Alexander Mackenzie H.S.

(905) 884-0554 alexander.mackenzie.hs@yrdsb.ca
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Artist Demonstration Details

Dance

Applicants to Dance Arts Mackenzie will be asked to apply to creative process to three tasks to complete the e-portfolio requirements of the selection process: 

  1. Technique Exercises (in person during the workshop)
  2. Perform a Piece of Choreography (upload to Google Classroom before workshop)
  3. Artistic Statement (upload to Google Classroom before workshop) 

Workshops will be approximately two hours long and scheduled for the end of January 2025. ePortfolio options also exist. We are looking forward to hearing your performances!

 

TaskDescription and InstructionsCurriculum Alignment
Technique ExercisesStudents who participate in the in person workshop will engage with a series of technique exercises in a variety of styles. Students will learn exercises and perform in solo, small group and large group formats.

Students will:

  • Demonstrate an understanding of the dance techniques and movement vocabularies in a variety of dance forms
  • accurately reproduce dance sequences from the cues provided
  • perform phrases that explore two or more elements of dance

Perform a Piece of Choreography 

(upload to Google Classroom before workshop)

Perform an piece of choreography in your chosen/preferred genre/style to respond to an issue that is personally meaningful to you (1 minute minimum) (Ex: calm before the storm, protecting our water, bullying, deforestation, global warming, etc) 

Students may choose to use an already learned piece of choreography if preferred. If students choose this option for Task B, they must identify the choreographer. 

Students will be required to do a 20 to 45 second introduction video opening that states:

  • Their name
  • Genre of dance performed
  • Choreographer (if not themselves)
  • Issue Picked
  • Why You Picked The Issue and How The Elements of Dance Communicates Your Message
  • Any additional information related to the dance

Students will:

  • Use choreographic forms and the elements of dance to communicate a respond to an issue that is personally meaningful to you
  • Choose movements and choreographic patterns/forms using the elements of dance
  • Perform the piece of choreography, using a variety of elements of dance as a language to communicate messages through dance performance
  • Communicate, in the introduction video, why the theme is meaningful to them and how the elements dance

Artistic and Reflective Statement 

(upload to Google Classroom before workshop)

Pick two questions to answer, one question from Choice 1 and one question from Choice 2. 

Using approximately 100 to 250 words for each question (e.g. 100 to 250 words for Choice 1 and 100 to 250 words for Choice 2) provide a reflective response. 

You may submit your response as a type response or a video recording. Both options are acceptable and no option is better than the other. Please pick the option that you are most comfortable with and will showcase you!

Choice 1:

  • Thinking about the tasks (technique exercises, choreography), how did your ideas move from good to great?
  • What excited you about creating this work?
  • Who or what inspired you as you created?
  • How did you use and apply feedback (from teachers, friends or family) to create, rehearse and polish your submission? Be specific. 

Choice 2:

  • What is your strength working with others in a team?
  • Tell us about a time when you were challenged during a team activity. How did you overcome that challenge?
  • What excites you about the Arts Mackenzie program?
  • If you were to pick any kitchen utensil to represent your personality, which utensil would it be and why?

Students will:

  • self-reflect on the selection process experience and why they would like to study at Arts Mackenzie
  • identify and give examples of their strengths, interests, and areas for improvement
  • evaluate, using arts terms and language, how effectively they use the elements and examples to communicate their message

Note: an interview might be required if further information is needed to complete the selection process. If this is necessary, the selection team will reach out to families directly. 

All files and portfolio submissions need to be labeled: Last Name, First Name, Dance Arts 2025 Selection Process Which Task Example: Clarke, Catherine. Dance Arts 2025 Task C

TaskDescription and InstructionsCurriculum Allignment
Technique Exercise

Students are invited to perform a variety of technique exercises by: 

  1.  Watching the video(s) and making a recording of your performance of each of the three exercises:
    1. Roll through the spine and rises (Modern)
    2. Plies and tendus (Ballet)
    3. Jazz Combination
  2. Learn the technique of each of the three exercises by engaging with the online tutorials:
    1. Tutorial: Roll through the spine and rises (Modern)
    2. Tutorial: Plies and tendus (Ballet)
    3. Tutorial: Jazz Combination
  3. Film each exercise, individually, and upload to Google Classroom for submission.

