Quality British Education in Milan
Quality British Education in Milan
from nursery to university
from nursery to university
The British School of Milan
Via Pisani Dossi 16 - Milan, Italy - Tel. +39 02 210941 info@bsm.school - www.britishschoolmilan.com
T H E I N T E R N AT I O N A L B A C C A L A U R E AT E VISUAL ARTS, STUDENTS’ SHOW 2020
ABOUT THE BRITISH SCHOOL OF MILAN
This year sees the school celebrate its 50th anniversary. Throughout its history, the BSM has championed artistic pursuit and creativity as a means of enriching students’ minds. Creativity is also a necessary skill in the modern world, where imaginative solutions are required for complex problems. The school’s Art department enjoys an outstanding reputation in this respect. It was identified as ‘exceptional’ by the recent Inspection; 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
The IB exhibition is an exceptional opportunity for students at the BSM to showcase their Visual Arts journey. This year we have a mature set of students from different educational artistic backgrounds. We have the students who have completed a full cycle of BSM, experiencing the rigor and high standards of KS3, the demands of GCSE and confronted the IB with full speed and determination! They have supported the new students who have joined the BSM at 6th form, who have also worked furiously hard and raised their own expectations of what can be achieved with hard work and purpose. All students have proven a solid commitment to the subject and developed a passion that will shape their future career decisions with many continuing in the Arts.
The IB course consists of studio work involving paintings, drawings and 3D studies executed during the 5 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.
The students this year have worked with an enthusiasm and energy that makes my job incredibly enjoyable. They have pushed boundaries with their work and most certainly with their deadlines! However, this excitement and passion for the subject is clearly communicated in their work. As a department, we are proud of their achievements and wish them well in the future. Ms Michael
Kate Michael In 2013, Kate returned to The British School of Milan as a teacher of Art and Head of Yearbook publications. After the retirement of Dennis Cooper in 2015, Kate took over the role as Head of Art and has since successfully led the small department identified as ‘Exceptional’ in the 2017 ISI inspection. As noted by the ISI, the Art department has achieved some of the highest marks worldwide with certificates awarded by Edexcel in 2016. We have also been fortunate to have our work recognised in the recent IB Visual Arts Cambridge textbook, the 2017 GCSE 9-1 training material for Edexcel and the 2016 IB Visual Arts Extended Essay exemplar material. Our IB average is typically 6.4 with a 98% A*/A (91) range. Many IB Art students go on to further study in the arts, in particular; the UAL colleges and Goldsmiths; while Parsons Paris, andBournemouth have become increasingly popular with our students. The Art department wishes our four Year 13 students well in their future pursuits and the BSM looks forward to hosting and celebrating their excellent artwork in our 2020 annual IB exhibition.
Aimee Dymond Upon graduating from Manchester Metropolitan University in 2010 Aimee took a year out to travel and to work as an installation artist in Berlin along with running Art workshops in secondary schools in the UK. The experience of working in the education sector inspired her to train as an Art teacher and following her NQT year in the UK. Aimee then moved to the Seychelles where she taught in the International School Art Department for 2 years before moving to Malaysia to teach for a further 4 years. During this time she taught Art from KS3 to KS5 and helped students to achieve excellence, including 2 students who received an award for “Top in Malaysia”. At present Aimee is teaching Art to all of the key stages at the British School of Milan and has been helping improve the Art display areas in the school.
THE ART DEPARTMENT
ART AT THE BSM
The Art department has had consistent success over many years, winning annual awards with exam boards for the highest international or world grades. Last year we achieved 91% A*/ A GCSE average and a 6.2 average IB score at HL. We are committed to offering a structured and comprehensive program of study in KS3. We deliver this program over the course of three years, which consists of varied disciplines within the Fine Art framework. Our main aim is to ensure that we have taught core skills at a high level which compliments other subjects within the school. The program is disciplined and prepares the students for further study in Art. Pupils in KS3 and KS4 are taught in class sizes of a maximum 20 with IB numbers around 10 students in each year group.
