MEDIA UNIT 1
After analysing how media representations are constructed in various texts, Year 11 Media students were required to pitch their own idea for a new TV show and produce the opening title sequence and a promotional poster. Due to remote learning and Coronavirus restrictions they used a combination of original footage and images along with creative commons material. - Scott Wiseman
PsychoAlana Hadeed 11CNMS3
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ParallelsDenise Mai 11OBNS2
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Camedale DriveTheresa Pham 11BRNS2
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BoundlessZoe Blackmore 11CHLS2
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MEDIA UNIT 2
After investigating the narrative structure, style and genre of existing media products, students were required to create their own short narrative, animation or music video clip. - Scott Wiseman
Zoe Blackmore 11CHLS2 |
Coco Noce 11CHLS2 |
Denise Mai 11OBNS2 |
Georgia Ierino 11BRNS2 |
Theresa Pham 11BRNS2 |
Amy Carmichael 11CNMS2 |
ART UNIT 1
From the Mundane to the Beautiful
Unit 1: Task 1
Sometimes the most mundane of objects can provide the greatest beauty. In this task, students were asked to look for something that we ordinarily never notice and create a series of artworks using a variety of media. They could choose any media or a combination of them to create the work. - Sandra Boicos
Unit 1: Task 1
Sometimes the most mundane of objects can provide the greatest beauty. In this task, students were asked to look for something that we ordinarily never notice and create a series of artworks using a variety of media. They could choose any media or a combination of them to create the work. - Sandra Boicos
Allanah Hessey 11CHLS1 |
Lara Yildiz 11CTRS3 |
Luci Srour 11DLYS3 |
Bridget Kennedy 11CTRS2
Cynthia Gale 11BRNS3
Quynh Pham 11BRNS3 |
Maja Juric 11CTRS2 |
Antonia Crea 11OBNS3 |
Ruby Phelps 11CTRS3
Stella McDonald 11DLYS2 |
Natasha Cua 11OBNS1 |
Cynthia Gale 11BRNS3 |
Trinity Nguyen 11OBNS1 |
Florence Cooper 11DLYS2
ART UNIT 1
I'm Not Racist
Unit 1: Task 2
Using a contemporary song and video clip, students were asked to choose two lines that had real meaning to them, relate the lines to a social justice issue and create an artwork that focused on their chosen issue and lyrics. - Sandra Boicos
Unit 1: Task 2
Using a contemporary song and video clip, students were asked to choose two lines that had real meaning to them, relate the lines to a social justice issue and create an artwork that focused on their chosen issue and lyrics. - Sandra Boicos
Alba Goodey 11OBNS1 |
Amy Carmichael 11CNMS2 |
Bridget Kennedy 11CTRS2 |
Madeline Farrugia 11OBNS3 |
Allanah Hessey 11CHLS1 |
Sibelle Speranza 11WMSS3 |
Quynh Pham 11BRNS3 |
Trinity Nguyen 11OBNS1 |
Micaela Muscat 11DLYS3
ART UNIT 1
Indirect Self Portrait
Unit 1: Task 3
In this task, students worked with objects that have strong symbolic associations for them and composed a symbolic still life representation of themselves.
Unit 1: Task 3
In this task, students worked with objects that have strong symbolic associations for them and composed a symbolic still life representation of themselves.
Antonia Crea 11OBNS3 |
Quynh Pham 11BRNS3 |
Elleshay Mendoza 11DLYS2 |
Florence Cooper 11DLYS2 |
Bridget Kennedy 11CTRS2 |
Sibelle Speranza 11WMSS3
ART UNIT 2
In this unit students continued to use the art process and visual language to explore and experiment with materials and techniques and to develop personal and creative responses. They continued to explore the way cultural contexts and contemporary ideas and approaches to art influenced their own artwork. - Sandra Boicos
Katya Kornitschuk 11CNMS2My work explores my Ukrainian heritage whilst also adding a personal twist to tradition. I created a photograph of my sister in a traditional costume from Central Ukraine, focusing mainly on the headpiece called a 'vinok'. I accentuated the colours of the vinok by adding ribbons physically to the image in order to highlight the colour and movement that comes with traditional dance.
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Amy Carmichael 11CNMS2My artwork explores the combination of accurate depiction of a visual reality but instead use shapes, colours, forms and gestural marks to achieve its effectiveness and the form of modern art that retains strong references to the real world and particularly to the human figure. I choose to focus on the combination of abstract and figurative art as they are both too very different styles of art but both complement each other well and I wanted to include them both into my artwork. The artwork aims to give the audience the freedom to explore the artwork and assign their own meaning to the piece. It can also make people uneasy because they don't automatically know what the art is "about" just by a cursory glance. But I also wanted to create an artwork that instantly elicits a response. A painting that will speak to you, make you feel something that will move you.
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Sarah Whelan 11WMSS1Culture Connected
My artwork explores the notion that there is a mixture of different cultures within all of us and that one way or another these cultures are connected. People can be born and be a part of several contrasting nationalities. Thus making the world more diverse. The title of my artwork is 'Culture Connected'. I have chosen to portray the faces of three women, all of which vary in skin tone (light, medium, dark) as the main focal point of my piece. Each of these faces have been divided into varying amounts of abstract shapes. In each of these shapes, a different culture is represented. The use of various abstract shapes instead of perfect squares for each division show that culture and nationality do not follow a clear set of 'rules' or 'regulations' but rather that cultures overlap. |
Florence Cooper 11DLYS2My piece is a reflection on my exploration of line over the course of the semester. It includes Gothic and Copperplate calligraphy (spelling out "Hugs" and the opening lines of a Song For St Cecilia's Day by John Dryden: "From Harmony, from heavenly harmony"), the rose window of Canterbury Cathedral, the right eye of Queen Elizabeth II and plenty of flowers. It is hand embroidered on hessian and set in a wooden hoop.