Students will:

  • Demonstrate an understanding of the dance techniques and movement vocabularies in a variety of dance forms
  • accurately reproduce dance sequences from the cues provided
  • perform phrases that explore two or more elements of dance
Perform a Piece of Choreography

Perform an piece of choreography in your chosen/preferred genre/style to respond to an issue that is personally meaningful to you (1 minute minimum) (Ex: calm before the storm, protecting our water, bullying, deforestation, global warming, etc). 

Students may choose to use an already learned piece of choreography if preferred. If students choose this option for Task B, they must identify the choreographer. 

Students will be required to do a 20 to 45 second introduction video opening that states: 

  • Their name
  • Genre of dance performed
  • Choreographer (if not themselves)
  • Issue Picked
  • Why You Picked The Issue and How The Elements of Dance Communicates Your Message
  • Any additional information related to the dance

Students will:

  • Use choreographic forms and the elements of dance to communicate a respond to an issue that is personally meaningful to you
  • Choose movements and choreographic patterns/forms using the elements of dance
  • Perform the piece of choreography, using a variety of elements of dance as a language to communicate messages through dance performance
  • Communicate, in the introduction video, why the theme is meaningful to them and how the elements dance
Artistic and Reflective Statement

Pick two questions to answer, one question from Choice 1 and one question from Choice 2.

Using approximately 100 to 250 words for each question (e.g. 100 to 250 words for Choice 1 and 100 to 250 words for Choice 2) provide a reflective response. 

You may submit your response as a type response or a video recording. Both options are acceptable and no option is better than the other. Please pick the option that you are most comfortable with and will showcase you! 

Choice 1:

  • Thinking about the tasks (technique exercises, choreography), how did your ideas move from good to great?
  • What excited you about creating this work?
  • Who or what inspired you as you created?
  • How did you use and apply feedback (from teachers, friends or family) to create, rehearse and polish your submission? Be specific. 

Choice 2:

  • What is your strength working with others in a team?
  • Tell us about a time when you were challenged during a team activity. How did you overcome that challenge?
  • What excites you about the Arts Mackenzie program?
  • If you were to pick any kitchen utensil to represent your personality, which utensil would it be and why?

Students will:

  • self-reflect on the selection process experience and why they would like to study at Arts Mackenzie
  • identify and give examples of their strengths, interests, and areas for improvement
  • evaluate, using arts terms and language, how effectively they use the elements and examples to communicate their message

Note: an interview might be required if further information is needed to complete the selection process. If this is necessary, the selection team will reach out to families directly. 

All files and portfolio submissions need to be labeled: Last Name, First Name, Dance Arts 2025 Selection Process Which Task Example: Clarke, Catherine. Dance Arts 2025 Task C

Dramatic Arts

Applicants to the Dramatic Arts Mackenzie will be asked to apply to the creative process and will have to complete three tasks for the in person workshop requirements of the selection process. EPortfolio options also exist (please see option 2 below). We are looking forward to seeing your performances! Workshops will be scheduled at the end of January 2025. Families will receive the workshop date after December before the end of Dec. 2024. The workshop will consist of: 

  • Performance Task
  • Devised Theatre
  • Artistic Statement

TaskDescription and InstructionsCurriculum Alignment

Performance Task


*You do not need
to prepare
anything -
this will all be
done at the
workshop in
January*

  1. Students will engage in a series of dramatic tasks to demonstrate how
    voice, physicalization, character, and
    artistic choices are demonstrated in
    performance.
  2. Students will rehearse and prepare a
    series of small scenes throughout the
    workshop.
  3. Students are invited to share their
    thought process through giving
    feedback and introducing their
    choices in each scene.

Students will:

  • demonstrate an understanding of the elements
    of drama by selecting dramatic elements when
    participating in the workshop
  • communicate a character’s feelings, perspective
    and message through performances and exercises
  • use the elements of drama, including motivation,vocalisation, physicalization, eye contact, focus and dramatic intention throughout activities and performances
  • demonstrate their understanding of dramatic
    concepts through their choices made while
    participating in the workshop

Devised Theatre


*You do not
need to
prepare
anything -
this will all be
done at the
workshop in
January* 

  1. During the workshop, using
    materials provided by the Dramatic
    Arts Department, students will
    create a short devised scene using
    all aspects of theatre (acting,
    technical theatre).
  2. Students will speak about their
    creative choices.

Students will...