Just one more round 45cm x 58cm
Portrait of my Childhood 40cm x 58cm
Защита 24cm x 32cm
ALEKSANDRA SUSHKO
At home Among Strangers 50cm x 70cm
Timeless Ego 49cm x 70cm
Faure 39.5cm x 49.5cm
Noce Astratta 62cm x 52cm
ALLEGRA CRANSTON
Morocco 42cm x 59.5cm
Artwork 2 cm x cm
Artwork 4 cm x cm
Artwork 3 cm x cm
FEDERICO FAURE ROMANELLI
Artwork 1 cm x cm
Turning 60cm x 70cm
Focus 45cm x 60cm
Noemi 26cm x 38cm
LUCIA RODRIGUEZ GOMEZ
Graphic Chaos 27cm x 36cm
Revolution isn’t a picnic 30cm x 20cm
Superficiality 40cm x 30cm Secular education 13cm x 18cm
MATILDA NABORRI
Are we really connected? 33cm x 48cm
Artwork 3 cm x cm Artwork 4 cm x cm
Disharmonia 25cm x 35cm
PEER JUHRE
Artwork 2 cm x cm
La Maniglia 11cm x 35cm
Disintegration of locks 45cm x 65cm
Artwork 2 cm x cm
Still life 46cm x 57cm
RICCARDO LESMA
Artwork 1 cm x cm
A head full of dreams 33cm x 50cm
Goshiki 30cm x 40cm
Bloom 70cm x 100cm
SOFIA FRUMKINA
Kumonryu 70cm x 50cm
Throughout my course, I have been focusing on a variety of aspects mostly exploring the concepts of texture and surface. I was initially inspired
heard of. At first, the excitement from the aesthetical and creative solutions have driven me to generate and discover more. However, after some
by artists such as Lucian Freud and Jenny Saville from a technical point of view. After experimenting with their unique styles, I came up with my
time, I felt an urge to move forward and to continue my art pathway in a new direction. I have found my new purpose in art when I encountered
own technique, which consisted of painting in a ‘messy’ and uneven manner in order to distribute the paint in a rough and irregular style. Shortly
the artwork of the performance artist Marina Abramovic. Her main objective was not the visual aspect of an artwork but the meaning behind it, as
after having discovered my love for uneven painting, I began focusing on portraiture. This broadened my interest in analysing the human flesh,
well as the influence of it. This made me realise the missing key parts of my artwork – concept, personal significance and emotional power. At this
proportion and detailed features found within the face. My first painting was a portrait of one of my classmates, an oil on canvas which allowed
turning point, I decided to make my artwork a reflection of my: life, insights and self; hence, accomplishing my new objectives. My exploration
me to refine my technique and begin my exploration with distorted textures. Next, instead of repeatedly painting flesh, I have transferred my
resulted in the exhibition-reflection on my story, which transfers my experience onto the viewer. I started with observations of Milan, reflecting
interest for the portraiture into the observation of a sculpture of a man framed in a piece of cloth. This allowed me to continue my exploration of
on my recent move to Italy, which heavily influenced my personality and future. Next, I looked back at the most influential period of one’s life –
the human physique and new areas of interest such as smooth marble contrasted with the folds, creases and shadows found in fabric. At this
childhood, creating the still-life painting “Portrait of my Childhood.” This flashback to my childhood led me the exploration of the strong bond with
moment I realised that I was not giving enough significance to my choices of colour, so I challenged myself to paint using a limited colour palette
my mother, further inspired by the artwork of artists Umberto Boccioni and Louise Bourgeois. Lastly, I had an urge to go back to reflect on my
inspired by Picasso’s blue period, incorporating the monochromatic colours into my work. In addition, I was also captivated by Impressionism, so
current life, using art again to comprehend my experiences. The process of the creation of this series of works was never to praise myself but
I chose to explore Manet’s painting style, which was similar to mine, focussing more on rough brushstrokes rather than a smooth and controlled
to explore and to understand better, gluing all the pieces of my experience into the ultimate auto-portrait. Through the Visual Art course, I have
painting style. The transition into painting fabric soon made me realise that I loved exploring this as my main subject matter, therefore I decided
deduced two main messages of my artwork – the importance of connection with oneself, and the versatile nature of an individual, consisting of
to focus on this in more depth while learning how I can interpret it in various different ways, with the additional incorporation of fruit and still life.
the influence of the environment, experiences and encountered people.