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Micaela Muscat 11DLYS3
Hot Summer Nights and Winter is a Monster
My artwork explores "Expressive Theory" (art that expresses emotion) and "Program Music" (music that is created to motivate people and evokes certain emotions) through animation. I focused on two opposite and contrasting emotions; fear and love, as well as seasons; winter and summer. "Hot Summer Nights" is a romantic tango between two lovers. "Winter is a Monster" the fear of winter and the uncertainty that it brings. My artwork aims to create some feeling of fear or love from the audience through my animations.
My artwork explores "Expressive Theory" (art that expresses emotion) and "Program Music" (music that is created to motivate people and evokes certain emotions) through animation. I focused on two opposite and contrasting emotions; fear and love, as well as seasons; winter and summer. "Hot Summer Nights" is a romantic tango between two lovers. "Winter is a Monster" the fear of winter and the uncertainty that it brings. My artwork aims to create some feeling of fear or love from the audience through my animations.
Leontina Petrovic 11WMSS3My artwork explores my Serbian heritage.
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Natasha Cua 11OBNS1My artwork explores the importance of self-identity and how iconic moments in history can influence and shape our lives. My work aims to highlight the importance of connections with others and how this is crucial to a positive relationship.
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Quynh Pham 11BRNS3LONELY DRIVER: Blood Money
Final Theme: Concept of Morale, Good v Evil in Shounen Manga/Anime Japanese pop culture and anime that this piece depicts are derived from various dark themes within this particular subculture. The bizarre adventures that create these shounen driven influences, as well as the folklore that drives these stories are all part of a darker and more beautiful complex origin. The Oni and Kitsune masks on the GOLDEN REQUIEM and FIRED BULLET boards are a reflection of these shounen tropes, where it questions the black and white understanding of GOOD v EVIL. In the various shows that this piece takes influence from (My Hero Academia, Tokyo Ghoul, JOJO’s Bizarre Adventures, Attack on Titan and Kakegurui), explore and challenge this simple minded understanding of morality. These panels expose a somewhat darker, more realistic way we view heroism. What one may consider as heroic and brave, another may consider as villainous and cowardly, as Horikoshi Kohei has brilliantly explored in the recent chapters of the widely popular anime and manga, My Hero Academia. This begs the question of what constitutes heroism? Once we take away the true values of good, it becomes almost commercialised and greedy. How can you save someone “villainous” when that same society vanquished and failed them in the first place when they aren’t necessarily “good” in their book? Thus, these pieces I’ve created explores exactly this. These figures and illustrations can be seen as either villainous or heroic–it all depends on the perspective. |
Zoe Blackmore 11CHLS2Isolation Hallucinations
My work ‘Isolation Hallucinations’ are a representation of my mind at certain points throughout the COVID 19 pandemic. My multiple-exposure film photography are representations of past events that fill me with gratitude and positivity. The bright, vibrant colors in each piece, coupled with the mixture of different subjects is aimed to simulate the viewer, whilst simultaneously being a personal tribute to the past. I invite the viewer to move into my space and to escape from the world and use the past to help one cope with the global pandemic. |
Alyssa Mafodda 11BRNS1
My piece represents a psychedelic depiction of the 7 deadly sins in the form of tarot cards. I took immense inspiration from artist Oliver Hibert and made it my mission to create pieces that embrace the weirdest concepts and depictions that I could think of. This allowed me to communicate a feeling of freeness and open expression to the audience, something that I think is on theme with the psychedelic art style.
Madeline Farrugia 11OBNS3Psychological Dualism
My series of pieces aim to explore the internal frustration, anger and eventual breakdown a person can experience when being pressured by societal norms and expectations. The theme was at first feeling trapped and pretending to be someone that you’re not, which is still applicable to my series of photographs, but it has also evolved to visually representing the effects of feeling these things as well as the consequences of feeling trapped - not being yourself for a prolonged period of time. I’ve named this series ‘Psychological Dualism’ because not only have I photographed my sister using the open shutter technique in two different poses, but I’ve done this to overall represent how people are constantly swapping between their own personality; and one which societal standards desire in order to avoid getting criticised and judged. This issue is predominantly common in our teenage generation during our developmental years during which they discover their true identity. The tragic and heartbreaking effects that this cycle has on our generation is what I aimed to present visually in my series. |
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Larissa Ferrieri 11WMSS2My artwork explores intricate patterns that are found in nature, and how they’re all linked by a sequence of numbers. My artwork aims to bring attention to the commonly overlooked details of nature, intending to provide viewers with appreciation of the natural world through its perfect organisation. My artwork also aims to encourage viewers to take a moment to admire the natural world, hopefully bringing calm to the stressful modern life.
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Laila Nadde 11OBNS2My artwork symbolises the hardships Lebanon has endured through a paper collage. Particularly, the Lebanon explosion which took place on the 4th of August 2020. This incident had inspired me to create a piece which captured the values of Lebanon and to show my appreciation as part of the lebanese community. My aim was to portray Lebanon by creating an outline of the country and including a shedding effect with the paper to symbolise skin being shed. The halo surrounding the outline poses as a symbol of peace with positive and empowering words included within it. The colours used in my piece represents the colours found on the Lebanese flag. The red symbolises solidarity and the bloodshed for liberation, the white band denotes peace and purity and the green cedar tree is the symbol of Lebanon which represents eternity, steadiness and prosperity.
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Erin Kube 11BRNS1
My artwork aims to explore the concept of slowly coming out to society, but also of how anyone can be part of the LGBTQIA+ community. By having each piece of the series a different person - having different appearances and gender orientations - I explore the idea of how the community itself is full of different people, sexualities and genders, but we all understand the oppression and discrimination, along with the need to fight for justice and equality. In using the four more commonly known flag pride colours - lesbian, gay, bisexual and transgender - I hope to further push the message of how you don’t know who is a part of the community, and that ‘straight’ shouldn’t be deemed the normality. It adds diversity and depth, allowing people to understand that there is more than just someone’s sexuality (or gender orientation) that knits the community together.