  • apply the creative process, using the elements
    and conventions of drama to communicate
    theatrical ideas
  • explore with the technical theatre process by
    picking images to showcase theatrical ideas
  • show how technical theatre can be used to
    engage an audience and showcase a dramatic
    idea
     

Artistic Statement


*You will be
given time
After The
Workshop to
complete the
reflection* 

Task:
At the end of the workshop, students will
be asked to reflect on the workshop. They
will be asked to reflect on the following
questions:

  1. What makes you passionate about
    studying Dramatic Arts? What is
    something you hope to get out of
    the program?
  2. What excited you about the
    workshop today? Or Who or what
    inspired you today?
  3. What is your strength working with
    others in a team?
  4. Tell us about a time when you were
    challenged during a team activity.
    How did you overcome that
    challenge?
  5. Choose an object that best
    describes you, and explain how
    you are similar to this object.

Students will...

  • self-reflect on the selection process experience and why they would like to study at Arts Mackenzie
  • identify and give examples of their strengths,
    interests, and areas for improvement
  • evaluate, using arts terms and language, how effectively they use the elements and examples to communicate their message

TaskDescription and InstructionsCurriculum Alignment
Performance Task

 

  1. Students are invited to select a monologue
    from the menu of choices available on the
    monologue selection handout.
  2. Students will rehearse, prepare, film and submit
    their chosen monologue.
  3. Students are invited to film a 20 to 45 second introduction to showcase their critical thinking.
    Please see requirements on page two the
    monologue selection handout. 

Students will:

  • demonstrate an understanding of the elements of drama by selecting
    dramatic elements to create a filmed
    monologue performance
     
  • communicate a character’s feelings,
    perspective and message through
    performance
     
  • use the elements of drama, including
    motivation, vocalization,
    physicalization, eye contact, focus and
    dramatic intention, to create a well-rounded, polished performance on film
     
  • demonstrate their understanding of
    dramatic concepts through their
    choices made while filming the
    monologue, including eye contact with
    the camera, technical theatre aspects,
    and camera angles 
Lookbook

 

  1. Students are invited to pretend like they are
    the director and create a lookbook to design
    technical theatre elements for a
    performance.
  2. Students are to follow the step-by-step
    instructions provided on the Lookbook task
    handout to complete this task.
  3. Students are invited to submit their visual representation of theatrical ideas. 

Students will...

  • apply the creative process, using the
    elements and conventions of drama to
    communicate theatrical ideas
  • explore with the technical theatre
    process by picking images to
    showcase theatrical ideas
  • show how technical theatre can be
    used to engage an audience and
    showcase a dramatic idea
     
Artistic Statement

Task:

  1. Pick two questions to answer, one question from Choice 1 and one question from
    Choice 2.
  2. Using approximately 100 to 250 words for each question (e.g. 100 to 250 words for Choice 1 and 100 to 250 words for Choice 2, provide a reflective response.
  3. You may submit your response as a type
    response or a video recording. Both options are acceptable and no option is better than the other. Please pick the option that you are most comfortable with and will show case you!

Choice #1:

  • Thinking about the tasks (monologue
    performance and look book), how did your
    ideas move from good to great?
  • What excited you about creating this work?
  • Who or what inspired you as you created?
  • How did you use and apply feedback (from teachers, friends or family) to create, rehearse and polish your submission? Be specific. 

Choice #2:

  •  What is your strength working with others in a team?
  • Tell us about a time when you were
    challenged during a team activity. How did
    you overcome that challenge?
  • What excites you about the Arts Mackenzie
    program?
  • If you were to pick any kitchen utensil to
    represent your personality, which utensil
    would it be and why?

Students will...

  • self-reflect on the selection process
    experience and why they would like to
    study at Arts Mackenzie
  • identify and give examples of their
    strengths, interests, and areas for
    improvement
  • evaluate, using arts terms and
    language, how effectively they use the
    elements and examples to
    communicate their message

Music

Applicants to Music Arts Mackenzie will be asked to apply the creative and rehearsal processes to work that communicates their understanding and passion for music including technical exercises, collaborative tasks, and music performance. Workshops will be two hours long and scheduled for the end of January 2025. ePortfolio options also exist. We are looking forward to hearing your performances!

TaskDescription and InstructionsCurriculum Alignment
A. Group Warm-up and TechniqueStudents will engage in cooperative games focused on the purpose and role of music in students’ lives. They will also perform a series of technique exercises in a variety of styles as well as musicianship tasks, such as pitch exercises, rhythm games, listening activities. No preparation is required. For technique, see the discipline specific information for which scales will be taught in the group workshop - practicing these in advance will be helpful for candidates.

