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scoop
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Posted: Wed Oct 17th, 2007 03:23 am |
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Help needed...first review on Monday.
How do you attach the artwork to the paper inserts inside the plastic page protectors? My D is using an 18 by 24 inch portfolio. If you just slide smaller pieces inside, they tend to fall to the bottom. We tried small sticky squares but they are not strong enough to hold.
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outwest
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Posted: Wed Oct 17th, 2007 04:36 am |
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The way my D did it was to just put a small blob of rubber cement on the center of the back of every picture. You can adjust the picture for the best placement within the sleeve before it dries, too. They don't slide around and it doesn't damage the picture because it can be rubbed off with a finger easily. A lot of stores have quit carrying rubber cement because stupid kids sniff it, but most stationary stores and all art stores will have it. It's cheap, too. There really isn't any substitute for rubber cement for this purpose.
Last edited on Wed Oct 17th, 2007 04:37 am by outwest
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scoop
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Posted: Wed Oct 17th, 2007 09:54 am |
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| Thanks outwest. I didn't know rubber cement rubbed off after it dried. Can't remember that last time I used it! My daughter actually came home with rubber cement yesterday but for some reason didn't think to try that..I think I was avoiding anything that seemed "wet". I appreciate your help very much.
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mackinaw
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Posted: Wed Oct 17th, 2007 02:34 pm |
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Whatever works, I guess. My daughter submitted slides, in a special sheath that had 20 or 24 little pockets on it (4 x 5 or 4 x 6).
Last edited on Wed Oct 17th, 2007 02:35 pm by mackinaw
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scoop
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Posted: Wed Oct 17th, 2007 02:38 pm |
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| This is for Portfolio Review Day where she will showing her original work. I know slides are sent for college application purposes and I'm sure she will do that in the future. Since neither of us know anything about slides yet, I'm glad it's not needed now!
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WestrnMom
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Posted: Wed Oct 17th, 2007 06:28 pm |
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Mine had some that were mounted in boards, but most of her artwork was loose, especially the paintings. They didn't seem to care how it was presented, only that it was accessibly quickly since they are seeing a lot of students in a short amount of time. If she has any chalk/pastels or charcoal drawings be sure that she has blank paper or tissue (there is a special type used by artists) to separate them.
More colleges now are asking for images on CD (or DVD?) rather than slides, so be sure to check into that before she begins applying.
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scoop
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Posted: Wed Oct 17th, 2007 06:37 pm |
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Thanks Westrnmom,
I had already purchased the portfolio case so we will use it, it's good to know that loose is fine. One of her paintings is too large for it. Her hs teacher told her today that static electricity should hold it onto the paper and if not, it was fine if it rested on the bottom of the page. Blu-Tack was another suggestion. I have noticed that many schools want a CD. So many things to learn.Last edited on Wed Oct 17th, 2007 06:50 pm by scoop
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Astrid (Moominmama)
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Posted: Wed Oct 17th, 2007 08:37 pm |
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| SCAD prefers that portfolios be submitted as Powerpoint presentations. Fortunately, my daughter knows how to do this, 'cause I sure don't!
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scoop
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Posted: Wed Oct 17th, 2007 08:49 pm |
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Same here! D2 did a page in powerpoint last year...she was in third grade. I felt way behind the times and told them how I had to type all my papers on a manual typewriter with one of those little white correction tapes
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WestrnMom
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Posted: Wed Oct 17th, 2007 10:56 pm |
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What format they want the portfolio submitted (or if they even want one) with the application would be a good question to ask each art school at the Portfolio day. In my limited experience, if your D's work is extremely good and what they want, they will remember her. Otherwise, they aren't going to remember who asked what questions anyway, or the format of the work. They see far too many students, and they know that a junior is going to grow a lot in the next year.
If your D is going to a public school, they might not need to see a portfolio until the end of sophomore year since the large public universities might not admit into majors until junior year. However, if she has a strong one, she should submit it anyway, even if they say they don't need it, because it never hurts to get accepted into the art program early.
