PERFORMANCE TASK
Your final metals project will communicate a theme that uniquely resonates with you while also showcasing the skills you have learned in the first quarter.
THEME
Use these themes as a “jumping off point” to develop and inspire your design…
- A specific person OR place influential to you
- A specific plant, animal or ʻaumakua
- Words (depict these visually without adding actual words to your piece)
- The lyrics of a song
- The words of a poem
- Olelo Noʻeau
- Quotes
- Identity
- Emotions
- Experiences
- Dreams
- Spirituality, beliefs and values
- Ancestry
- Society
- Sustainability
- Gender (feminism, etc)
- Diversity
Remember: your theme needs to hold unique significance to you. Be hesitant of overused imagery like hearts, stars, horoscope signs, generic flowers OR sawing out one of the islands. As always, DO NOT use copyrighted imagery like Disney characters or logos.
TECHNIQUE
Design a project that either…
- Challenges your ability to pierce while also including some soldered elements (joint or sweat soldered).
- Challenges your ability to sweat solder, adding several layers together (3+ layers)
- Challenges your ability to bezel set stones. Do this by piercing the backplate behind the stone AND adding multiple settings.
OR…
- Challenges you to learn a new skill. The following will be demonstrated at the start of this unit:
- Making your own glass fuzed cabochons
- Enameling copper
- Tube Setting (watch demo video in “How-To Videos” tab)
ANNOTATION
Craftsmanship
Sawing is smooth and shows refinement using files/dremel tools.
Student utilized tube-setting techniques to set cubic zirconia stones representing family.
Student worked with multiple forms of media with metal and glass.
The surface treatment is considered with sanding and polishing.
Two forms of soldering were used (soldering iron and with a torch)
Design Process
Student worked independently, using the class website to learn from class demo-videos and examples of previous student work.
Student first sketched work and provided meaningful reflection afterward to help progress the work further beyond this project.
Intended Communication
Student utilized specific materials as visual symbols (cubic zirconia stones represent family).
The intended communication is almost too clear and comes across as less sophisticated.
To be considered advanced
Student would use more advanced symbolism (avoid the heart) to solicit more emotion and a stronger connection with the viewer.
Student may add more 3D elements to the piece to make it more dynamic.
Student may have considered adding a patina (color) to the tree or using color with the stones chosen to set.