Project: Fashion Design
Students created a mini collection of two items inspired by an art movement of their choosing. Art Nouveau, Street Art, Cubism, Surrealism and Pop Art provided inspiration for designs.
NJ SLS:
Artistic Process: Creating Anchor Standard 3 Refining and completing products
Artistic Process: Producing Anchor Standard 5: Selecting, analyzing and interpreting work.
The clothing items I designed were a trench coat and a bucket hat. My fashion designs are composed of classical elements and simplistic colors. I was inspired by many individuals. Kendall Jenner, Hailey Baldwin and Gigi Hadid were major inspirations in this project. They are very fashionable in terms of their styles and they are also on top of the latest fashion trends. Therefore, my trench coat and bucket hat design are special pieces. I decided to incorporate the color sage due to its simplicity. I also combined plaid patterns in both articles due to how modest the print is. To add on, I believe trench coats are fashion statements and demonstrate strength, individuality and confidence. The hat is an add-on piece which matches the trench coat. These clothing items are empowering and express confidence.
Shirt and Jean Design:
I wanted to design a shirt style where one half was really colorful and the other was dark and had lots of lines. I did half and half, the top is more linear, gray/black and it is more about patterns. I added a little design in the middle of the shirt to make it seem more unique. The jeans are a continuation of the shirt and should be worn together to complete the style. I wanted one leg to be colorful and the other to be a grey linear design, to complete the outfit.
Sweater Vest and Beret Design
My inspiration for these pieces were various Pop Art artists. These include Keith Haring, Hariton Pushwagner and Roy Lichtenstein. I was also heavily influenced by the LGBTQ+ community, many of the things I see during June/Pride Month, and from my own experiences being a queer person myself. Throughout the two pieces there are multiple times where I used the rainbow. This is purposefully done as the Pride flag is the most iconic staple in the LGBTQ+ community, and when someone sees it they know automatically what it represents. I included it inside of a heart to showcase that love has no boundaries and everyone has the opportunity to love who they want. And there should be no shame in that. On the beret I also included the number “1969”. This was a very important year for the LGBTQ+ community as it was the year that the Stonewall riots took place. The Stonewall riots were done by the gay community as a response to a police raid, and it was a true turning point for gay rights in America. The overall message I was trying to convey with these pieces were that being gay should not be a taboo subject. It is 2021 and we still live in a world where loving who you love is seen as sinful and is constantly disowned. When in reality we should be embracing this love and celebrating it. I wanted to express the happiness that I feel for being a part of such a joyful and passionate community. One of my favorite parts of the pieces was the Roy Lichtenstein inspired portion where I have the woman speaking into the phone saying the words “Hey Mom, I’m GAY!”. Coming out to friends and family is a very important part about being in the LGBTQ+ community and is truly a milestone once it is done. So I felt the need to include it in my work, while still making it lighthearted and somewhat funny. Other details I love that I included were how I made the tiny Keith Haring inspired figures sort of hold the heart above them, and how in the Hariton Pushwagner inspired piece I had a baby hold miniature pride flags in both of its hands.
Project: Toy Design
Students looked at the work of designer Cas Holman and her ideas behind play, identity and imagination. After investigating her work and mission of her company Heroes Will Rise, students created designs for play spaces and toys that spoke to her mission. Holman's designs are not gender specific and created to encourage exploratory, unstructured play.
NJSLS: Artistic Process: Responding
Anchor Standard 7 Perceiving and analyzing products.
Anchor Standard 8 Applying criteria to evaluate products.
Artistic Process: Creating
Anchor Standard 1 Conceptualizing and generating ideas.
Anchor Standard 2 Organizing and developing ideas.
Anchor Standard 3 Refining and completing products
Toy Design:Plush
This is Oakley, an otter stuffed animal with velcro paws that allow it to hang onto things. As a stuffed animal, it can be purchased for any age as early as 4. The toy already comes with a large Dr. Pepper stuffy, made out of recycled polyester fabric, and its baby, which also has velcro paws. It's a focus of mine to give the stuffed animal its color using vegetables dyes, simply trying to make the toy more eco friendly. From the start I wanted to exaggerate the length of the arms so that it can wrap around its objects. Instead I chose to include the stickers so that it doesn't need to only stick to its hands but other surfaces as well. The simplicity of the toy is made for entertainment and encourages a child to care and nurture. Since the toy can be hooked to other surfaces using the additional velcro stickers, there may be a bit of exploration.