Adut Thou 11OBNS2Displacement
My artwork explores the clash of culture between a Sudanese girl and the Western World. It brings to light the struggle of identity and how culture has a significant impact. The focal point is a young ethnic woman who often feels displaced or struggling with her identity due to society's standards. As an immigrant she experiences the best of both worlds. Her traditional headscarf reflects that she’s not of western culture. The Louis Vuitton background behind her represents the western culture and how she is living between two worlds; trying to be Australian whilst attempting to live up to her fathers expectations as a woman who originated from a patriarchal country. My artwork aims to emphasise the idea of female empowerment after previously living in a country where men often have authority over women. |
Alba Goodey 11OBNS1The Fine Line Between Reality and Spirituality
My artwork explores the idea of spiritualism and reincarnation through the use of a combination of techniques that represent different characteristics of reality and spirituality. It aims to depict the idea that spirits live among us. Both of the final fine line art pieces show a contrast between the living being and spirit both through the techniques used and the positioning of them. The scribbling technique used is designed to appear as though a spirit is trying to communicate with the living by controlling the pen, similar to what has been observed by spiritualists in the past. This scribbling technique is paired with a more realistic and detailed technique used to draw the living being that is communicating with the spirit. |
Elleshay Mendoza 11DLYS2
Nature Overgrown
My artwork aims to encapsulate the relationship between human nature – metaphorically and literally – and to convey this sense of reclamation. Predominantly, the focal point within my piece is the central canvas of my piece, where the individual's face is obscured by the agapanthus flowers they are holding; thus, creating this sense of frailty. Moreover, the gold ink which surrounds the focal figure depicts on one canvas this sense of literal nature, whereas on the other canvas represents human nature. Ultimately, this connection between human behaviour and emotion alongside a spiritual connection to the earth in its entirety is depicted; hence, portraying this idea that nature is reclaiming everything in its path and for humans its this sense of reclaiming human frailty.
My artwork aims to encapsulate the relationship between human nature – metaphorically and literally – and to convey this sense of reclamation. Predominantly, the focal point within my piece is the central canvas of my piece, where the individual's face is obscured by the agapanthus flowers they are holding; thus, creating this sense of frailty. Moreover, the gold ink which surrounds the focal figure depicts on one canvas this sense of literal nature, whereas on the other canvas represents human nature. Ultimately, this connection between human behaviour and emotion alongside a spiritual connection to the earth in its entirety is depicted; hence, portraying this idea that nature is reclaiming everything in its path and for humans its this sense of reclaiming human frailty.
Trinity Nguyen 11OBNS1Boom of Roses
My artwork explores the theme of scent. I wanted to create something that you could see, but also feel and smell. When looking at the embroidered artwork, I want to make the audience feel as though the scent is surrounding them; that when looking at the piece, you can physically feel and mentally smell it. This embroidery piece represents the scent of perfume. As you spray it once, it ‘explodes’ into a rose scent. |
Anita Palumbieri 11CHLS3Love in a Bottle
My work shows the struggles one faces when letting people into your life, and the hurt that can occur when relationships turn sour. The bottle is a metaphor for our hearts - full of love and emotions. In order to open it, we need to roll the dice. If it lands on the heart then it is meant to be and we will find love and friendships aplenty. If not then the glass will shatter and break and love will spill away. Through this I wanted to explore how emotions and meeting people, for good or bad, is part of life. |
Lara Yildiz 11CTRS3
The Isolation Diaries
My work ‘The Isolation Diaries’ explores a personal experience of life in lockdown during the COVID-19 pandemic. My work is a physical diary composed of black and white photographs with a diary entry. The series developed from my interest in documenting people and my physical surroundings in the moment, just as it is. My aim is to manifest a state of melancholia - a suspended state where the world is observed as it is, and we are struck by the immensity of what is in front of us and our inability to change any of it. I wanted my photographs to be haunting in their depiction of lockdown and evoke a sense of rawness and vulnerability to the audience. My goal is to invite the audience to reflect on a difficult and exhausting time in their lives where everything seemed uncertain. While at the same time, expressing their remarkable strength and fortitude in a time where the world had entirely changed.
My work ‘The Isolation Diaries’ explores a personal experience of life in lockdown during the COVID-19 pandemic. My work is a physical diary composed of black and white photographs with a diary entry. The series developed from my interest in documenting people and my physical surroundings in the moment, just as it is. My aim is to manifest a state of melancholia - a suspended state where the world is observed as it is, and we are struck by the immensity of what is in front of us and our inability to change any of it. I wanted my photographs to be haunting in their depiction of lockdown and evoke a sense of rawness and vulnerability to the audience. My goal is to invite the audience to reflect on a difficult and exhausting time in their lives where everything seemed uncertain. While at the same time, expressing their remarkable strength and fortitude in a time where the world had entirely changed.
Tara Failla 11CNMS3My work explores the Gods and Goddesses of Greek Mythology. Using the ancient Greek goddess of sexual love and beauty, Aphrodite, and the ancient God of the seas, earthquakes and storms, Poseidon, I explore the myths and legends that are attached to these two figures. Aphrodite is often depicted in front of a shell, accompanied by flora and fauna in the background. A prime example of this is “The Birth of Venus” by Italian artist Sandra Botticelli. Additionally, Poseidon is pictured with an oceanic background, featuring him as the focal point alongside his trident. My aim was to bring Greek culture and legends to life.
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Edie Cross 11DLYS29 Days
My artwork explores the relationship between colour, abstraction and emotional states of being. I have developed a series of nine small canvases each one playing with the relationship between colour, line, shape and composition. My work explores my personal experience of mental health. I am interested in using colour to express my experience of mood swings and certain extremities of emotional wellbeing and emotional pain. Each panel speaks to my state of mind over the course of nine days from calm and focuses through to overwrought and distress. Colour is employed symbolically but not necessarily in a conventional way. I am interested in developing my own set of associations to colours based on how I can use art to express how I am feeling. |
Lauren Nicolas 11OBNS3
Racial Stereotyping
My artwork explores the idea of racial stereotyping and depicts a person of colour looking into a mirror. Their reflection is the stereotype. At first, I was going to simply draw a person of colour, buti decided to switch up my idea and draw a skeleton instead, in order to show how we are all the same underneath, despite our ethnicity or skin colour.
