BREADTH
Rationale
The student’s work in this section should demonstrate understanding of the principles of design, including unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale and occupied/unoccupied space . The work should show evidence of conceptual, perceptual, and expressive development, as well as technical skill . The student should be introduced to problems in concept, form and materials as they pertain to three-dimensional design.
Requirements
For this section, students are asked to submit digital images of 8 three- dimensional works, with 2 views of each work, for a total of 16 images. All images should be labeled with dimensions (height 3 width 3 depth) and material . The Digital Submission Web application incorporates space to include this information . Work submitted in the breadth category may be additive, subtractive, and/or fabricated; may include study of relationships among three-dimensional forms; and may include representational or abstract objects .
The best demonstrations of breadth clearly show experimentation and a range of approaches to the work . They do not simply use a variety of media but rather combine a range of conceptual approaches and physical means of creating art . It is possible to do this in a single medium or in a variety of media . When a student chooses to use a single medium — for example, if a Breadth section consists entirely of ceramics — the work must show a variety of applications of design principles . In this category, relief sculptures or very small works, such as jewelry, should be fully visible and
should clearly address three-dimensional issues .
Examples:
• Work that employs line, plane, mass, volume or motion to activate form in space
• Work that suggests rhythm through modular structure
• Work that uses light or shadow to determine form, with particular attention to
surface and interior space
• Work that demonstrates an understanding of symmetry and asymmetry
• Assemblage or constructed work that transforms materials or object identity
through the manipulation of proportion/scale
• Work in which the color and texture unify or balance the overall form of the piece
• Work that explores the transition from organic to mechanical form
Students may not submit images of the same work that they are submitting for the
Concentration section . Submitting images of the same work for Concentration
(Section II) and Breadth (Section III) may negatively affect a student’s score.
The student’s work in this section should demonstrate understanding of the principles of design, including unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale and occupied/unoccupied space . The work should show evidence of conceptual, perceptual, and expressive development, as well as technical skill . The student should be introduced to problems in concept, form and materials as they pertain to three-dimensional design.
Requirements
For this section, students are asked to submit digital images of 8 three- dimensional works, with 2 views of each work, for a total of 16 images. All images should be labeled with dimensions (height 3 width 3 depth) and material . The Digital Submission Web application incorporates space to include this information . Work submitted in the breadth category may be additive, subtractive, and/or fabricated; may include study of relationships among three-dimensional forms; and may include representational or abstract objects .
The best demonstrations of breadth clearly show experimentation and a range of approaches to the work . They do not simply use a variety of media but rather combine a range of conceptual approaches and physical means of creating art . It is possible to do this in a single medium or in a variety of media . When a student chooses to use a single medium — for example, if a Breadth section consists entirely of ceramics — the work must show a variety of applications of design principles . In this category, relief sculptures or very small works, such as jewelry, should be fully visible and
should clearly address three-dimensional issues .
Examples:
• Work that employs line, plane, mass, volume or motion to activate form in space
• Work that suggests rhythm through modular structure
• Work that uses light or shadow to determine form, with particular attention to
surface and interior space
• Work that demonstrates an understanding of symmetry and asymmetry
• Assemblage or constructed work that transforms materials or object identity
through the manipulation of proportion/scale
• Work in which the color and texture unify or balance the overall form of the piece
• Work that explores the transition from organic to mechanical form
Students may not submit images of the same work that they are submitting for the
Concentration section . Submitting images of the same work for Concentration
(Section II) and Breadth (Section III) may negatively affect a student’s score.