Perspective: Summative Assessment
This assessment required us to study different perspectives and to recognise something called the vanishing point. A vanishing point is when you can see two parallel lines look like they are meeting due to the long distance that we can see in the picture. We did a lot of work and art exercises that helped us plan for our final assessment, some of which I'll be showing now.
This was a piece of work that required us to create a box of some sort using perspective. This was to show our teacher, Mr Keys, our current knowledge of perspective and the vanishing point. We also used tone and shading to create a more realistic perspective of something being far away or closer to us.
After practising our perspective, tone, shading skills and showcasing what we knew about perspective, it was time for us to start planning for our final piece. The Crivelli investigation we did earlier played a big part in planning for our final assessment as it shows great and expert usage of perspective and it also showcases 2 stories, one main story which most viewers are able to catch instantly and a second story that viewers had to look twice to see. TO plan for our piece we were told to create a mind map discussing what our main story will be, what our hidden story will be, the setting and hat is needed for it. The ideas that I wrote down on the mind map were not the ideas that I used for my final piece.
Our Final assessment
After a few weeks and lessons of preparing and taking pictures for our final assessment perspective piece, it was time to start working on it.​
<--This was the picture I took
This is what we drew on the back with a thick graphite pencil. This was so that we were able to trace the things we wanted from the picture into our final piece. From the picture I took, I traced out all the people shown in the picture, the table since that is the most visible example of perspective and the windows in the back.
The main story I put in my artwork is the seen on the 2 blackboards at the back and the three people standing straight in front of it. On one of the blackboards it says 2 + 2 = 5 and on the other it says some words of inspiration such as 'Follow your Dreams...' In front of the blackboard which says 2 +2 = 5 we see a student holding up four fingers indicating that 2 + 2 is actually four, opposing what the teacher and the elder students have said which was that 2 + 2 = 5. We see the elder student pointing an 'air gun' towards the student threatening to 'kill' the student for saying what he thinks is right or is right. This is really a representing of not allowing the freedom of speech and expression as powerful and leading figures disallow us from using it but when someone 'breaks their rules' there are consequences. This also shows that 99% of people eventually have to follow the authority' rules but the 1% who actually stand up for themselves for what they think is right or is right have to face consequences. This is a big issue displayed in a small and smart setting.
The smaller story I have put into my artwork also highly relates to what the main story is about. After looking at my artwork a second time you may see that there are only two people with coloured faces, the teacher with the darker blue shirt and the elder student holding the air gun. This relates because in the main story it talks about how people are being told what to do by people with power and of higher class. This small story almost completely represents the main story because it shows that the authority and leading figures are 'the only ones that get a face' representing that they are the only ones allowed to express opinions and make rules whereas the people with no faces are not allowed to have a say over a certain matter but they must have to follow under the cruel leadership of the men with faces.