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scoop
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Posted: Tue Oct 23rd, 2007 11:38 am |
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We attended D's first portfolio review yesterday. It was held at a local museum. It was a good (though exhausting) experience since it was on a much smaller scale than those held in larger venues. The blue tac recommended to hold her pictures in the portfolio worked out well. People came with their work in presentation cases, loose in folders, in frames and one boy even had a large sculpture rolled around in a duffle bag. We were there when it opened so the few few lines were short and easy. We were able to make it to four schools in 2.5 hours. It was clear to see that different schools want different things. Most school websites stress that they want observational drawing. My D worked hard to add some new things in and amazingly, most of the schools seemed to want less of that and more of your own style. Things that tell a story. She added a drawing of shoes since that is a portfolio requirement in several place. One school told her to take them out! She spoke to SVA first, which is the school she is most interested in attending. She was the first student of the day and got feedback that was fine, but less enthusiastic then she was expecting. I think she was basing this on the fact that some fellow pre-college students attending a portfolio day recently and got their portfolios accepted on the spot. I reminded her that she is a junior and they were seniors. She has been told that they don't want to see your own style, they want to see that you have the technical skills. Well, they told her that she had the technical skills and they wanted more of her own work! She saw SAIC (Chicago) next. They told her to take out the shoes and commented more on the pieces they really liked. They were very interested in talking to her about the process behind the pieces and she walked away feeliing good. RISD was in the same room and had a fairly short line. She was going to skip it but I told her that any chance to have someone review your work and get practice talking about it is good. She was a bit intimidated by the reputation. Interestingly, RISD gave her some of the best feedback of the day and the rep was very enthusiastic about some of her painting and architectural drawings. She also stopped by the Maine School of Art. We know nothing about the school at this time but they were very helpful and liked her portfolio.
I was very proud of her. It is a very new and humbling experience to be reviewed by college level people. Way out of her comfort zone. She held up very well and though she is quite shy about talking to people, she was very comfortable talking about her art work. One thing I noticed was that they seem to want a good deal of the portfolio to be pieces that are not done as class assignments. I honestly wonder where they think students will get the time on top of a challenging workload that has them doing homework most hours of the day. My D would love to have the time to draw or paint for hours a day but it's just not happening. That is why she is anxious to take the more in depth classes that college will offer. AP studio art is not available at our school so she will have to do the best she can. All in all, it was a good day. We will attend another in two weeks.
Last edited on Tue Oct 23rd, 2007 11:42 am by scoop
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mackinaw
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Posted: Tue Oct 23rd, 2007 05:14 pm |
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Hi Scoop. That sounds like a very useful NPD experience. On the issue of classroom vs. non-classroom products, I think there is a general expectation that even if the art was produced in a class it's better if the particular subject was chosen by the student and not a class exercise as such.
One way that I would look at the seemingly conflicting advice is the way figure skating competitions are done. First there is the "short program" (what used to be called the 'school figures') in which the skaters are asked to demonstrate their command of a set of specific skills, and then there is the "long program" ('free style') in which the artists can be much more creative.
In the case of a portfolio, the "school figures" aspect is that the artist should demonstrate that she is able to draw, and to draw what she sees from life (not to copy a photo), and that she has an understanding of color, perspective, and other basics. The "free style" is where the artist shows command of a wider range of expressive or creative skills, working in various media, with various subjects, perhaps less representational and more abstract work, and so on.
The better portfolios, IMO, will serve two goals, answer two questions: Do you command the basics? Are you creative? The distinction between the two doesn't correspond exactly to whether something is "from class" or "on your own," but rather whether it was a very specific assignment (draw a cat, draw some shoes, etc.) or instead was an assignment in which the student got to choose the subject and perhaps the medium, or perhaps even was given a "problem" and asked to devise a solution without a lot of guidance (i.e., allowed to let her own creativity take over -- while also demonstrating command of the basic skills). (I might add that I've also heard negative comments made about students' work that was cartoonish, so that's probably another trap to avoid, even if the student hopes to go into animation, if the evaluator is looking for the artist's ability to draw things "from life".)
