Wanyuan | Middle school students art exhibition

In a blink of an eye, it is nearing the end of the semester. After several months of study and exploration, the students produced many great outcomes in the art class . The Wanyuan City Association and the Bilingual Junior Middle School Art Exhibition is presented by Mr. Jim and Wang Bing .

转眼一个学期又接近尾声，经过几个月的学习和探索，同学们在美术课的学习上收获满满，万源城协和双语学校初中部美术作品展也在王冰老师和Mr.Jim老师的精心策划下开展了。

Grade 6

Printmaking: Drypoint.Artists; Frida Kahlo and Rembrandt.Students discussed self-portraiture and the phenomenon of “the selfie”. Students took an expressive “selfie” and created a pen drawing from this. We used this pen drawing to guide our Drypoints.

版画：铜版画
艺术家：弗里达和伦勃朗学生讨论了自画像和“自拍”现象本质的差别。学生们给自己拍摄了富有表现力的“自拍”照，并从中创作了一幅钢笔画。我们以此来指导我们的铜版画创作。

Creative process创作过程：

Final work作品欣赏：

Grade 6

Design: Personal LogoFirst we studied and understood the elements and principals of design.Next we agreed on five principals of logo design as criteria for our brief;1) Keep it Simple,

2) Make it Memorable,

3) Make it Fresh,

4) Make it Proportional and Well Balanced and

5) Graphic Device and Typeface Work Together. We especially focused on a memorable idea and creative Typeface.

设计：个人标志首先，我们研究并理解设计的要素和原则。接下来，我们把标志设计的五个原则作为我们的设计标准。 1）保持简洁；

2）让它难忘；

3）让它具有新鲜感；

4）使它成比例和平衡；

5）图文结合紧密。

我们会特别关注一个好想法和创意。

Creative process创作过程：

Final work作品欣赏：

Grade 7

Painting：AcrylicArtist: Albert GleizesUsing only the Primary Colours and white each student painted a panel. We chose the work of Albert Gleizes to follow because of his use of neutral colours. The students learnt about Cubism and one advantage of following this style was each panel became an abstract work allowing the students to concentrate on colour.

绘画：丙烯艺术家：Albert Gleizes每个学生仅使用三原色和白色进行色彩的调和训练。我们之所以选择Albert Gleizes的作品，是因为他使用了中性色。学生们了解了立体主义，并且遵循这种风格，这使得每个小组都完成了一幅抽象的作品，它的有点在于让学生更加专注于色彩。

Creative process创作过程：

Final work作品欣赏：

Grade 7

Sculpture：plaster of Paris bandage, newspaper, wire, wood.Artist: Louise BourgeoisTo celebrate Louise Bourgeois’ work coming to Shanghai we researched Maman (1999) : a bronze, stainless steel, and marble sculpture. The sculpture, which depicts a spider, is among the world’s largest, measuring over 30 ft high and over 33 ft wide (927 x 891 x 1024 cm). The title is the familiar French word for Mother (akin to Mummy). Maman (1999) alludes to the strength of Bourgeois’ mother, with metaphors of spinning, weaving, nurture and protection. Her mother, Josephine, was a woman who repaired tapestries in her father’s textile restoration workshop in Paris.

The students chose an animal to sculpt that would represent a family member metaphorically. They were to accentuate certain features of the animal to reinforce the metaphor.

雕塑：石膏纱布艺术家：路易斯·布尔乔亚为了庆祝路易斯·布尔乔亚的作品来到上海，我们研究了她的作品《Maman》（1999）：青铜，不锈钢和大理石雕塑。这幅描绘蜘蛛的雕塑是世界上最大的雕塑，高30英尺，宽33英尺（827 x 891 x 1024厘米）。标题是母亲熟悉的法语单词（类似于妈咪）。 Maman（1999）暗示了Bourgeois的母亲的力量，隐喻着旋转、编织、培育和保护。她的母亲约瑟芬在他父亲的纺织品修复工场修理挂毯的工作。学生们选择了一种动物来代表一个家庭成员，他们要强调动物的某些特征来隐喻跟这位家庭成员之间的联系。

Creative process创作过程：

Final work作品欣赏：

Grade 8

Stop motion：climate changeStudents worked in teams of two to create a short Stop Motion on the theme of Climate Change.

定格动画：气候变化学生们以两人一组的形式创建了一个关于气候变化主题的定格动画。学生先构思确定研究方向，然后创作故事脚本，接下来是场景搭建和拍摄，最后是后期制作。

Creative process创作过程：

Grade 8

Life DrawingWe watched a short documentary on the making of the famous bullet dodging scene from the movie “The Matrix”. We wanted to recreate this effect using student’s life drawing instead of the SLR camera rig used in the movie. We discussed how using life drawing to recreate this movie scene, which at the time was cutting edge technology, emphasized the strengths and reasons to practice life drawing. It was also an opportunity to create a collaborative work.

人物写生我们观看了一部关于电影《黑客帝国》中著名的子弹躲避场景制作的短片。我们希望使用学生的人物写生而不是电影中使用的单反相机来重新创建此效果。我们讨论了如何使用写生作品来重现这个电影场景，这个场景当时是尖端技术，强调了实践写生的优势和理由。这也是一个创建合作工作的机会。

Creative process创作过程：

Final work作品欣赏：

01/02/2019 Upcoming Events