IB Art Exhibition 2016

ABOUT THE BRITISH SCHOOL OF MILAN

Creativity is necessary to enrich the life of the mind.It is also a necessary skill in the modern world, where imaginative solutions are increasingly required for complex problems. The British School of Milan celebrates creativity in all its formsintellectual, imaginative and aesthetic. The school’s Art department enjoys an outstanding reputation in this respect. It has been recognised as a Centre of

Excellence by the Edexcel Examination Board, and examples of the high standard of artwork achieved by our students are on display throughout the school. The IB Art Exhibition provides the Art department with a unique opportunity to show the local and international community in Milan some of the finest work produced by our graduating Year 13 students, some of whom will progress to Art and Design courses at prestigious

universities and colleges around the world. We are delighted to showcase the art in this brochure. We hope that you enjoy looking at it and appreciating it as much as we do.

Chris Greenhalgh Principal & CEO The British School of Milan

ART AT THE BRITISH SCHOOL OF MILAN

The tradition of Art at BSM has always been to provide a solid foundation of structure, high standards, self-discipline, passion for the Arts and above all commitment. As a part of the IB course, students have the obligation to exhibit their coursework at a professional level which really increases their level of maturity and understanding of the art world in a genuine level. As an ex-student of the Sir James Henderson who specialised in Art and colleague of Mr Cooper, I strongly believe in continuing the tradition and expectation strived for in the Art department for the past 40 years. At KS3 students follow a rigorous art course, which establishes a sound understanding of the basic elements of line, shape, tone, colour, pattern, texture, form and space. The study of relevant established artists’ work is used to reinforce these elements along with thorough research into the art of non-western cultures. At Key stage 4 (14-16 years) students follow the first exam course (GCSE) and our success at this level is exceptionally high, especially considering that we are a non-selective school. Last

year’ GCSE Art & Design students produced some exciting coursework and achieved an impressive set of results with 93% gaining grade A and A*. Five of these students are now studying IB Visual Arts at Higher Level. The IB course consists of studio work involving paintings, drawings and 3D studies executed during the five term course accompanied by a ‘Process portfolio’ which documents their research and ideas both written, drawn and painted. It is record of their journey. These two elements are awarded marks with the studio work being awarded 40% and the process portfolio 40%. This year there is also a new element added; the comparative study, which is worth 20% of their final grade. These grades are then combined to give an overall level of pass. Last year, we did incredibly well with an average grade of 6.2. The majority of these students then went on to pursue further Art related studies at university. Visual Arts is one of six areas of study that IB students must cover, plus an extended essay, and also an area called CAS [Creativity, Action and Service] to qualify

for the Diploma. Visual arts are evolving continually and can challenge traditional boundaries. The work on this course encourages the respect of cultural and aesthetic differences and promotes creative thinking alongside problem solving. The course enables students to engage in both practical exploration and artistic production whilst researching contextual, visual and critical investigation. This year, we welcome Mr Scott into the Art department, who is currently running a Theatre Arts workshop after-school, KS3 teaching, a year 11 twilight GCSE course, and co-teaching the year 12 IB course. It is also with great pleasure that Mr Bazzi has agreed to host the 2016 IB Visual Arts exhibition. His enthusiasm towards Art and the school is greatly appreciated. A special thank you to Mr Cooper for his continued support post retirement. We appreciate and value your contributions.

Kate Michael Head of Art and Year Book The British School of Milan

ABOUT INTERNATIONAL BACCALAUREATE

Students aged 16-18 at The British School of Milan follow the International Baccalaureate Diploma Programme. They pursue six subjects including English, a second language, a humanity, a science and Mathematics. For their sixth subject some students pursue a second humanity or science. However, all Diploma students have the opportunity to pursue an Arts subject – Visual Art, Music or Theatre. This balanced programme includes a Core of Theory of Knowledge,

Creativity-Action-Service and an Extended Essay. Students are also encouraged to develop a range of skills so as to become fully independent learners. The Art Department caters for Art specialists, who study Higher Level Art and are aiming to progress to colleges of Art and Design. The Standard Level Art course welcomes students without a specialist arts background who wish to develop their artistic vision and skills as part of their IB Diploma. Our art teachers also supervise

Extended Essays in Art – research projects ending in a 4000 - word dissertation - and run well-supported after-school clubs, open to all students. In the courses offered, and the outstanding work displayed around the school, the Art Department is a major contributor to the IB Diploma Programme.