My artwork explores the idea of racial stereotyping and depicts a person of colour looking into a mirror. Their reflection is the stereotype. At first, I was going to simply draw a person of colour, buti decided to switch up my idea and draw a skeleton instead, in order to show how we are all the same underneath, despite our ethnicity or skin colour.
Cynthia Gale 11BRNS2The World From a Child's Point of View
My artwork explores the perspective of a child and their extensive imagination. I have aimed to show how a child views the world through a series of photographs/collages that highlight different focal points to represent a child’s point of view. I demonstrate different child-like aspects throughout my pieces such as childhood toys, the way in which children are exposed to different content and the environments in which they grew up in. My work references the process of development as children often perceive the world differently compared to adults, due to this lack of development in their brain they often can’t differentiate between reality and fantasy meaning that they are more willing to perceive fictional details and aspects from dreams/fantasies such as the belief in mystical creatures or the concept of animism (believing that all objects have some form of conscious). This makes the way in which they perceive things to be more creative and imaginative. I want the audience to come away from my works with emotions of nostalgia and memories of their own childhood and for them to consider how their childhood was so different compared to their current age. |
Lara Bitsonis 11CTRS3SAVE THE BEES
My artwork explores a critical view of the viral disease Chronic Bee Paralysis. CBP is a disease that causes extreme shaking, flightlessness and death. It only takes a week for bees to die once they’ve been infected. Whilst some struggle to fly, others develop shiny and hairless abdomens. Piles of dead bees and entire colonies often wiped out by the disease are found outside of hives. My artwork depicts this and demonstrates the evolution of the bees that are affected by the virus (alive, affected, dead). I am hoping that those who view my work will feel a sense of worry and guilt as I aim to bring awareness to this issue as bees are an important part of the ecosystem and we need them to survive. |
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Luci Srour 11DLYS3
The Art of Running
My artwork explores the various aspects of athletics and sport, specifically running and the importance of stretching to prevent injury, and highlighting the muscles used in each movement. I have always had a passion for the human body and sport so I wanted to explore this through art. I want my audience to feel a sense of movement when looking at my piece; to see the different aspects of running and the art of it. Some of the photos I took specifically highlight the muscles used when running, (quads, hamstrings and calves). I took photos of various running, walking and stretching positions and included an athlete taping her knee and showing her medals. I overlaid my photographs with hand drawn outlines of bodies and placed them into different positions to show the movement of running. Using acrylic which is elevated from the main photographs allows the viewer to experience the work through various perspectives.
My artwork explores the various aspects of athletics and sport, specifically running and the importance of stretching to prevent injury, and highlighting the muscles used in each movement. I have always had a passion for the human body and sport so I wanted to explore this through art. I want my audience to feel a sense of movement when looking at my piece; to see the different aspects of running and the art of it. Some of the photos I took specifically highlight the muscles used when running, (quads, hamstrings and calves). I took photos of various running, walking and stretching positions and included an athlete taping her knee and showing her medals. I overlaid my photographs with hand drawn outlines of bodies and placed them into different positions to show the movement of running. Using acrylic which is elevated from the main photographs allows the viewer to experience the work through various perspectives.
Antonia Crea 11OBNS35 More Minutes...
My artwork aims to explore texture by using acrylic paint together with impasto. I wanted to examine and investigate modelling paste as an art medium, which forms thick layers and transforms the overall impact of a piece. The surface of my artwork is both tactile and visual. Inspired by the work of Vincent Van Gogh, and titling the piece ‘5 More Minutes’ I wanted to -through facial expressions- connect my work to the weariness and toil that a day may bring. |
Maja Juric 11CTRS2Mona Maja
My artwork explores the 2020 Covid-19 pandemic, through graffiti. My aim was to convey how the virus affected my life, and the life of the people around me. The painted girl surrounded by text is a representation of myself as a Year 11 art student in times of uncertainty. The title ‘Mona Maja’ is inspired by Leonardo Da Vinci’s artwork ‘Mona Lisa’, who was notorious for never finishing his work. His wide range of interests often distracted him and his perfectionism discouraged him from declaring a painting officially finished. In much the same way, the stop start nature of the year has never really allowed me to resolve many aspects of my schooling. |
Bianca Jones 11CHLS1
Darkness fosters growth
My artwork explores the idea that an astronaut was coming to save our society from the coronavirus. This concept was grafted by the initial meaning behind the astronaut that he was a lonely flyer in the stars and found that our planet was in danger and also that there are many opportunities out in the universe to help others in our society. The baubles are aimed to represent the different stages of the astronaut’s adventure to save the world and our humanity. As we are lost in a place of darkness and misfortune waiting for the growth and saviour in which the astronaut provides. This creation has led me to convey that there are ways to reunite our lives and overcome even the darkest of times and if there is a need from an outsider, someone we don’t know, it is possible that we are being cared for without even asking for help.
My artwork explores the idea that an astronaut was coming to save our society from the coronavirus. This concept was grafted by the initial meaning behind the astronaut that he was a lonely flyer in the stars and found that our planet was in danger and also that there are many opportunities out in the universe to help others in our society. The baubles are aimed to represent the different stages of the astronaut’s adventure to save the world and our humanity. As we are lost in a place of darkness and misfortune waiting for the growth and saviour in which the astronaut provides. This creation has led me to convey that there are ways to reunite our lives and overcome even the darkest of times and if there is a need from an outsider, someone we don’t know, it is possible that we are being cared for without even asking for help.
Ruby Phelps 11CTRS3My artwork explores how our emotions govern our thoughts and feelings. Each day we experience so many emotions and go through so many different moods and often people feel the need to hide their emotions. When they do so these emotions build up and begin to control our lives and break into all aspects of life. Our emotions change our thoughts and feelings and when we hold them in for so long, begin to control our dreams and nightmares which is what I wanted to explore in my artwork, how our emotions feature in our nightmares.