I understand what you're saying about the lack of free time. But between now and, say, 14 months from now when your daughter would be submitting a finished portfolio, her work is going to be improving a lot, and her best work is likely to be pieces that she hasn't yet done. This doesn't mean her portfolio wouldn't include some of the things that she now has done, but that she still has time to add several good pieces -- whether done in a class or not -- that are not, strictly speaking, specific exercises or assignments as I described this term above. Keep in mind also that one or two pieces in the portfolio might also come from your daughter's sketchbook. BTW/ it's to assess the progression in the artist's work that the schools ask that the artist date each piece (e.g., by month and year).
Last edited on Tue Oct 23rd, 2007 08:05 pm by mackinaw
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WestrnMom
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Posted: Tue Oct 23rd, 2007 08:16 pm |
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Scoop, a few more things to think about. When students take AP art, they must include very specific assignments, like a hand drawn from two angles, shoes, certain types of objects (I don't remember the exact list but it's a series that everyone must do). So it's important that they go beyond those requirements, as Mac said, and show originality.
As they progress in an art program and start looking toward grad schools, the requirements change. At that point since the schools have to assume that most artists are competent, they start looking at uniqueness, a theme to one's work, something special that they do that makes them stand out beyond other artists. The sooner she can start to develop her own style, the better. If you knew what to look for in the portfolios that were accepted on the spot, it's a combinaton of advanced skills, vision, and a sense of who she is as an artist. The more selective art schools choose students who are already on their way to being artists, rather than those who are still becoming. If you look at the average age of their freshmen class, you might see that they are older than 18. Some of those schools prefer students who are older and more experienced for a reason, while others mostly enroll students right out of high school.
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scoop
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Posted: Tue Oct 23rd, 2007 09:10 pm |
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| Thanks to both of you for your comments. The RISD rep was the one who complimented her "own style". I think D had been trying to squelch it for the sake of the portfolio, now she feels more comfortable in finding a balance. I very much like the skating comparison, I will share that with her. Any school assignments did consist of her own ideas, there were just one or two that seem to be universal assignments and I think they stood out as such. I appreciate your feedback. Last edited on Wed Oct 24th, 2007 01:00 am by scoop
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vocca
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Posted: Wed Oct 24th, 2007 12:36 am |
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Although not relevant for scoop's D since her school doesn't offer AP studio art, I think it might be useful for others to know that the AP studio art course or portfolio submission no longer requires specific assignments (hands, shoes, etc) as presumably was the case earlier.
If submitting a portfolio in Drawing or 2D Design, the student must submit 5 actual works that show Quality, 12 slides displaying development of a Concentration, and 12 slides that show Breadth, as defined by the College Board:
http://www.collegeboard.com/student/testing/ap/sub_studioart.html?studioart
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scoop
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Posted: Wed Oct 24th, 2007 01:03 am |
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| I read the collegeboard AP information a few months ago. It was very interesting and the site allowed us to see examples of work and how they were graded.
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WestrnMom
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Posted: Wed Oct 24th, 2007 10:20 pm |
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I'm happy to hear they have changed their AP requirements, as the old ones were very rigid.
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pencilnpaper
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Posted: Wed Oct 24th, 2007 11:36 pm |
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| Scoop...Forgive my ignorance....I could not find any link on the AP site, showing examples of work. I only noted a verbal description of the scoring proceedure. Where can you see examples? Thanks!
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scoop
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Posted: Thu Oct 25th, 2007 11:24 am |
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| I found it doing an early morning search some months ago. I will try to locate it again and post the link.
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scoop
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Posted: Thu Oct 25th, 2007 12:54 pm |
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I cannot find the info I saw before. I think it was on the collegeboard AP site...in the educators section. It showed examples of work graded at different levels and an explanation. The best I could come up with this morning are these two links. I'll let you know if I find anything else.
http://www.collegeboard.com/ap/studioart/gallery/index.html
http://www.smmusd.org/samohi/art/ap/portfolio_examples.htmLast edited on Thu Oct 25th, 2007 12:58 pm by scoop
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