Concept: I have a niece that is 2 years and she loves to play with toys. I used her for a lot of my ideas. I realized that she liked to play more by herself. Children play with what they have. She has many toys and seems to like dolls, I had a lot of dolls too. She has a small play pen she's in most of the time. That is why I wanted to create a play space where children can identify when it's time to play, and when it's not. At this age she doesn't put things in her mouth. However I know some kids still like to put toys in their mouth. Her toys are everywhere, they don't have a place to go. I wanted to add to my playpen: organization slots, a net that can be put above the rectangular shape, and it could all be portable. What you see in the screenshot is the different rows of toys inside the “playpen”, with the met underneath so that, realistically, all of the toys will be laid out. Because all kids are different, with would allow the parent to choose whether they want the net and what toys they want the child to play with.
Roboster: This toy is being targeted towards boys from ages 2-7. My design for this toy would be of a robot but one that can be personalized in to what you want it to look. By collecting others set of parts to the robot it can achieve a distinct look. It also allows to store and to take on the go.The head, arms, and legs will be able to be put on like water bottles where it would screw in and to twist to take it out. The materials that this toy is made of is plastic. My older concept I thought of storage but now I think that it would work better if it had a handle to take it wherever a child is to go. I would want for this toy to include themes for all the different shapes and limbs that the robot would have like a astronaut and pirate. The one in the picture would work as the starter pack and the body as the base of the toy.
Space Design: My design is targeted for children around the age of 7 to 9. My space is a play space for kids to be physically active while having fun. I did this by putting a variety of activities in the space so that the children can choose what to do and how to use it. There are many spaces but what I think makes my design unique, is that it doesn’t really have a theme. There is a variety of playing options as well as colors and shapes. If I were to actually make this in real life, the materials would mostly be soft on the ground and trees as well as seating to prevent injuries from falling or jumping around. What I changed from my original design is the concept of the puzzle piece floor and poles. It would be too dangerous if a child were to hit themselves or if the floor was taken apart to reveal the hard areas.
Concept: The toy is addressed to children greater than 8 years old. It would help them to have fun and motivate children to go outside and play. It challenges the children to learn how to control a new tech toy that they haven’t used or learned how to used. Children need to get familiarized with technology because in their future, there would be advanced tech and from now on, young children need to start learning about it. My flying car drone would teach young children new ways of what technology can do. My toy would have a motor powered wheel when being used as a car. The propellers are retractable, they would be used only when the car is on drone mode. The toy would be very advanced in technology.
My design is a set that includes six animal-fruit hybrid plush figures and an interactive/decorative play mat. The targeted demographics are toddlers and young preschoolers, however kids of any age can utilize the set. It is not strictly limited to a certain age range, but throughout the process, I specifically designed with kids who are around 1-5 years old in mind. I mainly approached this design thinking about the developing minds of young kids. I wanted to design a toy that would be fun to play with but could also allow children to gain something while playing. I also wanted to create a toy that incorporated functional and practical details that would interest parents.
I wanted to make sure the toys would be appealing to children. One of the first things children distinguish is color, which is why I thought it would be appropriate to make each toy a bright color found in the rainbow. I also thought including an animal and fruit of the same color would help their developing brains associate colors with other objects from the real world. The animal-fruits are small stuffed animals, and the play mat/rug is made of a flexible blanket-like material. One side of the play mat/rug shows a simple illustration of land and trees for the toys to be used with. The other side of the play mat/rug serves as a decorative pattern to simply sit on if needed. Keeping the parents of these young children in mind, I incorporated a drawstring around the border of the rug/play mat, therefore it can be gathered like a bag and the toys can be stored inside, making the entire set easy to clean up and store.
Project: Zentangle Designs
Students created a pair of zentangle designs inspired by various pattern artists. Students looked at the work of Yayoi Kusama, William Morris, Lalla Essaydi, Fred Tomaselli, and Daniel Burren. Using an eight step process and non-representational design format, students organically designed zentangle "tiles." Designs were based on a looser process where each stroke and detail developed into the end result.
NJSLS: Artistic Standard: Creating
Anchor Standard 3 Refining and completing products
Project: Watercolor painting
Students created works utilizing various experimental and traditional watercolor techniques. Subject matter and thematic content was student generated with a focus on personal connection. Students were asked to include the conceptual style of artist Marcos Raya and another artist of their choosing. A focus was placed on color and symbolism.
