RESOLVED WORK

What does resolving artwork mean?

A resolved artwork will:

  • communicate meaning in relation to the concepts and ideas that are presented

  • demonstrate a synthesis of ideas

  • be informed by research and development

  • show a purposeful use of materials and techniques

  • come to an end point.

In resolving artworks, you should not:

  • include all aspects of the development work

  • re-make previous works more carefully.

You should:

  • develop your ideas and techniques further than the experimental and development work.

The resolved work can be quite different from the development work. Students who are working well will use the experimental work as starting points only.

choose a number of your experimental works [1-2 from each experimental phase - selfies, collage, projection] and:

  1. photograph or copy them into your visual Diary

  2. reflect on your successes within each piece

  3. write a statement as to whether the artwork says something about you.

so far you have been able to explore different aspects of yourself through experimenting with processes of research, development and reflection.


You have started to develop your own personal style through:

  • directly reflecting on aspects of yourself, and

  • experimenting with different materials and techniques.

In the examples shown, they have covered the elements as shown below.


ACTIVITY:

Make a list of your own in your visual diary reflecting on your own experiments and what you want to include in your resolved work

Where to start?

start with imagery and processes you are comfortable with and have already used in the unit.

Some different approaches will be demonstrated below to show how works can evolve through a series of decisions, leading to different resolutions. you can use these ideas as a starting points for your own resolved work...

Journey 1

Using a projector, imagery can be blown up to a larger scale as a starting point. The spider and web (a found image) links clearly to the student’s concept about phobias and nightmares.

NOTE: Images could also be traced or drawn by hand

The student can use drawing materials (charcoal, graphite, pastels) to build up lines based on the spider image.

Using watercolours or inks, shapes and spaces can be blocked out and built up.

This example uses a limited colour palette, as identified in the student’s intentions.

The student uses the silhouetting technique from the experimental work to use one of his photographs as a negative and positive space.

Different compositions can be trialled through shifting the collaged elements.

Using black acrylic paint, the silhouette is blocked out and the excess part of the image is cut away.

Journey 2

In this example, the student begins with photography:

  • two different images are used

  • the self images are photocopied a number of times at different sizes

  • the images are arranged using both the positive and the negative.

Journey 3

NOW GO AND CREATE YOUR MASTERPIECE!