Students will: 

  • Demonstrate ability to play/sing in tune
  • Communicate an understanding of musicianship concepts: pitch, rhythm, dynamics, etc.
B. Group Performance

Group performance and Collaborative Creative Work: play/sing pieces in two or more parts in large and small groups. Music will be given and taught in the workshop. No preparation is required. 

*Separate in-person workshops will be held for strings, vocal, and instrumental music. 

**Any beginners should email in advance of the group workshop so arrangements can be made. Students with experience on their instrument should follow the selection process for the discipline to which they are applying.

Students will:

  • Apply the elements of music to group performance
  • Display a positive attitude toward the learning process and enthusiasm for collaboration
  • Apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences.
C. Individual Performance**Recorded Own Choice Solo (Optional for students participating in the in-person process) **More details can be found on the discipline specific outlines below.

Students will:

  • Apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music.

Once you have applied to the program on Edsby, you will be sent an invitation to the Arts Mackenzie Music Application Google Classroom.

Woodwind, brass, and percussion candidates will perform the following:

 

RequirementsDescription and InstructionsCurriculum Alignment
A. ScalesPerform the following scales (one octave) – Concert Bb major with arpeggio and Concert Bb chromatic. Play each scale at a comfortable, steady tempo in eighth notes, articulated, ascending and descending This will be taught and modeled in the group workshop.

Students will: 

  • play in tune
  • apply the elements of music through performing
  • use the tools and techniques of musicianship in musical performances
  • demonstrate an understanding of standard musical notation through performance
  • engage in the rehearsal process
B. Selections from Group RepertoireCandidates will perform sections of the pieces rehearsed in the group workshop in small groups, pairs, or individually. No preparation is needed and perfection is not expected. The focus will be on the learning and rehearsal process. Instructors will assist as needed.As above
C. Recorded Own Choice Solo (recommended)Perform a solo (ex. solo piece, etude, excerpt of something you are working on, etc.) of your choice on your instrument. Solos can be accompanied or unaccompanied. These should be submitted via google classroom one week prior to the group workshop.This is an opportunity to further demonstrate your artistic skill, musicianship, and potential.

*Students applying to the instrumental program as beginners can make alternative arrangements for the group workshop and individual selection process via Google Classroom or by emailing. Please note the instrument you would like to learn and any prior music experience, such as alternative instruments (i.e. Piano).

Once you have applied to the program on Edsby, you will be sent an invitation to the Arts Mackenzie Music Application Classroom.

Violin, viola, cello, string bass and harp candidates will perform the following:

RequirementsDescription and InstructionsCurriculum Alignment
A. ScalesPerform the following scales (two octaves) – D and Bb major with arpeggio and D chromatic. Play each scale at a comfortable steady tempo in eighth notes, ascending and descending. This will be taught and modeled in the group workshop.

Students will: 

  • play in tune
  • apply the elements of music through performing
  • use the tools and techniques of musicianship in musical performances
  • demonstrate an understanding of standard musical notation through performance
  • engage in the rehearsal process
B. Selections from Group RepertoireCandidates will perform sections of the pieces rehearsed in the group workshop in small groups or individually. No preparation is needed and perfection is not expected. The focus will be on the learning and rehearsal process. Instructors will assist as needed.As above
C. Recorded Own Choice Solo (recommended)

Perform two contrasting solos of your choice on your instrument. 

  • These solos should demonstrate differences in technique, style and tempo.
  • Solos can be accompanied, but this is not mandatory.
  • Solos should be uploaded on google classroom one week prior to the group workshop.
The own choice solos are an opportunity to further demonstrate your artistic skill, musicianship, and potential on your instrument.

* Students applying to the strings program as beginners can make alternative arrangements for the group workshop and individual selection process via Google Classroom or by emailing. Please note the instrument you wish to learn and any prior music experience, such as alternative instruments (i.e. Piano).

Once you have applied to the program on Edsby, you will be sent an invitation to the Arts Mackenzie Music Application Classroom. Here you will submit the required materials for the portfolio evaluation.

Vocal music candidates will perform the following:

RequirementsDescription and InstructionsCurriculum Alignment
A. Technical exercisesPerform warm-up/technical exercises assisted by a vocal coach at the piano. No preparation is required. This will be modeled in the group workshop.