NJSLS: Artistic Process Connecting
Anchor Standard 10: Synthesizing and relating knowledge and personal experiences to create products.
Title: Small Journey
“Small Journey” is a small work that is represented by many challenges in my life. I'm Maria, and this represents a small piece of a long journey, my experience having to leave my country. On May 1st of 2016, at around 9:00 am, I had to get out of my small town and get to the place where somebody was going to pick me up. I had to leave my home country due to insecurity and danger. It was better for me to leave my country and meet my family for the first time in 10 years. Yes, I was 10 years old when I decided to come here, with a woman. I had to leave most of the family I've lived with. I had to leave my mom, my dad (grandpa), and my brothers. It was really hard for me to leave the country that saw me grow and where most of my memories are. It was heartbreaking leaving my home country, seeing how sad my dad was, and how everybody was saying good-bye to me. It was sad seeing my little brother waving, asking why I was leaving and trying to reach over me to not let me go.
On May 1st, I was 10 years old, and that was the last time I saw my family in person. After a month or so, I was already in Mexico, and after a few days I made it to a hotel right in front of the US-Mexico border. At about 1 am in the morning, it was time for me to cross the border. I was afraid and wanted to tell me mom how much I loved her before anything bad happened. I told the women I was too afraid to cross under it, and she told me that I could cross over the bridge but alone. I decided to go over it, and that was when I got to the US with help, but alone. After I was in the US, I began my new life, and now I'm here, talking about one of my experiences. The journey getting here was hard, it was one of the most difficult things I’ve experienced, but after all I'm half way where I want to be, and hope to God I'll be reunited with my family and make each of my dreams come true. I will make my parents even prouder than they already are. I am one of the many immigrant girls that are in the US, but at the same time proud of my roots and where I came from.
“Untitled”
Using inspiration from artists Marcos Raya and Linda Woods, I created this artwork to represent my thoughts over how it feels to be “free” or at peace. The artwork has a water droplet that is being pulled out of a larger body of water, which represents a group of people. The droplet turns into the head of a bird, specifically a sparrow, because I associate birds with comforting feelings of peace and “freedom” because of their ability to fly. Sparrows are very common, and I wanted to have individuals feeling and experiencing peace and comfort as something that was common. The birds pupils are large because of the excitement and fear that is triggered by the red and orange exterior, which shows that we still view the world with a passion and an excitement, that causes us to want to look at the world through bigger lenses. Marcos Raya has tubular shapes in his art, and I tried mimicking that on the droplets body. In order to help recreate that illusion, I used artwork from Linda Woods to view how different blended colors and strokes.
Title: Life
Watercolor
I was inspired by a Brazilian artist called Marcos Beccari. I liked how the artist was able to make his art realistic because watercolor for me especially is difficult to work with and manage, and especially layer. This painting is one of my favorite works and includes my best friend, my bird Gallo. I care a lot about my bird Gallo and he’s been one of my main inspirations. The background was kinda like a mess because that's how my artistic flow is. I have nothing organized and like when it looks messy. My bird, Gallo has as much value as an animal as anyone else that walks on the street. Life in itself is expected to be respected and loved. My style in drawing and painting is messy and sometimes it annoys me but i've come to understand and accept that nothing is perfect and it’s at the end of the day, how I draw.
Project: Portraits
Students created portraits which infused the style of a specific contemporary artist. Inspiration was drawn from Jean-Michel Baquiat, Lauren Brevner, Kehinde Wiley, and Amy Sherald. Portraits could be self-portraits, celebrity portraits or of a family member. Students analyzed and translated the idea of what makes up a portrait and how to portray expression using value.
NJSLS:
Title: Worldstar Madness
Mixed Media
“Worldstar Madness” was inspired by pieces by Jean-Michel Basquiat. I took inspiration from his style, including his use of bold and vibrant colors, seemingly arbitrary lines and shapes, and overall busy and chaotic backgrounds/scenes. I also drew elements and inspiration from one of my favorite musical artists, Childish Gambino (his real name is Donald Glover). The examples of text throughout the piece are the names of his studio albums such as “Camp” or “Because the Internet”. The big, blue, almost star-like object behind his head was an abstraction of the cover art for my favorite album of his, "Awaken, My Love!". I wanted the viewer to be able to get a small sense of what Glover’s music is like without having to listen to it. I also wanted the background to be part of the portrait in a sense, almost like an extended version that can give an insight on what Glover’s musical alter ego is like. When deciding who I was going to draw a portrait of, I felt that much of his music had the same artistic and vivid feel to it that much of Basquiat's work had. I also knew that Basquiat would incorporate themes of racial inequality or police brutality in his artwork, and that Glover would address the same social issues in his music. Therefore, I saw it fitting to draw a portrait of Glover and demonstrate the creativity and expressiveness of his music.
