The central idea of my concentration is the automobile. There are several reasons I chose the sculptural beauty of a car as the focal point of my concentration. The first reason for selecting this concentration is because I would like to go into car design as a career. Another reason I selected it is to help me to learn about car design needs. Also, I just like cars and they just interest me. I decided to really focus on the lines and the implied movement through the lines of a fast car.
The reason I did this concentration is that I am trying to show how car designs are fancy and I am trying to use line in design with quick movement. For example, number 12 fits into my concentration because it shows movement with big line and the little puzzle pieces of the car flying off because the car is too fast. They can’t stay on. Another example that further demonstrates my concentration is number 3. Number 3’s design contains random line but it gives the car speed. The car isn’t moving but the line gives the car movement and speed. The same thing is happening in many other artworks in my concentration. The cars aren’t moving but the cars look fast and speedy because of the lines I used. Number 7 also fits into my concentration because the line gives movement to the car but, it is slightly different because the line isn’t fancy it is rough. In number 9 and 10 I used lines to create movement but I also changed the background to help create movement.
Score (on a 6-point scale)6/6
Rationale for Score
• This excellent investigation of automotive designs illustrates effective conceptual and visual decision-making using diverse solutions that are convincingly coherent.
• The images demonstrate thorough understanding and innovative use of 2-D design principles. For example, color and line are employed effectively to describe motion and implied form in images 11 and 12. Rhythmic figure-ground relationships also contribute to dynamic compositions.
• Sophisticated technical skills abound in the seamless integration of mediums.
• Personal vision and student voice are prominent throughout the body of works. Conceptual and visual solutions are documented simultaneously in images 7, 9 and 10.