS
One artwork will have many ART CONVENTIONS:
CONVENTIONS / formal properties are traditionally, stylistically or culturally accepted ways of doing things. Each art form has hundreds of conventions built up over time. Conventions are dynamic and ever-changing.
In the visual arts, theme and subject matter are the main topic or contents of an artwork. Despite the distinction between these two ways of organising art, theme and subject matter share an inherent likeness. The subject matter is what the work is actually "about", while the theme defines the "story" behind a work in a particular genre or style, or with a particular motif or look.
In Visual Arts, CONVENTIONS can refer to the combination of the:
Concept:
3 I’s: Ideas / Inspiration / Influences in context. Theme / Genre / Style in relation to the:
Background of artist that has influenced their work
Environmental, Social, Technological, Political, Religious Philosophical, Spiritual etc. contexts/influences/inspiration and
Cultural understandings: patterns of behaviour, art movements, practices, values, and symbol systems that are acquired, preserved, and transmitted by a group of people, and that can be embodied in art works.
Composition:
Subject matter/icons: a symbol, image, motif, emblem, or object that is generally recognised as representative of a person, place, era, or culture, and as being imbued with a particular spiritual or cultural significance = symbolism.
Arrangement and placement of art elements & art principles and how they support the Concept and Techniques, and vise versa.
Techniques:
Processes/methods and materials used to create artwork that are purposefully selected to support the Concept and Composition.
Gathering Source Material
Make sure to collect FIRST HAND Reference material
Photograph your subject matter (or draw your subject matter then photograph). Layout your images on a an A3 google doc and share with teacher to print.
Key Conventions Reflection Questions : If you type up, share with teacher to print and glue in visual diary
Gathering source material Gathering Source Material
Photographing your subject matter. example.jpgResearch Essay 2.1 / 3.1 LAYOUT
DUE DATES: Friday March 22nd: First artist model research page
Personal Communication example:
For if you are interviewing an artist in person or emailing them.
One of our students even emailed her artist model in Africa!
Key Conventions:
Key conventions use lots of brainy words. These resources also contain prompt questions. Extend your vocabulary past highlighted words by identifying other conventions of your selected artist models
PAINTING CONVENTIONS.docxPHOTOGRAPHY CONVENTIONS.docxSCULPTURE CONVENTIONS.docxComposition:
Art Style and Art Genre explained:
Art Style: the distinguishing characteristics of a particular period, movement, or school of painting, sculpture, design, photography or and so on; or the distinctive personal mannerisms or traits of a particular artist as evidenced in their work (e.g. Expressive, Abstract, Pop Art etc.)
Art Genre: a type of art work that has a tradition or history and is identifiable by specific characteristics (e.g. Portrait, Figure, Landscape, Still life etc.)
Elements and Principles of Art
"Ka mua, ka muri"
This is a whakatauki that many will know means "walking backwards into the future" - the idea we should look to the past to inform the future.
Whakapapa of art: Concept
In your research, find out who / where / why / how / when and what influenced your artist model: look back to look forward and write about how we see these influences in the artist's work.
Summary: COMPARE and CONTRAST: Similarities and Differences
Use SUMMARY and CONCLUSION GUIDELINE below
Summary and Conclusion support document.docxSummary and Conclusion Guideline
NOTE: the left-hand categories are examples only. You are to write the conventions that are relevant to your artist models. Look at the examples of student research above.
2.1 and 3.1 SUMMARY Response Template.docSUMMARY RESPONSE TEMPLATE
Conclusion:
Conclusion/Evaluation:
This is where you summarise 1-2 key points with examples from the project, arrive at final conclusions and make considered personal judgements about what has been learnt.
Painting Example (178 words)
Taratoa’s use of composition helps convey his message concerning identity construction. The arrangement of elements is symbolic of an unconscious hierarchy within his paintings that forces the viewer to question and analyse them. The contents of the paintings can be identified, as they reflect New Zealand society. Taratoa’s use of colour is vibrant and modern, echoing the technological era we live in. Barminski has a more dynamic and humorous approach to conveying his message. He mocks consumerism with his witty and blunt slogans and replications of consumer products. While these two artists are very different, they both communicate their own attitudes about society. Making a political statement through your paintings forces an audience to engage. Ultimately we want our art to be remembered and admired and I think if the message of a painting is clear then the viewer is more likely to go away and think about it. Paintings are a powerful tool to communicate a meaning that is deeper than the 2mm of paint on a canvas. Paintings are an artist’s voice.
Page updated
Report abuse