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I Check List (below left side): I
I Student Example (below right side): EUNA I
Section 1: Inquiry Question and Concept Exploration
Explanation of the guiding question or concept
Requirements: Inquiry statement (1 sentence), 1 Visual Evidence (your choice) and 100 words MAX
Students will: investigate ideas, themes, and contexts through inquiry and conceptual exploration. They will generate possible directions for their work through research and reflection
Possible Visual Evidence:
Brainstorming mind maps showing ideas related to the inquiry question.
Written explanations of the question and how it connects to themes or personal interests.
Mood boards or visual collages for thematic inspiration.
Initial sketches exploring different interpretations of the inquiry question.
Inquiry Statement (100 words max): How can I explore my emotions about the uncertainty of growing up? Distorted imagery represents the unknown, contrasted with my out-of-body experience in the face of uncertainty, fostering a field of fear and hope. Contrasts of color versus black and white, or rather, the absence of color, represent my mixed emotions about the next stage of my life: going to college and leaving home. (64 words)
Visual Evidence: Composition trails for clearer meaning/message
Section 2: Connections
Cultural, historical, and artistic influences with critical evaluation.
Requirements: 2 Visual Evidence (one from each section - your choice) and 100 words MAX
Students will: investigate the artistic, historical, and cultural contexts of their work and situate their practice in relation to other artists and global/personal influences.
Possible Visual Evidence:
Artist Connection Options:
Analysis of an artist's work with annotated visuals (artworks, techniques, and key elements).
Comparisons of styles, techniques, or concepts from multiple artists.
Photos or screenshots of museum visits, gallery visits, or virtual tours.
Written excerpts or notes explaining how an artist’s work influenced the student’s practice.
Personal Connection Options:
Photos of personal or cultural references (e.g., family, tradition, or travel).
Research images linking the artwork to global themes or historical movements you connect with.
Text and visuals showing how the piece reflects a social, political, or environmental issue.
Comparative visuals showing global vs. personal perspectives on the same topic.
Writing (100 words max): I was heavily inspired by Norman Rockwell's Americana style paintings with vibrant, saturated colors that resembles the aesthetic of the advertising graphics symbolic of consumer culture in the 1950s. I made replicas of his work for an artist study and researched his history to better understand his views on this time in connection to his art. (56 words)
Visual Evidence: Artist Study
Section 3: Investigate
Visual evidence of material tests, alternate compositions, sketches.
Requirements: 1 Visual Evidence (your choice) and 100 words MAX
Students will: investigate materials, processes, and techniques to generate and refine ideas. Experimentation supports risk-taking and idea development.
Possible Visual Evidence:
Photos of material tests or swatches (e.g., paint, charcoal, digital tools).
Visual studies (e.g., the same subject rendered in different media).
Screenshots or videos of digital experimentation (e.g., layering in Photoshop).
Step-by-step images showing the progression of an experimental technique.
Writing (100 words max): I started planning by sketching the composition and other details (such as the glitching effect, facial expressions, and color palette). I then digitally created a reference image by combining the glitched housewife image with a picture of myself, along with some grid lines. Lastly, I practiced drawing with a "slicing" technique using a graphite pencil to achieve the glitchy effect. (60 words)
Visual Evidence:
Section 4: Create
Visual documentation of steps of creation
Requirements: 3 Visual Evidence (your choice) and 100 words MAX
Students will: refine artistic decisions and problem-solve during the making process to resolve their final piece, aligning with their intention and inquiry.
Possible Visual Evidence:
Developmental sketches, thumbnails, or drafts for the final piece.
Work-in-progress photos of the artwork.
Alternate compositions or variations of the main idea.
Writing (100 words max): After completing the practice and experimentation stages, I began the final piece using a grid method to transfer my digitally manipulated reference image. This helped me solve proportion and placement issues with more accuracy. I then applied earlier shading practice to build a full range of values, enhancing the sense of realism and aligning with my original intent. (58 words)
Visual Evidence:
Section 5: Final Artwork
Students will: resolve their artwork and curate final visual documentation for presentation and assessment.
Visual Requirements:
2D Work: 1 Image of Final Artwork
3D Work: 2 Images of Final Artwork (different angles)
Written Requirements:
Title: Title of Artwork
Size: width/height in cm
Medium: Materials used in final artwork on ___ (paper, canvas, cardboard etc.)
Date of Completion: Day-Month-Year
The Why: (one sentence of why you made this work)
Title: Daydreaming in Reality
Size: 34 by 24 cm
Medium: Pencil and Prisma Color Colored Pencil on Drawing Paper
Date of Completion: 07-01-2024
Section 6: Communicate and Reflect
Challenges, successes, and self-evaluation of how the artwork aligns with the inquiry question.
Requirements: 1 Pieces of Written OR Visual Evidence AND Citations List (links etc.)
Students will refine their thinking through self- and peer evaluation, and synthesize insights about their process, decisions, and meaning-making.
Possible Evidence:
Self Assessment Options:
Written self-assessment on what worked well and what didn’t.
A written evaluation of how the artwork achieved (or didn’t achieve) its goal.
Visuals annotated with callouts highlighting challenges or solutions.
Side-by-side comparisons of initial ideas and final outcomes.
Short videos or voice recordings explaining the process and learning journey.
A journal page showing how feedback informed revisions.
Peer Feedback Options:
Photos of peer critique sessions or annotated notes from feedback.
Screenshots of digital feedback (e.g., shared Google Docs or comments).
Group project images or documentation showing collaboration.
Writing (no max): Through self-reflection and feedback from peers, I refined my thinking about how to express the emotional uncertainty of growing up. My inquiry, "How can I explore my emotions about the uncertainty of growing up?" deepened as I experimented with glitch effects, textured, and blurred lines to convey disorientation and emotional conflict. Peer feedback helped me push contrast further, using light/dark and saturation to symbolize fear, hope, and transformation. As I synthesized these techniques, I began to understand that growing up isn’t just about fear of the unknown, it’s also about the possibilities it brings. This shift shaped my final visual decisions. (99 words)
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