ALLEGRA CRANSTON
ALEKSANDRA SUSHKO
Being new to academic art at the beginning of the Diploma Program, I was curious to try every possible technique and to explore every artist I
Throughout the Visual Arts course I was able to focus on various aspects that I further developed into themes that interested me and represented
exploring alternative cultures and ideas. I began by exploring imagery from Japanese architecture such as dragons and lion statues because I
me more as a person. I have been able to extensively improve my skills as an artist as well as my understanding and appreciation for the creative
was interested in the mythologies and stories behind this. I was working in a realistic and meticulous style with consideration for detail however
process. In most of my work the presence of focal points and juxtaposition of objects is significant but from an early stage I always tried to
as the course developed, I began to embrace spontaneity more and focus less on the accuracy of the formal qualities and more on the process
constantly involve everything I was doing in order to show my thought process. At the beginning of the course the graphic and creative design
behind the abstract work. My most recent pieces have been inspired by Max Ernst and Geiger and I have explored the relationship between the
represented me the most so created paintings in which I was able to tell a story through them. Story telling began to be repeated in a lot of my
unconscious mind and the physical world by creating juxtapositions of organic forms contrasting with abstract shapes, textured backgrounds
paintings. Moreover, I decided to focus on patterns which lead me to one specific artist; Frank Stella, who was the first artist I took inspiration
and strong shadows. I have included a symbol of the 8th chakra because I have been exploring the theme of spiritual planes and ancient
from, and this helped me to decide upon a theme for my comparative study. The use of patterns was and still is, present in a lot of my work.
meditation.
Thanks to Frank Stella’s piece “The Cabin. Ahab and Starbuck”, I was able to find inspiration for my large abstract canvas painting. This piece represented all the ideas I had previously explored until this moment, the story telling; since it is an abstract representation of a ‘Moby Dick’ chapter, the use of patterns and bright colours. Furthermore, this allowed me to discover the idea of juxtaposition that represents the whole of my exhibition. The movement and turning of the objects that create my composition intrigued me to create more pieces surrounded by this theme. Overall this idea allowed me to process each one of my ideas through several different perspectives, something that can be shown throughout my work, and the connection in between my different pieces.
LUCIA RODRIGUEZ GOMEZ
FEDERICO FAURE ROMANELLI
The IB course has been both challenging and stimulating and it has enabled me to expand my use of a wide variety of artistic mediums while
Focusing on the nature and industry throughout my journey of IB art, I took inspiration from the Art Nouveau and Surrealist movement, being
strong influence with artists as Giotto and Diego Riviera I have developed a series of paintings which include very detailed and fine oils of fabric
influenced by Max Ernst mainly and exploring the idea of temptation I came up with my theme of neo-morphosis. The theme incorporates
pieces. At the same time, I have looked into artists as Michelangelo, Botticelli and Raffaello, developing my skills and techniques with painting
both nature and industry, and as a result of my interpretation of my personal struggle of temptations. The clash between nature and human
fabric folds. To create contrast and add an external source to the pieces, I have decided to look at Banksy, my third artist of the comparative
development is rooted in society. Personally, I feel in a conflict of these themes myself, as there is the temptation towards structure organisation
study. Using more linear and less lose lines Banksy’s influence has added to my work a touch of contemporary and contrasting ideas. Combing
and comfort, whilst I’m being torn away from humanity by the beauty, calmness and silent chaos of nature. These connotations I have with nature
concepts from all of these artists I have noticed that behind my work there is a strong political influence, because all of these artists are trying to
are repeatedly seen in my art, as it resembles ease yet still a sheer force able to overtake and fight back against the structures of humanity.
