Hallo out there..ps...rocket, if you're reading this, will you help me hack out some ideas in OC this weekend or earlier? Please...-puppydogeyes- I love you?
First rough product should be up by Tuesday 9/16
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Just out of curiosity: What are your themes for the projects?
just kidding, um, I never really developed a theme for my SL work (what you're seeing here on the site) I took my SL test last year, the interveiwer never asked anything about theme, she seemed to be more interested in how I did each peice as opposed to why. I don't know if that was just a fluke or something. But now I'm taking the HL test and I still don't have a theme. Looking at the SL kids getting ready for their shows, it seems like having a theme is more of a hinderence than a help. They're stressing to make things apply to the theme instead of just doing art. So Yeah, no theme.
How about you?
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Potted Ham
We did "Me and my music" (embarrasingly bad, as pre-school as it sounds, but allowed for a lot of media-experimentation etc.), "Henry Moore/Parent&Child" (forced us painters to do 3D, which was... interesting, but didn't result in the best of work. I did installation here too. Loved that), and finally: "Death/Design your grave" (You guessed it: The point where I broke away and did my own thing... ) Now I'm doing this identity-development/cultural background-thing, where I dress children up. I don't know, the themes are quite helpful, I think - you are forced to go through a more structured design process, research is easier, because you have a target and your work all links ill, one informing the other. This really makes a difference when you view your work as a whole ... I'm told.
It seems like my schools interpretation of theme is completely different than yours. We are supposed to develope one broad theme that will last us 2 years. Like...I know one girl is doing "death" as her theme and showing how it is received in different cultures.
Personally I don't think theme restrictions and assignments work for everyone. When I'm given something with guidelines I just feel the overwhelming urge to not listen to them, especially in art. I think in the nearing 2 years I've had of IB art, I've yet to have one assignment. The most dialogue I've had with my art prof was probably me saying "hey, this look okay" and her responding "yup". I guess it would be interesting to see how it works a different way. But I feel that my work when veiwed as a whole is cohesive, despite the lack of apparent theme, because of the style I have and not due to any underlying message.
Looking at the situation in my school, which is mixed between non, partial, and full IB students; I can honestly say that the full IB kids take themselves far too seriously. They're tense, and always on time. I just don't see art as being that punctual. Looking back at last years scores, it seems like the more laid back the kid was, the better their test score was (which to note, drove the perfectionists insane). I'm the biggest slacker in the program, and I fit into IB art really well (other classes are a different matter entirely). If you've ever looked at the outline and syllabus for IB SL and HL art, even they are abiguous.
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Potted Ham
.... of course we do, especially those at my school - elitists and perfectionists all of us (me included I'd better add). In a way art doesn't fit into this academic side of the IB at all, though the criteria tried very hard to make it so. As I'm frequently reminded by the Group 6 Scientists, we artists don't even have a written exam! On the other side though, I think the IB couldn't work without it: this whole 'multicultural-united world-international-CAS-helping each other' view is only truely expressed in Art as a subject, so they need us artists.
I think it depends on your level, when you enter the IB: You have this amazing talent, so maybe this meant that you already has an understanding of art, which gave you the confidence to instinctively adapt to IB criteria + to produce brilliant work. You fit into IB art naturally. My early IB work was terrible (honestly), and most of all lacked confidence and experience. If I personally hadn't had the teacher-guidance in the beginning and some specific themes to concentrate on, I wouldn't have reached my current level of technical skill or independence. In short: Yes, it's different from person to person - which maybe is exactly why the criteria and the outline is so famously vague and abiguous. (Yes, I just defended the IBO, the ultimate enemy)
(If this makes no sense blame the fact that I just finished ALL my RWBs, 300 pages in total. Mad.)
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