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Emmerson Dowling 11BRNS2Astrology Wheel
My artwork explores astrology as represented through the zodiac wheel. The piece allows the audience to have a clear understanding of how star signs are represented. The colours utilised within the wheel, and the coloured pattern surrounding the zodiac connect to the universe. Astrology never fails to offer yet another set of mysteries to explore, and another set of unanswered questions to stretch our minds and transform our views of reality. |
Sibelle Speranza 11WMSS3Under the Tank
My artwork explores some of the smallest, cutest and least expected creatures you’d expect to see in your aquarium. As an aquarium enthusiast, I aim to show these beautiful shrimp (or prawns) in a new perspective not many have seen, as a pet, not on your plate! Using photography as my medium, my work highlights the complexity of their anatomy although quite small. The fabric image is displayed in a tank using water to create movement of the fabric. |
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Stella McDonald 11DLYS2My artwork explores emotions, specifically experienced by the human mind. The flags hanging across the photo each depict a different emotion: happiness, fear, surprise, sadness and anger and the feelings that come with them. They are inspired by Tibetan prayer flags where each flag symbolises an element. The figure in the photograph is restrained which is intended to show the importance of emotions and allow a glimpse into the complex emotions of the human mind.
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Maxy Krslovic 11CTRS1My artwork aims to personify emotions in a physical form. In performing several surveys and conducting research on the condition Synesthesia, I constructed designs for 4 emotions. These being fear, anger, joy and sadness the four main emotions that control and sway our decisions in our everyday life. The designs incorporated include letters, numbers, colours and shapes related to the appropriate emotion. After deciding to use joy and sadness, I wanted to present my personification of emotions in a way that explores how people put on an emotional front. Using A5 pieces of acrylic along with a wooden stand, I crafted a series of fragmented emotions that transition from joy to sadness. Joy being presented on the outside and sadness on the inside to exemplify how people can show one emotion but feel another.
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Kacey Liddle 11OBNS2
This artwork is inspired by DID, Dissociative Identity Disorder, previously known as Multiple Personality Disorder. Each section of the eye represents a different alter or person within the system and what role they play. The centre layer is the prosecutor who usually holds the deepest and darkest parts of the host's mind, the next section represents the littles who are children, the third section belongs to the gatekeeper who looks after the system and keeps everyone organised. The fourth section is the protector who provides a solid base for the system to rely on; next is the host who is kept away from trauma and the system's existence. Finally the words represent what people with DID hear from others around them. This is the aspect of the disorder I most wanted to bring awareness to - the horrible treatment which they endure - so that people can be more open when encountering people with DID.
Sophie Wood 11CHLS1Sneaker Grid
My artwork explores the different angles of common sneakers- Nike shoes Airmax 97's and Air Force 1's. These shoes were made very early in the 90's and have come back into trend in recent years. I used bright colours used through the 90's to incorporate into the shoe design and nine different angles in a grid form. This artwork follows the aims of the Pop Artists who celebrated commonplace objects as fine art. |
Bridget Kennedy 11CTRS2My artwork takes a critical view of deforestation and carbon emissions. The painting is an appropriation of Van Gogh's oil painting 'Olive Trees' created in 1889. Van Gogh’s original series of ‘Olive Trees’ represents the cycle of life whilst demonstrating the relationship between man and nature. In 1889 this relationship with nature would have been more positive and beneficial in comparison to more recent times, thus the exploration of global scale issues including deforestation and carbon emission. The subject matter in the painting depicts these issues through grey skies and lack of vegetation, hence the tree stumps. However, original elements in the painting remain, such as the colours in the mountains and greenery. I chose to keep these elements to highlight what was once there and what is now damaged or lost.
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Allanah Hessey 11CHLS1Many people believe that if you don’t play an instrument, you aren’t a musician; but actually, everyone is a musician in their own way; if you can talk, you can sing! I have a real interest in creating the idea that music is a universal language that can be shared with everyone and I wanted to express this through art, which is another universal language. I always have songs in my head or create some form of music and I honestly would not know what to do without listening to music.
My artwork explores the comparison between ‘real life’ and music and how similar the two actually are. After a thorough trialing process I chose to compare trumpet to blowing up a balloon and flute to whistling. The effect was really successful and I did a lot of editing to make both photos look really similar. In the end I printed the photos on chiffon and satin with the chiffon in the front with the music image and the satin in the back with the ‘real life’ image. From the front, the effect is to see through the first photo to the one in the back, which line up similarly, to show that they are both so alike. I am really proud of how the final piece turned out and I hope that my love for music can be shared through the art piece. 
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VISUAL COMMUNICATION & DESIGN
Unit 1 Outcome 1
In this task students chose a random object that they used as the subject for their drawing folio. Their folio consisted of observational drawings, full colour render drawings, orthogonal and perspective drawings as well as digital drawing. - Scott Wiseman
In this task students chose a random object that they used as the subject for their drawing folio. Their folio consisted of observational drawings, full colour render drawings, orthogonal and perspective drawings as well as digital drawing. - Scott Wiseman
Alba Goodey 11OBNS1 |
Cynthia Gale 11BRNS2 |
Holly Stankovski 11BRNS3 |
Quynh Pham 11BRNS3 |
Shania Ambedgoda 11OBNS1 |
Stephanie Walsh 11WMSS2 |
VISUAL COMMUNICATION & DESIGN
Unit 1 Outcome 2
In this task students investigated and analysed the prominent design elements and principles used in 1950s and 1960s storybook illustrations to inspire their culinary calendar designs. - Scott Wiseman
