Requirements
For this section, 12 digital images must be submitted, some of which may be details. All images should be labeled with dimensions (height 3 width) and material. The Digital Submission Web application incorporates space to include this information. Regardless of the content of the concentration, the works should be unified by an underlying idea that has visual and/or conceptual coherence. The choices of technique, medium, style, form, subject and content are made by the student, in consultation with the teacher. The Web application for development and submission of the Concentration and Breadth sections is available in early February. The Concentration section includes spaces for a written commentary, which must accompany the work in this section, describing what the concentration is and how it evolved.
Students are asked to respond to the following:
1. Clearly and simply state the central idea of your concentration.
2. Explain how the work in your concentration demonstrates your intent and the exploration of your idea. You may refer to specific images as examples.
Although the responses themselves are not scored as pieces of writing, they provide critical information for evaluating the artwork. Thus, they should be well written. Students should be encouraged to formulate their responses to the first question early in the year, as they define the direction their concentration will take. Responses should be concise; the space available for them in the Web application is generous, but the number of characters that can be typed is limited. Responses should be focused on the information requested.
For this section, 12 digital images must be submitted, some of which may be details. All images should be labeled with dimensions (height 3 width) and material. The Digital Submission Web application incorporates space to include this information. Regardless of the content of the concentration, the works should be unified by an underlying idea that has visual and/or conceptual coherence. The choices of technique, medium, style, form, subject and content are made by the student, in consultation with the teacher. The Web application for development and submission of the Concentration and Breadth sections is available in early February. The Concentration section includes spaces for a written commentary, which must accompany the work in this section, describing what the concentration is and how it evolved.
Students are asked to respond to the following:
1. Clearly and simply state the central idea of your concentration.
2. Explain how the work in your concentration demonstrates your intent and the exploration of your idea. You may refer to specific images as examples.
Although the responses themselves are not scored as pieces of writing, they provide critical information for evaluating the artwork. Thus, they should be well written. Students should be encouraged to formulate their responses to the first question early in the year, as they define the direction their concentration will take. Responses should be concise; the space available for them in the Web application is generous, but the number of characters that can be typed is limited. Responses should be focused on the information requested.
Examples of Concentrations
A concentration should consist of a group of works that share a concept — for example, an in-depth study of a particular visual problem or a variety of ways of handling an interesting subject. Some concentrations involve sequential works, such as a series of studies that lead to, and are followed by, more finished works. If a student uses subject matter as the basis of a concentration, the work should show the development of a visual language appropriate for that subject. The investigation of a medium in and of itself, without a strong underlying visual idea, generally does not constitute a successful concentration. Students should not submit group projects, collaborations and/or documentation of projects that merely require an extended period of time to complete.
The list of possible concentration topics is infinite. Below are examples of
concentrations. They are intended only to provide a sense of range and should not
necessarily be considered “better” ideas.
• An exploration of patterns and designs found in nature and/or culture
• A series of works that begins with representational interpretations and evolves
into abstraction
• A series of landscapes based upon personal experience of a particular place in
which composition and light are used to intensify artistic expression
• Design and execution of pages for a book or graphic novel
• Development of a series of identity products (logo, letterhead, signage, and so
on) for imaginary businesses
• A series of political cartoons using current events and images
• Abstractions developed from cells and other microscopic images
• Interpretive portraiture or figure studies that emphasize dramatic composition
or abstraction
• A personal or family history communicated through symbols or imagery
• A series of fabric designs, apparel designs or weavings used to express
particular themes
Because the range of possible concentrations is so wide, the number of works the student creates should be dictated by the focus of the investigation. The chosen visual idea should be explored to the greatest possible extent. In most cases, students will produce more than 12 works and select from among them the works that best represent the process of investigation. If a student has works that are not as well resolved as others, but that help show the evolution of thinking and of the work, the student should consider including them. The choice of works to submit should be made to present the concentration as clearly as possible.
When preparing to upload the Concentration (Section II) images, the student should give some thought to the sequence of images on the Web page. There is no required order; rather, the images should be organized to best show the development of the concentration. In most cases, this would be chronological. Students may not submit images of the same work that they submit for Breadth. Submitting images of the same work for Concentration (Section II) and Breadth (Section III) may negatively affect a student’s score.
A concentration should consist of a group of works that share a concept — for example, an in-depth study of a particular visual problem or a variety of ways of handling an interesting subject. Some concentrations involve sequential works, such as a series of studies that lead to, and are followed by, more finished works. If a student uses subject matter as the basis of a concentration, the work should show the development of a visual language appropriate for that subject. The investigation of a medium in and of itself, without a strong underlying visual idea, generally does not constitute a successful concentration. Students should not submit group projects, collaborations and/or documentation of projects that merely require an extended period of time to complete.
The list of possible concentration topics is infinite. Below are examples of
concentrations. They are intended only to provide a sense of range and should not
necessarily be considered “better” ideas.
• An exploration of patterns and designs found in nature and/or culture
• A series of works that begins with representational interpretations and evolves
into abstraction
• A series of landscapes based upon personal experience of a particular place in
which composition and light are used to intensify artistic expression
• Design and execution of pages for a book or graphic novel
• Development of a series of identity products (logo, letterhead, signage, and so
on) for imaginary businesses
• A series of political cartoons using current events and images
• Abstractions developed from cells and other microscopic images
• Interpretive portraiture or figure studies that emphasize dramatic composition
or abstraction
• A personal or family history communicated through symbols or imagery
• A series of fabric designs, apparel designs or weavings used to express
particular themes
Because the range of possible concentrations is so wide, the number of works the student creates should be dictated by the focus of the investigation. The chosen visual idea should be explored to the greatest possible extent. In most cases, students will produce more than 12 works and select from among them the works that best represent the process of investigation. If a student has works that are not as well resolved as others, but that help show the evolution of thinking and of the work, the student should consider including them. The choice of works to submit should be made to present the concentration as clearly as possible.
When preparing to upload the Concentration (Section II) images, the student should give some thought to the sequence of images on the Web page. There is no required order; rather, the images should be organized to best show the development of the concentration. In most cases, this would be chronological. Students may not submit images of the same work that they submit for Breadth. Submitting images of the same work for Concentration (Section II) and Breadth (Section III) may negatively affect a student’s score.
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