Title: "Jahsey Onfroy"
Mixed Media
Title: Little Bug
Graphite
This is a portrait of my little brother, with a background that is inspired by an artist and their unique art aspects. My portrait was inspired by Lauren Brevner, her use of patterns, cool and warm color schemes, and her realistic portraits. These are the aspects of her paintings that I incorporated into my portrait. For example, the use of grey to create a more realistic drawing of my brother. As well, the use of patterns to create a more interesting background. With this portrait, I just wanted to show how adorable my little brother is. I wanted to prove to myself that I could accurately draw him, with the use of shading. The name of this piece is “Little Bug” because bichito is my brother’s nickname. Which translates to bug, and it was a nickname inspired by a cartoon show that my little brother loves watching.
Digital and Graphite
Watercolor and Graphite
Mixed Media
Graphite
Project: Letter Design
Students created letter designs, drawing inspiration from Art Nouveau, Illuminated Manuscripts and Graffiti. Letter designs incorporated personal symbolism, balance and color theory.
NJSLS: Artistic Process Creating:
Anchor Standard 1 Conceptualizing and generating ideas.
Anchor Standard 2 Organizing and developing ideas.
Anchor Standard 3 Refining and completing products
Title: Between the Sea
I really like the colors and spots on a koi fish. I used to color a lot and I wanted the koi fish especially to be different tones. Red, orange and yellow could show the happy days and good vibes. The black and blue could signify a storm, gloomy days and a sad vibe. The koi represent how you could have two different sides. Someone could experience both good and bad days which you could or won't like. I wrote my initials in purple because red and blue blend to make purple.
Untitled
Colored Pencil and Pigma Pen
Title: Warm Words
Digital Drawing
I created this artwork through inspiration from existing Art Nouveau pieces, used a palette inspired by the fall season and used slight elements from the Ukiyo-e style. From the Ukiyo-e art works, I tried mimicking umbrellas and flowing clouds throughout the artwork to create more depth and layers. The art work is mostly symmetrical and has different layers of colors and frames. The words I chose read “something you would say", which just show that these are some of thoughts I get when thinking about people I care for. The dark colors are supposed to help make the canvas seem fuller, and give a comforting stationary feeling. The overall warm colors are energizing but still soothing enough to not trigger any aggressive feelings. The deer in the image is simply to build onto the details, since it’s antlers would create a symmetrical pattern as well.
Title: "Different"
Colored Pencil
Project: Op Art
Students created Op Art designs using various "formulas" to create visual effects. Looking at Bridget Riley and Victor Vasarely, students investigated ways to optically "trick" the eye by using color and contrast to achieve visual movement.
NJSLS: Artistic Process: Creating
Anchor Standard 1 Conceptualizing and generating ideas.
Anchor Standard 2 Organizing and developing ideas.
Anchor Standard 3 Refining and completing products
Project: Anime Drawing
Students created Anime inspired drawings where they were asked to incorporate character development. How do you show emotion and personality through facial expression, style and setting?
NJSLS: Artistic Process: Connecting
Anchor Standard 10 Synthesizing and relating knowledge and personal experience to create products.
Untitled
This drawing is based on myself and would look like me if I grew my hair out. The personality is sadness and understanding. I work out most of the time and that is why there are abs and muscle that go with this drawing. My character is in his own conscience, and has the will of fire that burns inside of him. I chose the element of pattern and tried to blend in the colors red orange and yellow to make it look like fire. I drew inspiration from Hajime Isayama, he is the illustrator of a series that I really enjoy.
Title: Shy girl
My work was inspired by my little sister and a little bit of myself. My sister loves the color purple, and is very outgoing, I used her favorite color a lot in my artwork, and I am very shy, which explains the expression on her face. My art is also anime inspired, from a character named Mikoto Misaka. I think that the meaning I was trying to portray in my artwork was that one person can portray many different emotions at different times, no matter which emotion they show
the most.
