Anna Kladova

My work refrences bibilical Renaissance art.

To improve my Drawing portfolio skills, I used references such as our classroom skeleton model and drew inspiration from master's works like utilizing the Zorn color pallet. I also created multiple compositional layouts for each piece to get a better range of ideas.

The critique I would receive came from my teacher and classmates. Every few weeks my high school class would hold a formal critique where students would present their works (both finished and still in progress) and we would receive feedback on our ideas, technical skills, and if our concepts delivered the message we intended. Personally, the input that my selected work received was the idea to include skeletal forms as the figure ascended, this way, more of the human body could be visually explored.

I investigated how I can explore the human form to create interesting shapes and figures in my art.

Material(s): Acrylic paint, and reference photos | Process(es): Used contemporary dancers and skeleton models as references. Used photo editing to block in ideas. | Curatorial Note: Exciting and helpful resource images.

I would revise my artmaking on the feedback I received from previous artworks. For example, when my work was becoming repetitively created on bristol paper, and with one medium (acrylics) I took my classmate's feedback to try collage and working with stretched canvas. This created greater variety in my work as well as forced me to rethink my creative process.

We use the iceberg metaphor to consider experiences that are unique to the individual. Consequently, students compose themes and images that are unique to their experiences. Anna was quick to list a series of ideas at the beginning of the year, even going as far to help others develop their ideas, too. She combined her interest in the human form with her curiosity to master different mediums available to her, not limited to paints, markers, and dry drawing materials. Her lifelong experience as a dancer undoubtedly fueled her enthusiasm for the human figure’s full range of motion.

At every midterm and final, students are asked to write objectively about their artwork. What experience is the artwork inspired by? Are there questions that you still have about what you are trying to convey? Is it an emotion or a message that you want to share? What are you most proud of and what were some challenges along the way? How did you overcome those challenges, if you did? Answering some of these questions is an opportunity to recognize repeating terms that serve as key words for their future writing. Writing about their work becomes a part of the artmaking experience in order for them to grow fluent in their artistic language.

Practice comes from the layers and layers of brainstorming and research before they start a final draft. Anna loved to take a step back from her piece, take photos of it, and observe what could be improved. She revised her work digitally before committing to it physically. Anna naturally experimented with combining nontraditional mediums like spray paint with more traditional mediums like charcoal or markers. Students are encouraged to consider their investigation topic in relation to all areas of their life, including other subject areas of study and hobbies. Their investigation becomes an idea that is visited regularly during their day, not just during class time.

I prompt students to think of how they can “flex” their artistry through a series of pieces. These pieces can be made inside or outside the classroom, showcasing their ability to use compositional guidelines with various traditional and nontraditional materials.

Watching Anna grow in her commitment to art making, creating, and learning over a span of four years reminded me that some students are truly born to create with their hands. She learned to see and create color, challenge forms, and stretch concepts as she painted and drew. Everything Anna made, whether it may have been her strongest suit, drawing and painting, or a new endeavor, like whittling wood and ceramics, was done with utmost craftsmanship and curiosity. Other students who witness Anna’s dedication to creating are inspired to do likewise.

At Newton South our visual art teachers foster a supportive and creative art studio environment. Students are encouraged to bring their personal stories and identity into their work. As you walk though Ms Choi's classroom, each piece of student work is unique and an independent expression of self. Anna Kladova thrived in this environment and her work always captured attention and curiosity.

We support the visual arts program here at Newton South by supporting the professional growth of our arts teachers and working closely as a team. Our art teachers like Ms Choi are professionals themselves in their craft. Our hallways gallery walks are titled "See and Be Seen" and we rotate our gallery work all year showcasing the amazing work of students and allowing the whole student body to see the work. This celebration of the arts building wide helps promote a culture of artistic appreciation.

Offering foundational courses in the arts that guide students on their journey to AP level arts courses are instrumental in allowing all students access to advanced course work. That, and hiring and retiring highly qualified artists who are skilled, trained teachers has led to high student engagement here at Newton South in the arts.