Antony Pinchin IB Director The British School of Milan

Anubis dreamtime

Biro, Tempera, Charcoal 41cm x 28cm

Untitled Graphite, Tempera, Chalk 30cm x 21cm

Photos

Digital photography 57cm x57cm

Anubis

Plasticine, Tissue paper, Acrylic 9cm x 17cm x 29cm

Nicholas ENdErlE

Skulls

Acrylic 30cm x 40cm

Christo Bottle

Plaster, Fabric, Acrylic, Gold aerosol, Chalk

28cm x 10cm x 9cm

Bodies

Acrylic 31cm x 42cm

Eye Mechanics

Tempera 27cm x 38cm

Human Parts Assemblage Biro, Acrylic, Graphite 36cm x 55cm

Maps Acrylic, Collage 40cm x 30cm

Chicken Oil paint on card 24cm x 33cm

Head

Plasticine, Tissue paper, PVA, Acrylic 26cm x 30cm

l audomia libErali

Pangea Ink, Biro, Tempera 60cm x 43cm

Helicopter Graphite 24cm x 33cm Reaching

Acrylic, String, Chalk, Graphite 60cm x 43cm

c amilla romaNo

La Grande Bellezza Acrylic 19cm x 29cm

Rips on Canvas Tempera 30cm x 50cm

Boxes Polyplat, PVA, Felt tip 28cm x 25cm x 22cm

Teapot

Plasticine, Tissue Paper, Acrylic 27cm x 28cm x 11cm

Nicholas ENdErlE

My IB Art Higher Level journey has shown me what processes I use and techniques I took on to best reformulate my thoughts in works of art. I now realise that my art work and sketchbook are greatly inspired by my surroundings as well as significant moments in my academic and social life. This was very important to me because I believe it made me realise the importance of observation and reflection. By observing and reflecting I was able to project feelings into pieces of art. I also focused on the importance of materials in art and how they bring the symbolic significance of art pieces to

life. This simultaneously allowed me to travel great distances to absorb different cultural views on materials as well as art concepts. I am also particularly interested in the added layers of meaning which can be revealed from a work when considering the psychology behind both the artist and the viewer.

What I want the viewers to experience in my exhibition is hindered by how I planned to set out the pieces. By presenting the pieces chronologically in the final exhibition, I believe this would best represent my train of thought during the past year and a half and it would

portray the journey I have taken as a learner and creator. By positioning the artworks so that they flow into one another I can almost narrate the process. However by positioning the sculptures in the centre of the exhibition space I can also create a space which allows the viewer to freely explore the pieces and interpret the ideas presented as comfortably as possible. I also aimed to include lighting as a key asset to my exhibition to make the experience more intimate and involved, which I believe are key words to describing the artwork I have created in the IB Visual Arts programme.

dilEtta FEroldi

My work comprehends a combination of paintings and sculptures that illustrate some strong influences from artists like Escher, De Chirico, Dali and Da Vinci. For example my pieces alternate from a surrealistic style to a more figurative one. Escher’s influence can be observed in my first works as the objects of the painting that are repeating themselves throughout the piece creating a specific pattern which is a typical technique of the artist. My pieces then started to follow a more abstract conception, exploring the techniques and style of Futurist artists. I tried to give a sense of movement

to my pieces by overlapping straight and well-defined figures with smoother subjects and lines. After I included the abstract development of vases (which have been a recurring subject in the first part of my journey) with Futurist influences in my work I started a study on graffiti. Furthermore, the distortion of vases and graffiti brought me to the distortion of corpses which was the initial inspiration to many of my works. In the second part of my project, De Chirico was the artist which inspired me the most and it is observable as the features of the subjects and background in

my pieces have some very similar characteristics to the ones the artist portrays. Finally by also looking at artists like Magritte, Bansky and Christo & JeanneClaude I started producing work specifically on the anatomy of both humans and animals exploring in depth the theme of covering and uncovering entities to focus on the true nature of them instead of their appearance. I firstly looked at the skull of bears and afterwards by looking at Da Vinci’s works I continued to paint the body of humans portraying both external and internal features.