Untitled
Colored Pencil
Untitled
My inspiration behind this art piece was Lauren Daigle’s “Look up Child” album cover and a Surrealist face. This certain album focuses on the struggles and obstacles Lauren faced. She didn’t know what to do and was at a point “lost” in life. The surrealist face portrays the way Lauren may had felt at the moment. She didn’t know how to keep going, but she used music and songwriting as her guide. As you can see, the face is broken in several parts. This symbolizes perhaps the roadblocks Lauren may had come across. When I first look at it, I feel a sense of confusion. This relates to the way Lauren was feeling at some point in her life. In a way, music was able to connect those pieces together.
Project: Surrealist Skeleton
Students created skeletal drawings which incorporated Surrealist style and contemporary influences. Symbolism, mood and the integration of abstraction were used in their compositions.
NJSLS: Artistic Process: Performing/Presenting/Producing
Anchor Standard 5 Selecting, analyzing and interpreting work.
Anchor Standard 6 Conveying meaning through art.
Title: Trapped in Reality
My inspiration for Trapped in Reality is dreams and nightmares that I have had in the past, that they now represent me or are still behind me. What also inspired me were the outsides and how decorated the houses were when it was halloween season. Seeing skeletons and seeing how decorated they were was one of my reasons to add the details that are in this drawing. Even though I’m not Mexican, and in my country kids don't go trick or treating, I took some ideas of some artists like, Frida Kahlo, Diego Rivera and more. These two artists gave me some types of ideas to include in it. The colors in my are just some of the colors that represent me and that are my favorite colors as well. Some feelings that I felt were freed, and connection because as this skeleton head is trapped in reality, I'm trapped in my own nightmares.
Title: Breath of Life
My inspiration for my piece is mainly derived from the sticker packs from Lisa Frank. Their colors and mystical themes have always intrigued me ever since I was young. I also got inspiration from traditional Day of the Dead decorations which I have seen growing up. I incorporated both of the signature marks of the sticker pack in this piece. I gave the skeleton features of both a unicorn and a pegasus. This includes a unicorn horn and pegasus wings. Also, from the inspiration of the Day of the Dead, I added makeup on the skeleton as I have seen. There is a rainbow of colors throughout the piece. Also, the skeleton is breathing out a sort of rainbow trail. I imagine it would be untouchable and sparkly. Through this piece, I was trying to express how the opposing themes of a “scary skeleton” and colorful rainbow can come together to make something nice. Overall, I think the understanding two opposing sides have for each other is able to unite them as one, to make a whole.
Untitled, Surrealist Skeleton
Untitled, Surrealist Skeleton
Untitled, Surrealist Skeleton
Untitled, Surrealist Skeleton
Graphite and colored pencil
Untitled, Surrealist Skeleton
Ebony Pencil and ink
Project: Triptych Photo
Students created a series of three triptychs. In each photo they were asked to tell a narrative based on place, specific emotions and chronological events.
NJSLS: Artistic Process: Performing/Presenting/Producing
Anchor Standard 6: Conveying meaning through art.
Title: Beautiful Day in Nature
Triptych Photo
Title: #SorryICan't
Triptych Photo
Title: Lonely Cold Nights
Triptych Photo
Title: Changing Sky, Same Cat
Triptych Photo
Title: When the Sun glows Beauty shows
Triptych Photo
Title: Love, Boredom and Hope
Triptych Photo
Project: Still Life Vanitas
Students looked at the work of Audrey Flack specifically investigating her Vanitas series. Drawing inspiration from Flack, students created their own vanitas incorporating meaningful symbolism and visual narrative.
NJSLS: Artistic Process: Connecting
Anchor Standard 10 Synthesizing and relating knowledge and personal experience to create products.
Anchor Standard 11 Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.
For my still life vanitas, I decided to focus on my interests and objects that represent certain aspects of who I am. First, I chose two black cats because they best represent my general personality. Independent, quiet, and curious, a cat has qualities that accurately portray me. Even though I am best represented by cats, I included my dog. My dog, Blue, is the biggest representation of love in my life at the moment. At the same time, I included a plant as a symbol of growth and life itself. As a high school senior, changes and growth are constantly happening and plants accurately represent past and future changes. Similarly, I included a mirror to symbolize identity.
