supernatural as people think. She just has a penchant for drawing, which she has perfected over the years by constantly sketching in her journal. Her dedication shows. blue to symbolize sadness and messy brush strokes to represent chaos” artists are “I mixed in among the in the AP class. When asked to explain her latest abstract work, “masters” she dives into an explanation behind the composition, subject and color choice in an effort to make her piece of art sound deep and profound. In reality, it may be a compilation of zig-zag lines that represents movement of nature.” Not to discredit her work, perhaps she was “the thinking of how nature moves when painting, but sometimes lines are just lines. Part of the AP portfolio is the concentration section, where she had the difficult task of choosing a theme for a series of pieces. The beauty of machines, the human body as an object and distorted reality are only some of the themes she has considered. The commitment to art mirrors if “symbolizer’s” not exceeds that of the abovementioned master and her installations will undoubtedly be thought provoking, though people will probably pose the question this” most often. is “what Back in the gallery, our high school artist has come to the conclusion that she has much more in common with the artists whose work she studies than she thought. Knowing that they had similar backgrounds, the doodler might hope that her pastime flourishes into something greater, while the type that shies away from the art world may hold a newfound appreciation for the skill. Meanwhile, the master and symbolizer might compare the piece to something they’d recently created as they imagine the day they have their own exhibit. No matter what they think, they all have some kind of response: a perspective, and an artistic one at that. Revision Report Art Critique
supernatural as people think. She just has a penchant for drawing, which she has perfected over the years by constantly sketching in her journal. Her dedication shows. “I blue to symbolize sadness and messy brush strokes to represent chaos” artists are mixed in among the “masters” in the AP class. When asked to explain her latest abstract work, she dives into an explanation behind the composition, subject and color choice in an effort to make her piece of art sound deep and profound. In reality, it may be a compilation of zig-zag lines that represents “the movement of nature.” Not to discredit her work, perhaps she was thinking of how nature moves when painting, but sometimes lines are just lines. Part of the AP portfolio is the concentration section, where she had the difficult task of choosing a theme for a series of pieces. The beauty of machines, the human body as an object and distorted reality are only some of the themes she has considered. The “symbolizer’s” commitment to art mirrors if not exceeds that of the abovementioned master and her installations will undoubtedly be thought provoking, though people will probably pose the question “what is this” most often. Back in the gallery, our high school artist has come to the conclusion that she has much more in common with the artists whose work she studies than she thought. Knowing that they had similar backgrounds, the doodler might hope that her pastime flourishes into something greater, while the type that shies away from the art world may hold a newfound appreciation for the skill. Meanwhile, the master and symbolizer might compare the piece to something they’d recently created as they imagine the day they have their own exhibit. No matter what they think, they all have some kind of response: a perspective, and an artistic one at that. Revision Report Art Critique
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