l audomia libErali

Through the course I have initially focused on aspects of the human body and portraiture. My work was influenced by masters such as Leonardo and Michelangelo up to Greek mythology which allowed me to create a series of works that have underlined my understanding of human proportion and structure. To extend my work and my knowledge further I was inspired by artists such as Francis Bacon and Marc Quinn who create harsh and fleshy paintings. Inspired by the flesh, I looked at muscles and bones found within the body to explore the connection between the inside and the outside. As a result, I began to

create crude paintings, such as my “Raw Chicken” and through processes of distortion I shifted towards an abstract path. Intrigued by the inside outside thematic, I decided to shift my work by looking at architecture and interior design. I became more passionate about my surroundings and developed pieces which again prioritised the importance of composition, structure and proportion. All my work fitted well with the completion of my Comparative Study, as I research how abstraction can be an outcome of a structural entity. Through these two sections of the course I began to explore geometrical

and architectural entities such as interiors, buildings and also maps to delineate my understanding about forms. However, by looking at abstraction as a way of expression, I tried to combine these two elements to suggest how rigid and complex compositions can be altered through colour and simple structure. Overall, through my artistic course I have dealt with different themes such as order and disorder, inside and outside, real and surreal. Thanks to my IB visual art course I enriched my cultural understanding, giving me an opportunity to gain knowledge within the theoretical and practical sides of art.

My IB work has concepts developed with diverse techniques and with various influences of artists that I have studied during the year. My work has a chronological order with similar concepts included throughout the work. My journey started with experimental work while simultaneously looking at portraiture. I was intrigued by Giacometti’s work, which deeply incorporates dark, both philosophical and cultural aspects of Egyptian Art. My journey then developed with my fascination with nature, line and the work of Gwen Hedly. Nature is one of the main themes that recur throughout my work. Within this exploration, I experimented with many techniques

c amilla romaNo

including stitching and paper mache, allowing me to emulate interesting compositions found in nature. One of my most inspirational comparisons between nature and portraiture were the lines that appeared in all subjects from the veins in plants to the veins in animals and in humans.

The concept of line led me to the artist Glen Brown, his intricate use of painterly line to recreate some of the most famous historical portraits. Inspired by this, I focused on the hands, which portray a theme of identity. My concern here was to highlight the lines using a vibrant colour found within Brown’s work with

the monotone contrast of the hand drawing. This connection of vibrant red line assimilated a slow motion photograph of car headlights. From this point forward I investigated this theme by creating my own series of photographic work, which resulted in a piece with the lines found in the streets such as the paint on the roads, the lines formed by the architecture and the lines that lights formed while passing. This then developed and amalgamated into a series of works combining nature, line and portraiture. The work that I have selected for my exhibition will allow the audience to understand the process of my thoughts and experimentations.

tommaso tugNoli

The works I have produced for the course are a combination of artworks conveyed through sculpture, painting and drawing, and often a mixture of two of the means. It is clear that in most pieces there is an influence, which refers to an artist. The most significant influences are from Aubrey Beardsley, Giò Pomodoro and Mimmo Rotella. Most of my pieces in fact embrace the influence of these artists with the recurring motif of the teapot head. It is hence rather simple to identify the connection between the pieces. The project begins as a very simple teapot,

which takes many transformations, to then become the centre of attention in a human figure that may be a sultan or simply a model. My aim was to play with the idea of perfection aesthetically although there is always an unusual ingredient in the potion.

The aim I had using the influence of Giò Pomodoro was to give the idea of the irregular patterns on the rocks used to create the Easter Island ‘Moai’ sculptures. I wanted to emphasise the irregular rough texture by embracing Pomodoro’s sculpture figures and imitating the patterns with graphite over a painting.