Students will: 

  • sing in tune
  • apply the elements of music through performing
  • use the tools and techniques of musicianship in musical performances
  • demonstrate an understanding of standard musical notation through performance
  • engage in the rehearsal process
B. Selections from Group RepertoireCandidates will perform sections of the pieces rehearsed in the group workshop in small groups, pairs, or individually. No preparation is needed and perfection is not expected. The focus will be on the learning and rehearsal process. Instructors will assist as needed.As above
C. Recorded Own Choice Solo (recommended)Choose a piece that showcases your skills and range, but most importantly one you feel comfortable with and can perform well. Solos should be uploaded on google classroom one week prior to the group workshop.The own choice solo is an opportunity to further demonstrate your artistic skill, musicianship, and potential.

Once you have applied to the program on Edsby, you will be sent an invitation to the Arts Mackenzie Music Application Classroom. Here you will submit the required materials for the portfolio evaluation.

Make a video of you performing the requirements and submit a personal statement. The sound quality of this video is the most important aspect - the production quality of the video will not be assessed. Each piece or task can be a separate file, but clearly label the files.

RequirementsDescription and InstructionsCurriculum Alignment
A. Etude and Scales (mandatory)
  1. Using a woodwind, brass, or percussion instrument, perform the etude given on Classroom.
  2. Perform the following scales (one octave) – Concert Bb major with arpeggio and Concert Bb chromatic. Play each scale at a comfortable steady tempo in eighth notes, ascending and descending.

Students will: 

  • play in tune
  • apply the elements of music through performing
  • use the tools and techniques of musicianship in musical performances
  • demonstrate an understanding of standard musical notation through performance
  • engage in the rehearsal process
B. Own Choice Solo (mandatory)Perform a solo of your choice on your instrument. Solos can be accompanied on the video, but this is not mandatory.As above
C. Personal Statement (mandatory)

Applicants have the opportunity to share a bit about themselves with the adjudication committee via one of the following two options: 

  1. A written personal statement (maximum 250 words) or
  2. A short video (maximum 2 minutes).

Personal statement Questions to consider: 

  • Why are you interested in pursuing music in a Regional Arts Program?
  • Why is music important to you?
  • Tell us about your musical background and recent experience.
  • What are the qualities of a successful musician?
  • What are your musical strengths?
 

Once you have applied to the program on Edsby, you will be sent an invitation to the Arts Mackenzie Music Application Classroom. Here you will submit the required materials for the portfolio evaluation.

Make a video of you performing on the violin, viola, cello, string bass or harp. The sound quality of this video is the most important aspect - the production quality of the video will not be assessed. Each piece or task can be a separate file, but clearly label the files.

RequirementsDescription and InstructionsCurriculum Alignment
A. Scales (mandatory)Perform the following scales (two octaves) – D and Bb major with arpeggio and D chromatic. Play each scale at a comfortable steady tempo in eighth notes, ascending and descending.

Students will: 

  • play in tune
  • apply the elements of music through performing
  • use the tools and techniques of musicianship in musical performances
  • demonstrate an understanding of standard musical notation through performance
  • engage in the rehearsal process
B. Two Own Choice Solos (mandatory)

Perform two contrasting solos of your choice on your instrument. 

  • These solos should demonstrate differences in technique, style and tempo.
  • Solos can be accompanied on the video, but this is not mandatory.
  • Please limit the length of each solo to a maximum of two minutes due to file upload sizes (partial performances of longer pieces are fine).
As above
C. Personal Statement (mandatory)

Applicants have the opportunity to share a bit about themselves with the adjudication committee via one of the following two options: 

  1. A written personal statement (maximum 250 words) or
  2. A short video (maximum 2 minutes).

Personal statement Questions to consider: 

  • Why are you interested in pursuing music in a Regional Arts Program?
  • Why is music important to you?
  • Tell us about your musical background and recent experience.
  • What are the qualities of a successful musician?
  • What are your musical strengths?
 

Once you have applied to the program on Edsby, you will be sent an invitation to the Arts Mackenzie Music Application Classroom. Here you will submit the required materials for the portfolio evaluation.

Make a video of you singing. The sound quality of this video is the most important aspect - the production quality of the video will not be assessed. Each piece or task can be a separate file, but clearly label the files.

