Examples
of Concentrations
A concentration should consist of a group of works
that share a single theme—for example, an in-depth study of a particular visual
problem or a variety of ways of handling an interesting subject. Some
concentrations involve sequential works, such as a series of studies that lead
to, and are followed by, more finished works. If a student uses subject matter
as the basis of a concentration, the work should show the development of a
visual language appropriate for that subject. The investigation of a medium in
and of itself, without a strong underlying visual idea, generally does not constitute
a successful concentration. Students should not submit group projects, collaborations,
and/or documentation of projects that merely require an extended period of time
to complete.
The list of possible concentration topics is
infinite. Below are examples of concentrations. They are intended only to
provide a sense of range and should not necessarily be considered “better”
ideas.
• An exploration of patterns and designs found in
nature and/or culture
• A series of works that begins with
representational interpretations and evolves
into abstraction
• A series of landscapes based upon personal
experience of a particular place in
which composition and light are used to intensify
artistic expression
• Design and execution of a children’s book
• Development of a series of identity products
(logo, letterhead, signage, and so
on) for imaginary businesses
• A series of political cartoons using current
events and images
• Abstractions developed from cells and other
microscopic images
• Interpretive portraiture or figure studies that
emphasize dramatic composition
or abstraction
• A personal or family history communicated through
symbols or imagery
• A series of fabric designs, apparel designs, or
weavings used to express
particular themes
Because the range of possible concentrations is so
wide, the number of works the student creates should be dictated by the focus
of the investigation. The chosen visual idea should be explored to the greatest
possible extent. In most cases, students will produce more than 12 works and
select from among them the works that best represent the process of
investigation. If a student has works that are not as well resolved as others,
but that help show the evolution of thinking and of the work, the student
should consider including them. The choice of works to submit should be made to
present the concentration as clearly as possible. When preparing the Section
II, Concentration, slides, the student should give some thought to the sequence
of the slides in the slide sheet. There is no required order; rather, the
slides should be organized to best show the development of the concentration.
In most cases, this would be chronological.