Aubrey Beardsley inspired an opposite influence to Pomodoro’s. I wanted to imitate his use of black lines, which are few but create a sense of flow. Also, being an illustrator I was inspired by his illustration of ‘Ali Baba’ which I distorted to make it appear as the cover of an important magazine and switching the head with my teapot. Mimmo Rotella, on the other hand, inspired the thought of creating cinema posters and ripping them. I decided to embrace his influence as I find him an interesting artist conceptually and I am very passionate about Cinema.

After studying her A Levels at the Sir James Henderson School, Kate decided to remain in Milan to study a BA in Fine Art Painting at the Accademia di Belle Arti Di Brera. After graduating with a 1:1, Kate returned to the UK to complete her Masters in Fine Art at the UCA in Canterbury. Whilst studying her MA, Kate began to assist with the Foundation Art course taught at the University and to visit local secondary schools to help examination groups. This then encouraged her decision to qualify as a teacher in 2009 at the Canterbury Christ Church University. She has since balanced her teaching career and her AQA Art examiner role, with her life as an artist, exhibiting in the North of Italy and the South East of England. Kate has now taken over the responsibility for Head of Art at the BSM, as well as the school yearbook.

KATE michaEl DANIEL scott

After Graduating from Newcastle University with a degree in Fine Art and History of Art, I spent two years travelling in India and South East Asia. After a year living in London, I moved to Barcelona where I began to involve myself in the Catalonian Art scene. During my 12 years there I ran, and taught at a number of Art studios, collectives and was the director and curator of a commercial art gallery for two years. During my last four years in Spain I bought, restored and sailed a 100yr old Dutch Barge, gaining my RYA Yatchmaster capatain’s license along the way. In recent years I have taught at The American School in Switzerland and was the Head of Art (Primary) at Malborough College Malaysia before joining BSM in 2015. When not teaching at BSM, I make my own work and run life drawing courses from my studio in Navilgi.

Ah Min Lee - Year 10 21cm x 29cm Graphite

Edmee Orombelli - Year 11 Plasticine, Tissue Paper, Acrylic 20cm x 15cm x 12cm

Andreina Kostka - Year 10 Tempera 21cm x 29cm

Marta Cortesi - Year 10 Graphite 21cm x 29cm

Adriana Magli - Year 11 Tempera on paper, Graphite, Biro 57cm x 40cm

gcsE art aNd dEsigN studENts

Sofya Tsetlin - Year 11

Margherita O’Connor - Year 10 Tempera and Acrylic 34cm x 24cm

Giovanni Cicogna - Year 11 Plasticine, Plaster, Tempera, Acrylic 20cm x 22cm x 10cm

Hagar Levi -Year 11 Tempera and Collage 20cm x 33cm

Adriana Magli - Year 11 Acrylic on paper 35cm x 27cm

EXbaZZi - VENtura lambratE

Since 1912 Arti Grafiche Bazzi has, in these premises developed to become a pioneer company known for quality and professionalism in the field of advertising and publishing.

Some industrial spaces in the building have now been converted and are now functional modern modules to be used for varied productions and events.

The conversion has been made in tune with some architectural interventions in line with those completed at nearby Via Ventura. This has helped to reconstruct the urban and social fabric of the Lambrate district that has become the most creative part of the “Fuorisalone Milanese” and other international events in the field of Design, Art and Architecture.

It is with great pleasure that the area hosts, for the second time, the IB Art Exhibition of The British School of Milan in the heart of the district Ventura-Lambrate already the scene of contemporary art exhibitions and the most important art galleries of our country.

EXBAZZI – VENTURA LAMBRATE

“I progetti vengono prima dei profitti”

FEDERICO BAZZI

www.exbazzi.it

Twitter: @exbazzi

Via dei Canzi, 19 Milano

Via Gaetano Crespi, 26 Milano

spEcial thaNks

Mr Federico Bazzi for hosting the event. The School for organising the cocktail. Miss Michael, Mr Scott and Mr Cooper for preparing the students and organising the exhibition. Mrs Paola Ciullo for assistance with the marketing and invitations.

Arts, Students’ Show