In this task students investigated and analysed the prominent design elements and principles used in 1950s and 1960s storybook illustrations to inspire their culinary calendar designs. - Scott Wiseman
Alyssa Beltempo 11CTRS2 |
Charlotte Pollock 11BRNS2 |
Edie Cross 11DLYS2 |
Jacinta Todaro 11WMSS3 |
Mia Cipriano 11DLYS2 |
Micaela Muscat 11DLYS3 |
Quynh Pham 11BRNS3 |
Stephanie Nass 11WMSS1 |
Stephanie Walsh 11WMSS2 |
VISUAL COMMUNICATION & DESIGN
Unit 1 Outcome 3
In this task students researched and analysed various design movements to inspire their recreation of a COVID-19 health poster in that style. - Scott Wiseman
In this task students researched and analysed various design movements to inspire their recreation of a COVID-19 health poster in that style. - Scott Wiseman
Alba Goodey 11OBNS1 |
Carla Perrone 11CNMS3 |
Charlotte Pollock 11BRNS2 |
Cynthia Gale 11BRNS2 |
Georgia Chard 11WMSS3 |
Hayley Thompson 11CTRS2 |
Micaela Muscat 11DLYS3 |
Quynh Pham 11BRNS3 |
Shania Ambedgoda 11OBNS1 |
VISUAL COMMUNICATION & DESIGN
Unit 2 Outcome 1
In this task students designed a temporary retail, hospitality, or sleeping space for a shipping container as part of a proposed CBD marketplace called 'CrateLane'. - Scott Wiseman
In this task students designed a temporary retail, hospitality, or sleeping space for a shipping container as part of a proposed CBD marketplace called 'CrateLane'. - Scott Wiseman
Alyssa Beltempo 11CTRS2 |
Bridget Samarkovski 11CTRS1 |
Coco Noce 11CHLS2 |
Emilie Cortellino 11BRNS3 |
Jacinta Todaro 11WMSS3 |
Kate Kennedy 11WMSS2 |
Mia Xerri 11DLYS3 |
Phoebe Borg 11CTRS2 |
Shania Ambegoda 11OBNS1 |
Stephanie Walsh 11WMSS2 |
VISUAL COMMUNICATION & DESIGN
Unit 2 Outcome 2
In this task students were required to create a label for a craft soda company thinking about how text and imagery work together. - Scott Wiseman
In this task students were required to create a label for a craft soda company thinking about how text and imagery work together. - Scott Wiseman
Alba Goodey 11OBNS1 |
Hayley Thompson 11CTRS2 |
Cynthia Gale 11BRNS2 |
Maja Juric 11CTRS2 |
Olivia Dollard 11CHLS3 |
Stephanie Walsh 11WMSS2 |
Coco Noce 11CHLS2 |
Jacinta Todaro 11WMSS3 |
Micaela Muscat 11DLYS3 |
VISUAL COMMUNICATION & DESIGN
Unit 2 Outcome 3
In this task students created their own design brief and followed the design process documenting each stage in their folio and developing a number of manual and digital designs. - Scott Wiseman
In this task students created their own design brief and followed the design process documenting each stage in their folio and developing a number of manual and digital designs. - Scott Wiseman
Quynh Pham 11BRNS3
Emilie Cortellino 11BRNS3
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Stephanie Walsh 11WMSS2
Hayley Thompson 11CTRS2
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Jacinta Todaro 11WMSS3
Alyssa Beltempo 11CTRS2
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STUDIO ARTS TEXTILES UNIT 1
Acetate Embroidery Task
Renaissance and Baroque portraits are often viewed as traditional and conservative. The students were encouraged to add machine embroidery on top of acetate copies of these paintings to create areas of interest and change the meaning of the artwork. Some paintings were decoratively enhanced whilst others became comical or whimsical. - Michelle Grant
Renaissance and Baroque portraits are often viewed as traditional and conservative. The students were encouraged to add machine embroidery on top of acetate copies of these paintings to create areas of interest and change the meaning of the artwork. Some paintings were decoratively enhanced whilst others became comical or whimsical. - Michelle Grant
Anita Palimbieri 11CHLS3 |
Evelyn Galea 11WMSS3 |
Katya Kornitschuk 11CNMS |
Lara Bitsonis 11CTRS3 |
Michaela Mihocic 11DLYS2 |
Maxy Krslovic 11CTRS1 |
Molly Tyrrell 11BRNS1 |
Phoebe Borg 11CTRS2 |
Leontina Petrovic 11WMSS3 |
STUDIO ARTS UNIT 1
Installation Ideas
Lisa Kellner, an American artist, sews thousands of bulbous shapes from silk organza and creates temporary structures that seem to grow from the walls and ceiling. The work sometimes envelops an entire gallery in a room-sized singular form, or sits snugly in a corner like a growing organism. Kellner plays with the translucency of fabric to further cast colour and shadows across the walls, floors, and viewers, inviting them to become part of the installation.
Lisa Kellner, an American artist, sews thousands of bulbous shapes from silk organza and creates temporary structures that seem to grow from the walls and ceiling. The work sometimes envelops an entire gallery in a room-sized singular form, or sits snugly in a corner like a growing organism. Kellner plays with the translucency of fabric to further cast colour and shadows across the walls, floors, and viewers, inviting them to become part of the installation.
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Examples of Lisa Kellner's work
Working in small groups, the students planned to create similar organic structures – large or small - and install them in colourless square areas around the school. They were hoping the sculptures would make the school community look at areas they may not have noticed before and create unexpected areas of interest and beauty. Unfortunately, before their creations could be realised, Covid-19 happened, and the school went into lockdown. We are lucky enough to view, however, their ideas for these organic sculptures.
- Michelle Grant
- Michelle Grant
Olivia Lapira 11CTRS3, Isabella Bird 11CTRS1, & Isabella Crisara 11WMSS2
Our idea for where our installation was going to be hung. We were going to create a jellyfish shape from organza. It was going to be blue and pink as the main colour and yellow inside like a blue ring octopus.
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Leontina Petrovic 11WMSS3, Alyssa Mafodda 11BRNS1, & Sarah Whelan 11WMSS1We intended to create a hibiscus flower sculpture with some of the petals being half alive and half dead to represent life and death, and to represent how from horrible times, people can blossom into a new future.
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Bridget Samarkovski 11CTRS1 & Molly Tyrell 11BRNS1
We wanted to embrace various hues of blue to replicate the night sky. This particular area in the school was bare and has tall ceilings, adjoining a large window so we thought that it would be the perfect place to have a ‘night sky’ inspired installation. We also chose to create a soft pink sculpture as we wanted to incorporate warm colours in our design of a night sky to represent a galaxy. The intended area for this sculpture was opposite the blue sculpture on a very bare white wall which needed some colour.
Mikaela Mihocic 11DLYS2 & Evelyn Galea 11WMSS3Our idea was to wrap the material around a pole to brighten up a plain area. The large sheets of fabric were painted in ink in a gradual rainbow of colours. We were planning to apply a bubbly texture to create an organic effect.
