2020 Spring Arts Festival: Visual Arts
From the AP Studio Art Class
This work represents the section of the AP Studio Art portfolio titled Sustained Investigation, which represents a series of 10 pieces as a cohesive body of work on a theme of the student’s choice. For the AP, students were also asked to submit a statement discussing their process, and conceptual development. Much of this work was created in the Spring Semester, and students put in tremendous effort to complete their intended pieces despite the shelter-in-place. Portfolios were submitted to the College Board this week, and will be scored this summer. – Jenifer Kent
From the Drawing & Painting Classes
From Drawing II & Painting II
Presented here are drawings and paintings, collages and at least one artwork created via a painting application from a perspective project and a portraiture project. The perspective project tasked students to work from photos that they had taken of mostly urban landscapes. Some students chose to create images from views directly observed out their windows. The portraiture project utilized the grid of zoom. Students brought playfulness into making individual portraits of their classmates, sometimes throwing in a favorite celebrity. Because of the limiting nature of sheltering in place, students were very creative with whatever materials they had on hand, including in one instance shiny blue gum wrappers. Lastly, some students chose to work with still-life. My primary directive has been, follow your curiosity and go with what is inspiring you.
– Lisa Carroll
Drawing & Painting III
This work represents a small series of pieces on a theme of each student’s choice. This is the first project students have done where they are asked to create a series with a conceptual focus, and to work on more than one piece at a time while building their series. The shelter-in-place meant that some media had to be adjusted, and some students have fewer pieces, but the conceptual consistency of each series remains. This project helps to prepare students for more rigorous series work they will create if they take AP Studio Art.
– Jenifer Kent
From the Ceramics Classes
Pottery Projects classes were on a tear, before the Covid-19 closure, producing pottery at a rapid pace with greater and greater skill. When the Ceramics studio closed, we shifted to research, producing Artist Presentations, watching countless videos of master potters, and making sketches. As informative as that was, it hardly equated to the studio practice students signed up for. With admirable perseverance and extremely generous parents, students carved out work space at home and proceeded to make hands-on projects again. What you see in the presentations is the work before and after the closure, an emblazoned demonstration of the UHS will to succeed in the face of adversity.
Ceramics III was in the midst of a semester long Series Project that required them to develop and explore concept driven work through a group of sculptures. Most of the work shown is work produced at their individual homes, after the closure, under a wide variety of circumstances. Unfortunately, adding transportation to the finishing process of firing and glazing was too much to overcome. However, even without glaze one can see their burgeoning ideas gain traction and clarity.
Heartfelt Thanks go to my students who had almost perfect attendance, worked to the end, and found inventive ways to keep creating despite their world being turned upside down. Double Thanks to the guardians of my students who graciously allowed clay and hot-glue to invade their living rooms, kitchens, and other areas of their previously tidy homes! Bless you for supporting your children’s art endeavors in all the many ways.
- Matt Scheatzle
From the Photography Classes
Photo II: When sheltering in place first began, Photo II students were given an assignment called “Make and Take.” This project required them to “Take” two photos without changing anything in the shot and “Make” two photos that they staged. All four photos were to connect in some way, either aesthetically, conceptually, and/or technically. For their next project, students were asked to create a still life photograph that captured their experience of sheltering in place. Finally, students were asked to create two self-portraits: one of their “true self” and one of their “alter ego.” Please enjoy this awesome work!
I want to give kudos to the Photo II students who seamlessly transitioned in one day(!) from film to digital photography without prior experience, training, or complaint. They possessed such a “can do” spirit while creating such strong work. I also want to thank my TA’s, Eva Kruger, Isabella Caro, and Emma Chin-Hong for Zoom meeting with students to help them with these projects without any prior training. Special Zoom clapping hands to Eva Kruger for doing the assignment alongside the students and including her own self-portraits in the show.
Photo III: Prior to sheltering in place students were working on a comprehensive body of work intended to culminate in a book. Each had chosen a topic and their goal was to link each separate photo into a larger cohesive whole. When they initially chose their theme, they had no idea they would need to complete this task without being able to leave the house! Since they had already started the project, they were challenged to make the photos taken pre-pandemic blend with photos taken under extreme restrictions. Kudos go out to these students for rising to the occasion, utilizing all of their creative skills, and wildly pulling it off. They were such sports and a joy to work with. Thank you, Photo III students! Please enjoy these amazing books!
- Gale Jesi