SUIS Art Fair

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Updated on January 25, 2018 at 9:33

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SUIS Cross-Campus Art Fair 2018

To promote The Arts within the SUIS Family of Schools

Theme: Inspired by the work of an artist or artists from another time and another place

Poster

SUIS Cross Campus Art Fair

Who: Kindergarten to Grade 12 in all International programs

When: Wednesday 30th May 2018

Where: JIAOKE Campus Gymnasium

SUIS Public gala show of winning entries and other selected artworks

When :The weekend of June 1st-3rd

Where : Huafu Art Space, room 217, Building 4, M50 Art District, Moganshan Lu, Shanghai

Supporting details:

 

Further details are shown below.

 

Organising Committee

Chair: Mr. Kevin Harrison. Secretary: Ian A. Smith. I.T.: Muhammad Usman. Specialist Art Advisors: Elicia Murdoch, Erik Meri and Ryan McDaid.

Queries can be directed to Ian A Smith at ias@hotmail.co.ukor WeChat: ianisian

Online information and online registration can be found here:-

http://moodle.jksz.com:8088/suisArtFair/index.php

Artworks should be registered between May 1st and May 15th, both dates inclusive.

Invitation to submit artworks

All art departments from across the SUIS family of campuses are invited to enter student artworks according to the following criteria, age groups and amounts:-

Criteria for entries are as follows:-

The main criterion for all artworks is that they should be:

‘Inspired by the work of an artist or artists from another time and another place’

Each artwork entered should come with an ‘artist statement’ which will be displayed next to the artwork.  The artist statement will give an explanation of the artwork and should ideally include the following information:-

  1. The title of the artwork
  2. The artist or art movement that inspired the artwork
  3. An explanation of the "message" of the art work. References to metaphor, symbolism, allegory etc. may be included here.
  4. For older students in particular, reference may also be made to image development strategies. For guidance on this please see the information at appendix 1.
  5. Any "please notice" items
  6. An evaluation of the artwork and any next steps the artist might take in applying the methods and principles to future artworks.

Please see the rubrics below for artist statements.

 

NB All artworks should have been created this school year

 

The categories of artwork are:-

  1. 2d works in any permanent mediumg. watercolour paints, acrylic paints, oil paints, coloured inks, ink pen, felt-tip pen, marker etc. either singly or in any combination. Non-permanent mediums e.g. pencil, chalk, oil-pastel and charcoal are acceptable but should be ‘fixed’ to avoid accidental damage. Collage and decoupage (cutting or tearing and sticking down paper or fabric) is also permissible either as a standalone technique or in combination with others. 

These works must be no larger than paper size A2 (420 × 594 mm). If the work is mounted the size of the mount should be no larger than A2 (420 × 594 mm), similarly, board or canvas should be no larger than A2 (420 × 594 mm). If the works are framed then it is acceptable for the frame to take the overall dimensions of the work beyond 500 x 707mm.

  1. 3d works in any suitable, stable medium. 3D work (sculpture) should conform to the main criteria of having been inspired by the work of an artist or artists from another time and another place.

The size of these works is restricted to being able to fit, completely (i.e. with the lid on), into an A3 printer-paper cardboard box. The weight of individual works is restricted to 10Kg.

  1. Multi-Dimensional Including Time-Based. This category is included as a catch-all for any art-works that do not fit into category 1 or 2. Examples of artworks that fit into this category are video-works,(including animation), installations, electronic or data-based works, sound-art, interactive works etc. Artworks in this category still need to satisfy the main criteria of having been inspired by the work of an artist or artists from another time and another place. In addition there is a time limit of 2 minutes for film or videowork, including titles and credits. Video works should be in a format that can be presented (played) on a windows based computer system and will be presented on a looped show-reel.

Teachers who anticipate that, because their curriculum is focusing on artists or art-movements that may inspire any types of artwork that do not have an obvious or conventional means of display, please do contact the committee so that solutions may be found regarding feasibility for inclusion.

 

 

 

The Grade Categories Are :

Grades 11-12 Senior

Grades 9-10 Intermediate

Grades 6-8 Junior

Grades 3-5 Primary

Grades k-2 Non competitive

 

The number of submissions invited from each art department/program is restricted according to the following formula:

The number of entries allowed is 10 x artworks per grade category per program or school, For example, the Jiaoke BC Program has grades 9-10 (Intermediate) and grades 11-12 (Senior)so they can submit 10 artworks for Intermediate students and another 10 artworks for their Senior students (=20 works in all)

Judging of Entries at the Jiaoke Show

Entries will be judged according to grade category and artwork category (see above). Awards will be presented for 1st, 2nd and 3rd in each grade/artwork category with the exception of Kindergarten to Grade 2 which will be non-competitive.

Prizes  

As well as the opportunity for students to show their work in a public art gallery, Winners’ certificates, winners’ medals and art-related prizes will be awarded.

Displaying Artworks for the shows

The SUIS Cross-Campus Art Fair committee is pleased to announce that all participating art departments will receive, in advance of the first show, a number of A2 frames and a number of easels to assist with their display requirements. This equipment may remain with those art departments permanently after the shows.

 

Artwork Rubric for student guidance and for the guidance of judges at competition stage.

 

Excellent

Good

Satisfactory

Could be better

Following Competition Directions

All directions followed

Most directions followed

Some directions followed

No directions followed

Creativity

Although the artworks should be inspired by artwork from another time and place, imagination and creativity should be used to create original work.