RequirementsDescription and InstructionsCurriculum Alignment
A. Specific Pieces (mandatory)
  1. One piece chosen from the music given on Classroom. The accompaniment track should be heard on your recording along with your performance (record on a different device than you are playing the accompaniment on).
  2. Perform “O Canada” unaccompanied.

Students will: 

  • sing in tune
  • apply the elements of music through performing
  • use the tools and techniques of musicianship in musical performances
  • demonstrate an understanding of standard musical notation through performance
  • engage in the rehearsal process
B. Own Choice Solo (mandatory)
  • Perform a solo of your choice
  • Choose a piece that showcases your skills and ability. If possible, try to contrast to the other pieces you have performed.
  • Please limit the length of your solo to a maximum of two minutes due to file upload sizes (partial performances of longer pieces is fine).
As above
C. Personal Statement (mandatory)

Applicants have the opportunity to share a bit about themselves with the adjudication committee via one of the following two options: 

  1. A written personal statement (maximum 250 words) or
  2. A short video (maximum 2 minutes).

Personal statement Questions to consider: 

  • Why are you interested in pursuing music in a Regional Arts Program?
  • Why is music important to you?
  • Tell us about your musical background and recent experience.
  • What are the qualities of a successful musician?
  • What are your musical strengths?
 

Visual Arts

Once you have applied to the program on Edsby, you will be sent an invitation to the Arts Mackenzie - VIsual Arts Program

Task - Figure Drawing Lesson, Prompt Creativity Challenge and Portfolio

During our 2 hour workshop, students will be taught a lesson on figure drawing and will be given the opportunity to draw the human figure from a live model. This will be run similarly to how our Arts classes experience and are taught figure drawing. They will then respond to one of the prompt options and create a visual response using a choice of mediums available to them in the classroom. A short lesson will be delivered on the various materials they may use. 

We consider these tasks to be as much about process as final results and encourage students to consider their creative response as an exercise in experimental thinking and risk-taking more than as final presentations or examples of technical proficiency. No particular outcome is valued more than another, so students will be encouraged to feel free to explore the full range of possible expressions in these works. Through this task we ask that students demonstrate tenacity, creative play, skill, divergent and critical thinking. 

Each of these prompts has more than one meaning or usage and students might want to begin by referring to dictionary sources to expand their initial reaction about a direction before they arrive to the workshop. Students can come to the workshop with an idea of how they might respond to their chosen prompt, however all work will be created at the workshop. The workshop experience will be very much like a day in the visual arts program at Alexander Mackenzie High School, where we encourage movement, dialogue, questions and discussions between students and teachers - a sharing of the creative process. 

Select one of the following prompts to explore visually: 

  • A unique method of transportation
  • Change the meaning or function of an everyday object
  • Interpret a song, a sound or a noise
  • Transformation
Deliverables/ artifactsDescription and InstructionsAssessment Criteria
A. Prompt artwork - Process workYour creative process. Images of your ideas, sketches, notes, etc.
  • The student demonstrates an understanding of the principles and elements of art and how to employ them in their chosen art form
  • The student can demonstrate an understanding of the conventions used by artists
  • The student can demonstrate an understanding of the ways artists present their works
  • The student can explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works
  • The student has provided evidence of the creative process, including research, rough drafts, resources, and inspiration. Problem solving and multiple solutions considered
  • The student demonstrates the use of a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of artwork
  • The student demonstrates the use of exploration/experimentation, reflection, and revision when producing art
  • The student is effectively able to communicate a specific idea, message or mood with their intended audience. The prompt is evident in their art piece
  • Use appropriate practices to prepare their art works for presentation
  • The student has been able to apply the principles and elements of design in a cohesive composition They have also taken into consideration compositional devices such as the rule of thirds
  • Student demonstrates control of materials
B. Prompt artwork - Final Artifact / ArtworkYour final design solution. An image of your final artwork. The culmination of your creative play, experimentation, research and efforts.See above
C. Figure DrawingApplicants have the opportunity to create a number of figure drawings while being taught a lesson on gesture drawing and contour drawing
  • The student listens to instructions and can follow along with the tasks given
  • The student shows dedication and focus on the task at hand
  • The students can demonstrate understanding of the conventions taught in the workshop
D. Portfolio (this will be brought in with the student on their workshop day and be sent home with them at the end of the workshop)

Applicants have the opportunity to share more of their creative work with the adjudication committee by submitting portfolio works in the categories below: -self portrait (any medium) -still life (drawing or painting) -sculptural - 3D work (in any materials) -sketchbook pages that demonstrate your passion and creativity. May also include process work for one of the portfolio pieces -two optional works in any medium 

* where it states ‘in any medium’ this could be: traditional (ie. painting, drawing), digital (ie. film, photography ,animation), mixed media, 3D work, etc. 