Beyond including objects that portray who I am as a person, I also included elements to represent my interests. First, a stack of records and Lauryn Hill earrings to represent my appreciation of music; old and modern, and one of my favorite musicians. I also included one of my most recent paintings combined with a Frida Kahlo ring to represent my interest in art and how she inspires me. On the same topic of women who inspire me, I included a necklace with the letter “N” to represent my mom. The planet of Saturn and Earth combined are not only a symbol for my interest in space, but a reminder for myself that the universe is a big place, possibilities are endless, and I am not alone. Finally, the clock, compass, and butterfly all symbolize my past and future adventures.
Title: No Place Like Home
My piece “No Place Like Home” is symbolic of the place I come from and what remains important to myself and others around me in the form of digital vanitas. For instance, the heart and the dragon are opposites of each other, representing both the strength and willingness to overcome difficulty and times of struggle, while still having moments of vulnerability and the chaotic emotions that make us human. The two mirrors, one with the dragon eye and the other with two opposite masks, are a representation of the multiple sides I show to the world, as well as the hidden way individuals create a persona when in public and one that fully expresses their personality when at home. The mask with the frown showing completely, unlike the other joyous one, also describes the unfortunate discrimination individuals face and hide their true identities for the comfort of others. The original image of the cross is symbolic of how important religion is for my family and culture, yet it is placed above a bitten apple that portrays my inability to feel the same way; essentially an allusion for Eve and the forbidden fruit. Additionally, the Honduran flag, as well as the inclusion of my dog, are symbols of my past and future; coming from immigrant Honduran parents, I wish to take advantage of the opportunities I have and pursue a career in veterinary medicine.
On the other hand, the record player and records portray my love for music and what keeps me grounded in both the best and worst of times. The paintbrushes and the diploma are representative of both my dedication to education and my love for art and the joy in seeing art in any form. The boxing gloves, much like the dragon are symbols of perseverance, specifically with my parents and their hard work to provide for their children. Lastly, the chess pieces, especially the larger grey piece, describe how I do not see issues as simply black and white, but as complicated and in need to be seen from all perspectives. All in all, the piece combines the thoughts I hold in my comfort place of home and the person I want to be, and the pieces of life that embody who I am.
My theme was peace and tranquility, and utilized some of my favorite objects that mean that to me. I used vines and doves to represent nature, but the doves can also represent peace. I used lipgloss, necklaces, and a makeup brush because sometimes getting dolled up for no reason can help me feel better about myself when I feel low. The sleeping mask and airpod represent other activities that helps me relax. I like to read, so I included a stack of books and some Harry Potter memorabilia because it’s a favorite series of mine. The angel represent my religion, and the crown on top is supposed be a quinceanera crown to represent my culture. The pictures represent my family and my love for nature because I’m holding a baby chick in one of them.
Title: Before you Embark on a Journey of Revenge dig two graves
Project: Micrography Portrait
Students created micrography portraits using text to create image. Conceptually students looked at portraits as being more than just a face. Every portrait tells a story and is made up of many different pieces. Students used text to create their own likeness, developed through careful examination of their thoughts and different "pieces" of their lives.
NJSLS: Artistic Process: Creating
Anchor Standard 1 Conceptualizing and generating ideas.
Anchor Standard 2 Organizing and developing ideas.
Anchor Standard 3 Refining and completing products.
Micrography Portrait
Project: Digital Collage
Students combined Surrealist concepts, Op Art patterns and personal symbolism to create a digital collage. Historical references and landmarks were integrated into compositions to show place and connection.
NJSLS: Artistic Process: Producing: Anchor Standard 6 Conveying meaning through art.
Artistic Process: Connecting: Anchor Standard 11 Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.
Title: East Vs. West
My artist inspiration was Linze Sepe, who uses a variety of images in her artwork to form a collage with a distinct theme. So, I tried to emulate her style by including things that represent the West (King Kong, Godzilla, Superman, Statue of Liberty) and the East (the East Asian styled monsters at the back, Goku, The Great Wall of China). In doing so, I hoped to create an ongoing theme between the two distinct parts of the world.
My Op Art project was inspired by the artist Linze Sepe. There are a lot of things going on in the piece that makes it all entertaining. In my piece the two locations I chose were Tokyo and Germany, two places I would like to visit one day. I added a plane which symbolizes traveling, and things that I like. The butterfly and my favorite flower, the carnation.
Title: Endless Canyon
In my piece titled “The Endless Canyon” I took inspiration from artist Natasha Chomko. I appreciated that she used a vast landscape and a large foreground, so I decided to implicate that in my design. I add the Grand Canyon as a basic coloring option in the front, and a vast, “endless” space to complete the setting. I then added another mountain with the canyon to give it more depth. To liven the set, I added a futuristic car and two spaceships, to fit the futuristic opportunities that space has. Lastly, I included myself as a sort of molded rock, mainly just to blend in with the canyon.