The student’s own ideas and imagination have been used to create work which appears fresh and original

The student’s own ideas and imagination used to good effect although the work seems less than original

Some elements of the student’s own ideas and imagination are apparent but the work seems largely familiar.

The work appears unoriginal and seems largely derivative of or is a copy of an existing artwork or artworks.

Effort put into Project

The artwork demonstrates excellent craftsmanship. It is patiently done. It is as good as hard work could make it.

With a little more effort, the work could have been outstanding; lacks the finishing touches.

The work shows average craftsmanship; adequate, but not as good as it could have been, maybe a bit careless.

The work shows below average craftsmanship, lack of pride in finished work.

 


 

Artist statement Rubric for Senior, Intermediate and Junior Students

All artist statements should include the student’s name, grade and school and the title of the artwork if applicable

 

Excellent

Good

Satisfactory

Could be better

Artist statement

Grades 6-12

 

 

 

 

 

 

 

 

 

 

 

 

 

 

* See appendix 1 for guidance.

The artist-statement contains compelling personal evidence of engagement with the creative process that produced the artwork.

 

It effectively explains how the artwork relates to the work of the artist(s) that inspired it.

 

The artist-statement effectively explains the student’s *design strategies, and image-development strategies.

 

It is well presented and uses excellent grammar and rich vocabulary.

The artist-statement refers to engagement with the creative process that produced the artwork. Although somewhat compelling it could have been more personal, detailed or clear.

 

 It explains how the artwork relates to the work of the artist(s) that inspired it.

 

*The artist-statement attempts to explain the student’s design strategies and image-development strategies.

 

It is well presented.  It contains a few grammatical errors that do not affect comprehension of the main ideas and uses an adequate range of vocabulary.

The artist-statement may make a brief reference to engagement with the creative process that produced the artwork but could have been much more personal, detailed or clear.

 

It partially explains how the artwork relates to the work of the artist(s) that inspired it but seems formulaic and less than compelling.

 

*The artist-statement attempts to explain the student’s design strategies, image-development strategies but fails in or omits one or more area.

 

Presentation is a little careless.  It may contain grammatical errors that affect comprehension of some ideas.

The artist-statement makes no reference to the student’s engagement with the creative process.

 

It is unclear or unconvincing about how the artwork relates to the work of artist(s) that inspired it.

 

The artist-statement is unclear or unconvincing about the student’s *design strategies and image-development strategies.

 

 Some or all of the above are missing altogether.

 

Presentation is careless. The grammar is poor, confused or incomprehensible.

Artist Statement Rubric for Kindergarten and Junior students

All artist statements should include the student’s name, grade and school and the title of the artwork if applicable

 

Excellent

Good

Satisfactory

Artist statement

K - Grade 5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

* See Artist statement Rubric for Senior, Intermediate and Junior Students (above)

 

The artist-statement contains details of the medium used and the style used.

 

The artist and art-movement that inspired the work is named and the key elements of the movement are identified.

 

The student’s personal reasons for creating the artwork are clearly identified.

 

Further information, as per the *guidance for higher grades, may be included.

 

It is well presented and uses excellent grammar and rich vocabulary

The artist-statement contains details of the medium used and the style used.

 

The artist and/or art-movement that inspired the work are named.

 

There is an attempt to identify the student’s personal reasons for creating this artwork.

 

It is well presented.

 

It may contain a few grammatical errors that do not affect comprehension of the main ideas and uses an adequate range of vocabulary.

The artist-statement contains details of the medium used.

 

The artist and/or art-movement that inspired the work are named.

 

Presentation is a little careless.

 

It may contain grammatical errors that do affect comprehension of some ideas.

 

Vocabulary is limited or inappropriate.

 

Appendix 1.

Teachers, you may like to encourage your students to use this information, or parts of it, as a guide for them to appreciate and self-evaluate their work when considering their artist statements. It is by no means mandatory but may help to better document the students’ artistic process from inspiration by the art from another time or place to their own personal interpretation in their artwork.

Image Development and Design Strategies (from BC curriculum)

The visual arts involve the use of image sources and image-development and design strategies to transform ideas and experiences into visual images. (Note that “image” is used to describe all visual forms, 2-D, 3-D and time-based.) Image sources provide the inspiration for the creation of an artwork. Image sources include:

Image-development strategies are the processes used to transform these ideas and experiences in a particular way for particular effects. Image-development strategies include:

distortion—misrepresenting and pulling out of shape any part of an image
elaboration—embellishing or adding detail to part or all of an image
exaggeration—over-emphasizing or intensifying a portion or aspect of an image
fragmentation—detaching, isolating, or breaking up part or all of an image
juxtaposition—placing like or contrasting images or elements side-by-side in a way that changes the meaning or effect of each
magnification—increasing the apparent size of some or all of the elements in an image
metamorphosis—changing an image from one form to another
minification—decreasing the apparent size of an image
multiplication—reiterating or restating part or all of an image
personification—giving human characteristics to nonhuman forms
point of view—positioning the viewer physically relative to the created image
reversal—turning inside out, inverting, transposing, or converting to the opposite an effect in all or a portion of an image
rotation—revolving, moving, or rearranging an image or parts of an image
serialization—repeating multiple variations of an image in connection with each other
simplification—making an image less complex by the elimination of details.

(This appendix adapted from the source: http://www.bced.gov.bc.ca/irp/pdfs/arts_education/2002visualarts1112_artfoundstudioarts.pdf)