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Anita Palumbieri 11CHLS3 & Kacey Liddle 11OBNS2‘Ghostie’ is the name of our installation project. We decided this after Kacey was doodling in her workbook and drew a ghost who I deemed ‘Ghostie’. Through ‘Ghostie’ we wanted to portray fears. We have ‘Burnt Ghostie’ which represents the fear of fire and being burnt, and ‘Ghostie’ which is the fear of the dead or dying.
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Stella McDonald 11DLYS2 & Maxy Krslovic 11CTRS1Using Kellner’s work as an inspiration, we decided to construct a huge jelly fish using analogous colours and different fabrics. We were planning to hang it at the top of a stairwell so the jellyfish could be seen on several floors.
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Sophia Chiera 11OBNS3, Katya Kornitschuk 11CNMS2,
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STUDIO ARTS UNIT 1
Visual Diaries
In this unit students focus on developing an understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. - Michelle Grant
In this unit students focus on developing an understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. - Michelle Grant
Alyssa Mafodda 11BRNS1 |
Alyssa Mafodda 11BRNS1 |
Anita Palumbieri 11CHLS3 |
Bridget Samarkovski 11CTRS1 |
Emily Arena 11CTRS3 |
Evelyn Galea 11WMSS3 |
Evelyn Galea 11WMSS3 |
Katya Kornitschuk 11CNMS2 |
Mikaela Mihocic 11DLYS2 |
Isabella Bird 11CTRS1 |
Leontina Petrovic 11WMSS3 |
Phoebe Borg 11CTRS2 |
Isabella Crisara 11WMSS2 |
Kacey Liddle 11OBNS2 |
Lara Bitsonis 11CTRS3 |
Mikaela Mihocic 11DLYS2 |
Maxy Krslovic 11CTRS1 |
Maxy Krslovic 11CTRS1 |
Maxy Krslovic 11CTRS1 |
Maxy Krslovic 11CTRS1 |
Molly Tyrell 11BRNS1 |
Olivia Lapira 11CTRS3 |
Sarah Whelan 11WMSS1 |
Sophia Chiera 11OBNS3 |
Stella McDonald 11DLYS2 |
STUDIO ARTS TEXTILES UNIT 1
Machine Embroidery Task
The students were encouraged to show line as a visual trail of energy that has been sewn across a surface. The idea was to use the lines as a manifestation of the life energy of the person in the portrait, and the person who made it. - Michelle Grant
The students were encouraged to show line as a visual trail of energy that has been sewn across a surface. The idea was to use the lines as a manifestation of the life energy of the person in the portrait, and the person who made it. - Michelle Grant
Anita Palumbieri 11CHLS3 |
Evelyn Galea 11WMSS3 |
Kacey Liddle 11OBNS2 |
Katya Kornitschuk 11CNMS2 |
Lara Bitsonis 11CTRS3 |
Leontina Petrovic 11WMSS3 |
Maxy Krslovic 11CTRS1 |
Mikaela Mihocic 11DLYS2 |
Sarah Whelan 11WMSS1 |
STUDIO ARTS TEXTILES UNIT 1
Inside Of You
For this task, students were asked to create an image of themselves using a computer program to digitally manipulate the image. It
was then printed onto canvas and hand embroidered with the intent of showing what is "inside of you" as a personal reflection. - Michelle Grant
For this task, students were asked to create an image of themselves using a computer program to digitally manipulate the image. It
was then printed onto canvas and hand embroidered with the intent of showing what is "inside of you" as a personal reflection. - Michelle Grant
Lara Bitsonis 11CTRS3
My artwork represents my struggle with body insecurity and how, over time it has broken me. You can see that by the heart, me pulling at my skin and the digital enhancement of the greyish tones. But as I have grown older, I have started to heal. This is seen through the heart being healed and the stripes of light on my body. |
Phoebe Borg 11CTRS2The Theme for this piece is ‘Negative energy’. I wanted to convey the negative effects in a person, I communicated this by visually showing negative energy.
I did this by creating lightning, stitching a fake smile and bones popping out in order to show tension and vulnerability. My inspiration for this project was Tim Burton as he has a very distinctive style, called ‘Gothic suburbia’. As Burton's work typically shows dark, grotesque themes I was able to gain ideas (especially from his film ‘Corpse Bride’) for my piece as I wanted it to represent the feeling of numbness. |
Anita Palumbieri 11CHLS3My body embroidery is based on the “Third eye”. The third eye is a mystical concept of an invisible eye, usually located on the forehead, which provides perception beyond ordinary sight. It can either be that it sees out into the world and all that happens or, how I took it, that it shows within the person, and all that happens within. My artwork is based on how no matter how happy one seems, no one can truly know what is happening within. Whether it is internal conflict or stress from the outside world.
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Emily Arena 11CTRS3My piece reflects the isolation that individuals face day to day from the bullying they endure. Through my piece I want to display and encourage others who face this to speak up, call people out and not let bullies get away with their behaviour. The symbolism of the hands covering my mouth depicts the inability of the victim to speak up with the incorporation of the hurtful words that are used. Furthermore, the butterflies display the hope and strength emerging from the body for those who are victims and the confidence that an individual should gain from speaking up.
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Kacey Liddle 11OBNS2My body embroidery piece represents the things that are close to my heart. The city, the night, fashion and my identity are the things that I have included in my piece.
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Stella McDonald 11DLYS2This piece entails a greyscale image of my hand with my palm facing the camera which was then printed onto cotton and embroidered onto. In the middle of my palm, there is a purple and yellow flower created using canvas embroidery, and emerging from my veins is a green vine which weaves through my fingers and back down my wrist. This piece has a large focus on nature and beauty and features many symbols. The flower that is present in the centre of the piece represents beauty in life and the colours symbolise joy and the vine is a representation of adventure and my imagination.
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Katya Kornitschuk 11CNMS2My artwork shows how there was darkness in a time of my life and how I have slowly started to stitch myself back together, symbolised by the stars in my life.