*each of the above artworks can include the following information in the form of a credit note: title, size, medium, date created, short description (two sentences). This information can be paper clipped to the artwork, accompanied on a sheet of paper submitted along with the artwork, or in any other manner the student chooses to present it with the artworks.

  • The student demonstrates an understanding of the principles and elements of art and how to employ them in their chosen art form
  • The student can demonstrate an understanding of the conventions used by artists
  • The student can demonstrate an understanding of the ways artists present their works
  • The student can explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works
  • Student demonstrates control of materials
   

Task - Prompt Artwork and Visual Arts E-Portfolio

Choose one of the following prompt options and create a visual response using any medium you prefer (no restrictions). We consider this task to be as much about process as presentation and encourage you to consider your submission as exercises in experimental thinking and risk-taking more than as final presentations or examples of technical proficiency. No particular outcome is valued more than another, so feel free to explore the full range of possible expressions in these works. Through this task we ask that students demonstrate tenacity, creative play, skill, divergent and critical thinking. 

Each of these prompts has more than one meaning or usage and you might want to begin by referring to dictionary sources to expand your initial reaction about a direction. Select one of the following prompts to explore visually: 

  • A unique method of transportation
  • Change the meaning or function of an everyday object
  • Interpret a song, a sound or a noise
  • Transformation
Deliverables/ artifactsDescription and InstructionsAssessment Criteria
A. Prompt artwork - Process portfolioYour creative process. Images of your sketchbook, references, annotations, thumbnail sketches and or journaling. We are interested in seeing your creative process.
  • The student demonstrates an understanding of the principles and elements of art and how to employ them in their chosen art form
  • The student can demonstrate an understanding of the conventions used by artists
  • The student can demonstrate an understanding of the ways artists present their works
  • The student can explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works
  • The student has provided evidence of the creative process, including research, rough drafts, resources, and inspiration. Problem solving and multiple solutions considered
  • The student demonstrates the use of a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of artwork
  • The student demonstrates the use of exploration/experimentation, reflection, and revision when producing art
  • The student is effectively able to communicate a specific idea, message or mood with their intended audience. The prompt is evident in their art piece
  • Use appropriate practices to prepare their art works for presentation
  • The student has been able to apply the principles and elements of design in a cohesive composition They have also taken into consideration compositional devices such as the rule of thirds
  • Student demonstrates control of materials
B. Prompt artwork - Final Artifact / ArtworkYour final design solution. An image of your final artwork. The culmination of your creative play, experimentation, research and efforts. If your final design is 3D please take and submit three photographs from different angles.See above
C.Prompt artwork - Written or Short Video Self Critique / Reflection

Applicants have the opportunity to share their creative process and final task artwork with the adjudicators via one of the following two options: 

  1. A written self critique (maximum 250 words)
  2. A short video (maximum of 60 seconds)
  • The student uses a variety of strategies to identify and reflect on the qualities of their own art works
  • The student uses appropriate terminology when identifying and describing the use of elements and principles of design in their artwork
  • The student can articulate themselves in the personal statement with details and personal insight
D. Virtual Portfolio

Applicants have the opportunity to share more of their creative work with the adjudication committee by submitting portfolio works in the categories below: -self portrait (any medium) -still life (drawing or painting) -sculptural - 3D work (in any materials) -sketchbook pages that demonstrate your passion and creativity. May also include process work for one of the portfolio pieces (maximum 10 pages) -two optional works in any medium

*where it states ‘in any medium’ this could be: traditional (ie. painting, drawing), digital ie. film, photography,animation), mixed media, 3D work, etc.

*each of the above artworks can include the following information on that slide in the form of a credit note: title, size, medium, date created, short description (two sentences).

  • The student demonstrates an understanding of the principles and elements of art and how to employ them in their chosen art form
  • The student can demonstrate an understanding of the conventions used by artists
  • The student can demonstrate an understanding of the ways artists present their works
  • The student can explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works
  • Student demonstrates control of materials