promote their view, or a religious ideal, to a greater audience. Portraying images or scenes from political occurrences has lead me to use graffiti,
Although all of my art was planned, by not thinking about anything regarding artistical skill during the painting process I felt that some of my
a form of artist expression without permission, to convey thoughts and beliefs to my audience. At the same time, I have decided to use a fictional
unconscious emotions and thoughts ended up in my final outcome. This process also resulted in the structure of most plants in my artworks as
cosmic entity’s alphabet style within the pieces, to make the audience actually think of what they are reading, making them reason on the strong
well as the more abstract features in some of my pieces.
significance of the words, opposing with the fantasy world we actually believe we find ourselves in at times. Overall through my work, I have tried to understand to a deeper level the reasoning behind the artist’s mind when trying to expose their personal believes and opinions through art.
PEER JUHRE
MATILDA NABORRI
During my course, I have explored a number of artists whom all have something to say, expressing their own views through art. Gaining a
Throughout my journey of art IB, I have focused on the concept of synergism and spatial ambiguity. One of the most reoccurring symbols within
artists helped me to develop and structure a body of work using biro. I am fascinated by the geometric style used by these two artists and the
my artwork is the motif of fish. Firstly, the idea of a fish simply came from my zodiac sign but moreover, from the profound symbolism that I
simplification of bodily forms. This has therefore been translated into my own work with the aim to create a significant and meaningful message
have discovered by examining different moral aspects of such a cliché figure. Looking at the way different artist have portrayed the fish through
in my work. After the artist visit, Ian Murphy inspired me to use different experimental techniques that complimented my usual refined style of
ought the artistic evolution, has given me a broader understanding and acted as a moving force for my own artwork. My examination varied from
working. The use of ink bleach provided a textured background and created a depth to my compositions. After evolving my ideas, I decided
looking at Japanese representation of Utagawa Hiroshige and Utagawa Kuniyoshi and to the other extreme of Vincent Van Gogh and Claude
to change media and concentrate more on architecture and design. This new approach really changed my way of thinking art and made me
Monet. Moreover, the colour choice in my artwork has always been within the limits of a restricted, soft and pastel colour range, resembling the
concentrate more on motion and modern engineering. After considering these key aspects I designed and created a series of sculpture made
inner peace and tranquillity that I consider to be the most important aspect of human nature, and that I try to achieve and depict within my art.
from cardboard. The comparative study has heavily influenced my conceptual understanding and hence developed a theme of war within my
In all of my artworks, there is a present subject of “swirls”, which represent the subconscious flow of thoughts and the consistent “creativity”
work. Inspired by the ‘Arms room’ designed by Arnaldo Pomodoro in Palazzo Poldi Milan and Jacques-Louis Davide, I was able to connect and
that is inevitable for an artistic person. Furthermore, showing creativity’s omnipresence, depicting that the IB as much as it allows for a strong
understand more complex geometric structures and connect it with themes I am interested in. In conclusion, my IB journey in visual art has
academic focus, it also pushes everyone to embrace their creativity in everyday life. Analogously, in my comparative study, I have investigated
enriched my person as it increased my empathy and problem solving skills.
the “core” modules of art such as anatomy, light, colour and composition, focusing on analysing the works of Caravaggio, Salvador Dali and Edward Hopper. Further on acting as a stimulus for the merging of realism and surrealism.
SOFIA FRUMKINA
RICCARDO LESMA
During my IB journey I was profoundly influenced by Pablo Picasso and Arnaldo Pomodoro and decided to concentrate on abstraction. These
GCSE ART AND DESIGN STUDENTS
Carlotta Paganini GCSE Year 11
Sofia Zinna Year 11 Carlotta Paganini Year 11
Francesca Year 11
Konstantin Pogorzhelskiy Year 10 Austen
Isabella Recordati Year 10 Drake Francesca Year 11
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