My concentration focuses on movement. This idea was originally inspired by my life as a ballerina & my love for dance. Ballet is a precise & graceful dance form, comprised of simultaneously liquid & highly formalized gestures and steps. It can express thought or emotions by being exciting, provoking, lively, disturbing or magical; it’s used to communicate or tell a story. My sculptures portray the connection & meaning of dance through rhythm & repetition, movement, unity, time, & balance.
Initially I thought of representing common dance movements in sculptural forms. Ballet is characterized by fluid movements, and in 1-4, I portray growth through unfolding, slow turning, and more vigorous spiraling, where movement is so quick, that images of the dancer are almost superimposed. I then thought about freezing this motion in 5 & created a “freeze-frame” image based on a single jumping movement. This shows the sequence of movements, breakdown and force required to perform a step. Time, or a 4th dimension, is portrayed in these works too. The pirouette-like illusion of 6 also references the texture of a tutu. I then thought of the way dance serves as a nonverbal language or form of communication, and the sequence of movements come together to convey an emotion or mood. Whether swaying in unison, jumping sequentially, drifting calmly, or being thrown like a projectile, a variety of emotions are evoked in the audience, each viewer interpreting and responding differently. I attempted to show lightness and the way in which a dance traverses space in 9. Finally I thought of the contrast of solo dances versus group or chorus interaction, and the need for perfect timing and synchronization as shown in 9-12.
Score (on a 6-point scale)6
Rationale for Score
In this section:
- As written in the statement, the student’s topic and the work presented are unmistakably and coherently integrated.
- This body of work demonstrates convincing evidence of informed decision making and discovery. Inspired by movement in dance, the student begins her concentration thinking about the fluid movement in ballet (images 1-4) where she portrays “growth through unfolding, slow turning, and more vigorous spiraling, where movement is so quick, that images of the dancer are almost superimposed”. She then moves to creating an abstracted “freeze-Frame image based on a single jumping movement” considering the 3D principle of time (image 5). She furthers her discovery in image 9 where she “attempted to show lightness and the way in which a dance traverses space”. The final works show “the contrast of solo dances versus group or chorus interaction, and the need for perfect timing and synchronization as shown in images 9-12.
- The work clearly demonstrates an original vision, innovative ideas and risk taking. The artist translates movements of dance into abstracted ceramic forms using mixed media: image 7 translates the feeling of “being thrown like a projectile”. In image 11 we see the translation of dancing in unison; the ellipses conveying a sense of rhythm.
- An evocative, engaging theme is sustained through most of the work. Without exception, each artwork relates to the central idea of movement.
- The work shows a thorough understanding and effective application of 3-D design principles: variety (images 1, 7), balance (image 6 – radial balance, image 8 – asymmetrical balance), emphasis (image 12 – the upward thrust toward the small lips of each vessel), contrast of texture (images 6, 7 and 8), rhythm (image 11), repetition of form (images 5, 10, and 12), proportion and scale (image 8 – the juxtaposition of the smooth vessel form and the larger woven appendage on top), occupied/unoccupied space (images 3 and 4 – where the fluid voids in the spiraling form activates positive and negative space) and time (image 9), the artist “attempted to show lightness and the way in which a dance traverses [time and] space”.
- The work conveys a sense of successful transformation and growth. In image 1 the work explores unfolding and overlapping planes. Images 3 and 4 convey the exploration of the active use of occupied/unoccupied space, while images 6 and 7 demonstrate a use of spherical forms; and images 5 and 9 where a more linear approach is explored.
- The work is technically excellent. In image 1, the student not only experiments with layering slab, but also activates the edges of the work in the way they applied the glaze. The use of a range of materials such as wire, toothpicks, shoe polish and a found branch combined with porcelain is technically successful and inventive.