Title: Past & Present
My piece “Past & Present” was inspired by artist Natasha Chomko’s works involving the use of vibrant colors, spheres and circles, and jellyfish-filled night skies. I was inspired by the main focus of surreal imagery with fantasy-like colors and animals in the background, as well as the use of geometrical shapes that overlap. My piece focuses on the past through the moon landing event as seen with the astronauts and the moon in the center, as well as the overall galaxy background. Additionally, there is also a focus on the future with the spheres of clocks and the curiosity depicted through an image of myself; the ocean theme itself also alludes to the unknown nature of the ocean and the lack of knowledge there is about it that may or may not be answered in the future. The overall feeling is one of curiosity and creativity that demonstrates that there is more wonder than one might think about real-world events and research on things in our universe.
Untitled
My artist inspiration was Linze Sepe. She used optical illusions in the background as well as planets and I wanted to incorporate something similar in my design. I decided to use a strong optical illusion as the background and included planets in the center and it went well with the direction of the optical illusion. I also included the Gateway Arch located in St. Louis, Missouri in my image and multiple black and gray images of women sitting down as if they were having brunch. The colorless images worked well with the arch because of the grey and it wasn’t too much of a distraction from the main attraction: the optical illusion, but it did just enough that you could tell it’s there.
Untitled
My collage was inspired by the artist Taudalpoi, he uses a lot of moons and space items and puts them together with things on earth. I really love his art work and the way he arranges things. I also love his color schemes, which inspired me to work with my favorite landmark, the moon. Since Taudalpoi adds a twist to his work, I decided to add the gold spirals which basically represents how crazy my life is. I also used the roses because roses have always been my comfort item and I just love them. The red also made the moon stand out a lot more. To add another touch, I added myself and since I am wearing a pink dress it kinda made me blend into the moon. What I was trying to show in my piece is basically leadership. I just felt like the crown on my head made it seem as if I was a queen, as if I ruled my own life. What I would like the art piece to represent is power because anything is possible.
For my OP Art Collage, I drew inspiration from Linze Sepe. I referenced the “Lunch Atop a Skyscraper” photo taken in 1932, and following the black and white image, I decided to put a black and white filter over my photo and the pointing fingers to follow the vintage theme. Also, I included an image of a 1930s Kodak camera because I noticed that Linze Sepe would add objects next to her backgrounds. In my art, I tried to convey shock and curiosity towards the view of the workers.
I was inspired by the work of Linze Sepe. I liked how the artist layered several different images and cut out different parts but still managed to make her work look cohesive. My Op Art collage includes a space background, an IBM computer, a nondescript laboratory, people on computers, floating molecules on someone’s head, scientists with one having a rainbow come out of her head, and my face displayed on a wall of TV screens. I cut out a lot of images, added filters to some --like my face--, and drew the rainbow. I tried to convey themes of Retro-Futurism with my collage. It shows the scope of how far we believed, in the around the 80s, technology would go and it makes people think about where we are now. I wanted to incite the following questions in viewers: “Have we achieved this?”, “Exceeded it?”, “Where will we go from here?,” and “What is a realistic future?”
Title: Just a walk
My Op Art is inspired by Linze Sepe. Her style is very weird and what I like about her art is the way she is able to combine whatever she sees and is able to create a beautiful landscape. Her landscapes can have random things, but what she is trying to portray is vivid. At the beginning I did not know what to create, so I started with the basics, an illusion. Once I saw the illusion, everything came flowing. I wanted to walk into that world in a spiral. I used flowers to create a path for me and the butterflies. I randomly put an elephant at the corner because it is my favorite animal and it also looks like the elephant is trying to catch the butterflies. The feeling in my Op art is just me and my dog taking a walk.
Project: Fashion/Product Design
Students created a collection of three fashion pieces or three product designs which were part of the same launch. Inspiration for designs included Street Artists from around the world as well as product and industrial designers.
NJSLS: Artistic Process: Creating
Anchor Standard 3 Refining and completing products
Artistic Process: Producing
Anchor Standard 5: Selecting, analyzing and interpreting work.
Product Design: Serveware
Fashion Design
Fashion Design
Fashion Design