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Alyssa Mafodda 11BRNS1My piece represents a personal depiction of mental illness and the vulnerability that comes with it. The bluish hue further represents this theme and was created through a double haze editing effect. The diamante accessories are a necessary element as per my love of shiny things, and was used to make the hands a focal point of the piece.
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Isabella Bird 11CTRS1For my body embroidery, I created my rendition of an anatomical sacred heart. When I first decided on my piece I was just going to half cross stitch a heart to show my very emotional heart. Ever since I was little, I have always thought with my heart instead of my brain so I thought using a symbol of a heart would give some insight into who I am as a person. I then decided to do some research on different forms of hearts and I came across the sacred heart. The sacred heart represents Jesus Christ's undying love for mankind. I have been brought up to be very religious and whenever I feel lost or need help I always know I have someone who has seen and planned out my life before me.
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Bridget Samarkovski 11CTRS1I decided to incorporate the theme of mental health into my body embroidery. I wanted to make a sun to represent how sometimes people feel joyful and content with their lives which enables a positive mindset. The dark heavy clouds on the other hand represent the negative aspects of life. The juxtaposition of the sun and the clouds is intended to suggest that all people experience a broad range of emotions throughout their lives - both good and bad. My photograph that I used has been edited so I appear to be surrounded by light and warmth from the sun. The piece also includes a sense of dullness from the shadows covering my face on the side with the clouds. Through my artwork, I wanted to lessen the stigma of mental illness and normalise mental health as a whole.
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Leontina Petrovic 11WMSS3My self-portrait, focusing directly on my head and face, is where I first sewed free flowing words throughout my hair that represent negative and cruel words of people’s perceptions of me. Then I added positive and inviting words. Coming from a Serbian background, I included some Serbian words that indicate that my culture is a part of who I am. I hand embroidered a butterfly in the middle of my chest that shows a deep and powerful representation of my life and soul. When people are first introduced to you, their perceptions from this initial meeting are usually very balanced. People don’t really know who you truly are unless you let them into your life. Once they get to know you, their initial reactions change for the better or for the worse. This is why I have created my body embroidery to show that no matter who you are, there will be people who perceive you as one half more than the other.
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Sarah Whelan 11WMSS1This piece represents the three faces I have. The first face being my plain back; which I show to the world. The second face being the three symbols of the wolf, phoenix and dragon; which I show to family members and close friends. The last face being the creature coming up from under my skin; which I only show to myself. These faces represent characteristics and emotions of myself.
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Mikaela Mihocic 11DLYS2This self-portrait of my upper body, expresses the contrasting choices that life has to offer. To show this concept, I embroidered an angel version of myself representing the stewardess and “correct” path against the devil version of myself who is chilled, drinking a beer and showing no achievements. I strategically placed them on my shoulders with the angel higher up, sitting on a cloud and the devil weighing me down as she sits on bricks. The portrait is me looking off into the distance with my head resting on my hand, thinking about what to do with my life as I debate whether or not I am taking the right journey. Being only 17, I have no idea what I want to do after school, let alone in life and I often worry about whether I have made the right decision in the past and for the future. This is why I have created this image, as it expresses my constant worry about whether I have listened to the right voice inside my head. After all your life is determined by the choices you make, no matter how big or small.
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Sophia Chiera 11OBNS3Snakes have long been associated with evil and corruption in literature and even in most cultures. For example: serpents, often taking the shape of mythical creatures such as dragons, represent Satan in Revelation, or, in astrology, the Snake is often a sign of possessiveness, envy, wisdom and firmness. They have continued to be associated with sin. In contrast, flowers often represent our ability to embrace who we are, an acceptance of the ups and downs we go through. Essentially, my aim for this piece was to show the bad and the ugly parts of myself symbolised by the red snake, which can be seen on the upper section of the image -- while also establishing the importance of my ability to heal from these which is represented by the flowers, which can be seen all over the red snake. With this image, I simply wanted to convey a sense of hope.
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Maxy Krslovic 11CTRS1For this hand embroidery piece, I decided to embroider a blue emperor butterfly on my hand. I wanted to depict my inner feelings of stress and anxiety in a positive light. Using the phrase “I have butterflies in my stomach” as a representation of my personal stress and worries, I wanted to use butterflies to show the inner workings of my brain and how I feel inside. A lot of the time I find myself bottling up a lot of my stress and worries, putting on a front until I’m overwhelmed and get inside my own head. I decided to appropriate Michelangelo’s 1508–1512 “The Creation of Adam” as a tribute to the teachings God gave. From this painting I wanted to focus on the hands and have the butterfly perched as if it just landed there.
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STUDIO ARTS TEXTILES UNIT 2
Maxy Krslovic 11CTRS1Gender stereotypes have been such a huge topic for many years particularly in the 21st century. Being such a modern problem, gender norms are still very prevalent in our lives today. Adults are often surprised to realise how quickly kids pick up these stereotypical characteristics and normalise them. Through this piece I aimed to portray a stereotypically “girly” accessory inspired by Mattel’s Barbie dolls. Growing up with dozens of Barbie dolls in my house, this product is very nostalgic to me. As I was creating my piece, the addition of the decapitated Barbie parts developed into a parody of Mattel and its Barbie dolls. The headless Barbie is mocking Mattel’s unrealistic beauty standards and sexist beliefs.
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Sophia Chiera 11OBNS3 |
Kacey Liddle 11OBNS2Freedom itself is a very broad topic, you have freedom of expression, a physical freedom, freedom of speech and so many more types of freedom. The type of freedom I want to show is inspired by the character Hawks from the TV series My Hero Academia. As Hawks' name suggests, he is a character with wings, and this inspired me to create my own set of wings.
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Mikaela Mihocic 11DLYS2
Sarah Whelan 11WMSS1 |
Melina Borrelli 11BRNS2 |
Isabella Bird 11CTRS1 |
Bridget Samarkovski 11CTRS1 |
Tara Failla 11CNMS3 |
Heran Eyasu 11DLYS1 |
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Molly Tyrrell 11BRNS1
Eliza Robinson 11WMSS3 |
Olivia Lapira 11CTRS3 |
Lara Bitsonis 11CTRS3
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Alyssa Mafodda 11BRNS1
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