WandererMAI SAITO
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ARTIST STATEMENT
In my recent trip to Japan, I witnessed a busy underground subway culture. The hustle and bustle of Tokyo in the early morning made me think about what each individual’s destination was. Thus, came the idea for Wanderer, where a young boy boards a train. The boy is someone I felt encompassed the essence of adventure seeking. When I created Wanderer, I sought to capture a small fragment of a much larger story. This makes the painting up to the viewer’s interpretation. Where was this boy going? Why was he boarding the train? The background commuters were originally planned to have faces, but I chose otherwise because it defeated the purpose of the boy’s mindset. The painting is in the point of view of the young boy, making everything but his sense of adventure to be unimportant. In the eyes of the character, the passengers were complete strangers, making the surrounding faces of the train attendant and the passengers blurred and blank.
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Resources
INSTRUCTOR
Julie Limerick
Torrey Pines High School
Each of the 4 pieces exhibited by my students are artworks they have created in response to the same prompt assigned to them in November for their Concentration section of their AP portfolios, however these are all very recent compositions. As an AP Studio Art teacher my job is to help my students realize their artistic potential and build their technical mastery by challenging them every step of the way. I assign work by concept and encourage the use of a variety of mediums from student to student rather than introducing specific class assignments. As they progress I often ask them to think of each piece as a "moment in time" or a "frame from a movie", in other words the viewer should linger just a bit longer as they ponder what may happen next, and what may have happened in the moments before this scene occurred. To inspire them and get their engines running I give them the following hand-out.
Julie Limerick
Torrey Pines High School
Each of the 4 pieces exhibited by my students are artworks they have created in response to the same prompt assigned to them in November for their Concentration section of their AP portfolios, however these are all very recent compositions. As an AP Studio Art teacher my job is to help my students realize their artistic potential and build their technical mastery by challenging them every step of the way. I assign work by concept and encourage the use of a variety of mediums from student to student rather than introducing specific class assignments. As they progress I often ask them to think of each piece as a "moment in time" or a "frame from a movie", in other words the viewer should linger just a bit longer as they ponder what may happen next, and what may have happened in the moments before this scene occurred. To inspire them and get their engines running I give them the following hand-out.
LESSON PLAN
What is a Concentration?
What is a Concentration?
