Ross School - Senior Projects 2012

 

 

Student: Christina L. Bozsik

Mentor: James Earle  

Domain(s): English/ Visual Arts

Faculty Grader: Carelton Schade

 

 

 

 

 

Documentation of Product

 

Description:

For my Senior Project I took my passion for Shakespeare’s works, and applied it to mediums of artistic expression. I interpreted Shakespeare’s work The Tempest and expressed these interpretations through drawing and creative story telling. My drawings act as visual aids to compliment my text, creating a greater understanding of my story. Through the art of creative re-imaging, I obstructed the narrative of The Tempest and created a completely unique story told from the perspective of Ariel.

 

 

COLLECTION OF ARTWORK IN MY BOOK

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Description:

 

The art in my book was comprised over the duration of 3-4 months. I was very fortunate to find an outside consultant who was on board to make my project a success, Paton Miller. I worked with charcoal and blue oil paints, out of my own decision, because I felt that it fit into the realm of Elizabethan culture (blue paint and defined lines). I am a beginning artist, and this project challenged my artistic abilities forcing me to learn a lot. I learned much about perspective and breaking an image, regularly seen as a whole, into pieces, or shapes.

 

 

EXCERPT FROM TIME’S FOOL

How swiftly Time is lifted off its feet by the winds of the sea. How slowly it progresses towards the boundless horizon. In all directions it flows. Where does Time go? It is searching for a place, a feeling in order to seem whole. In one direction it moves, receding from all hope of seizing a moment. Homeless and unsheltered Time fancies a place to rest and enjoy the comfort of security. Fleeting, It passes by with a magnanimous smile, encouraging the rhythm of its hands to go on.

   Each second, each minute, and each hour Time will not fail to continue. Unaware of the power that he holds, consistently Time moves. On and on and on goes Time reaching into the minds of humans, of creatures. Time is unaware of the tricks that he plays.

   O, Time the most selfless entity! I entreat you!  Let me bestow on you a gift, a most gracious gift from your comrade Ariel. I beg of you to hinder your limbs from everlasting motion, and impede the rhythm that you so aptly adopted for all eternity. I present to you your unvoiced desire. Rest. Since the dawn of your creation there has been no such thing.  Is it even tangible?

     My proposition is both feasible and secure. If Time is willing to do so, Ariel will bring him back to a moment, a series of events that can be explored, and dissected for what they are instead of feigned thought. A memory cohesively bound by the magic of a single item goes the story of a powerful man, a beautiful maiden, and a tortured sprit. 

  

Description:

  Working on the creative writing portion of my project was definitely a challenge that I was excited to tackle. Until senior project I had never thought about writing a creative short story, and The Tempest by William Shakespeare was a great starting point. Telling the Tempest from the perspective of Ariel was interesting, because I was able to project the feelings I felt for Ariel into my reconstructed version of his character. Being a teenager living in the 21st century I knew that my character logic was much different then that of Shakespeare’s. I did this for all of my characters their motives and demeanor was drastically different than the original texts portrays. What was challenging, I might add, was not only sitting down to get well-constructed and meaningful sentences on the page, but also finding the inspiration needed to write. I put a lot of heart into my writing, and in some places my deepest fears shine through as my characters own feelings, such as loneliness. It was important for me because I felt a more personal connection with what I was writing. I hope for those who read my work and look at my art they will be affected by it in some way. It does not matter to me if it is negative or positive, but if an emotion can be roused within someone from my project that is all I could want. 

 

 

 

 

Exhibition & Presentation Summary

 

(My presentation was written and I projected the images of my art behind me.)

 

Process:

 

Over the summer I began to read 10 of Shakespeare’s comedies. After reading Midsummer, Taming of the Shrew, Much Ado about Nothing, and The Tempest I began to worry about how I would string all of these plays together. I did not give up. I took a step back and reflected. I originally wanted to focus on multiple Shakespearean plays, but I decided to narrow it down to one, The Tempest. After that decision was made I decided to dabble in creative writing and visual arts.

 

Nearing the end of my project, Earle and I met to discuss the possibilities for the ending of my story. We talked out alternate endings for my project, and as we talked about an ending, of course, talk about the process/product as a whole arose. Earle equated the development of my project to Howard Gardner’s five-mind theory. Howard Gardner is a professor of Cognition at Harvard University and wrote a book “ The Five Minds Of the Future.” I agreed I had used these “minds”, but only three of the five minds: The Discipline, the Synthesizing, and the Creating.

 

 

Discipline mindą Is the mastery of a major school of thought, but I narrowed it down to Shakespearian comedies. Then I further narrowed it down to The Tempest, and became an expert on the subject. I came to be well versed in my subject because I started broad and began to narrow in on a niche I was comfortable with.

 

Synthesizing mindą It takes the disciplined mind and integrates it in other disciplines. I saw that I could integrate my discipline into other mediums such as writing and visual arts, so I planed to do so, which leads into the next mind.

 

Creating mind-ą It takes the integration of the discipline and other mediums and produces something that is relatively unknown. How I related this to my process was not that an illustrated short story is unknown to society, but it was unknown to me. I had never dreamed of creating such a thing, so when I did it was a new skill acquired.

 

Future:

 

In the future I plan on working on my writing skills to become as well spoken as I can push myself to be, It has forever been a goal of mine. In some respect, I plan on making it my major at Emerson College. I have recently become interested in writing scripts, hopefully I can continue feeding my bourgeoning interest. As for art, I will never make art for art sake, but I find it a great asset to the written word. I also believe that I will continue drawing and painting for my own pleasure.

 

 

 

 

 

 

 

Bibliography or Works Consulted

 

Time’s Fool Works Cited

 

 

Writing Inspiration And Direct Quotation

 

Drakakis, John, and Terence Hawkes. "Chapter 4,5." Alternative Shakespeares. London: Routledge, 2002. 69-120. Print.

 

Frye, Northrop, and Robert Sandler. "A Midsummer Night's Dream, Measure for Measure, The Tempest." Northrop Frye on Shakespeare. Markham, Ont.: Fitzhenry & Whiteside, 1986. Print.

 

Rushdie, Salman. "Yorick." East, West: Stories. New York: Vintage International, 1995. 63-83. Print.

 

Shakespeare, William. The Tempest. Ed. Barbara A. Mowat and Paul Werstine. New York: Simon & Schuster Paperbacks, 2009. Print.

 

Shakespeare, William. "Shakespeare Sonnet 64." Shakespeare Online. Amanda Mabillard. Web. 29 Dec. 2011. <http://www.shakespeare-online.com/sonnets/64.html>.

 

Shakespeare, William. "Shakespeare Sonnet 116." Shakespeare Online. Amanda Mabillard. Web. 29 Dec. 2011. <http://www.shakespeare-online.com/sonnets/116.html>.

 

Shakespeare, William. "Shakespeare Sonnet 129." Shakespeare Online. Amanda Mabillard. Web. 29 Dec. 2011. <http://www.shakespeare-online.com/sonnets/129.html>.

 

Art Inspiration

 

Caravaggio, Michelangelo. Madonna of Loreto. 1603. Book. Cavalletti Chapel, Sant'Agustino, Rome.

 

Hokusai, Katsushika. The Great Wave Off Kanagawa. 1829. The Metropolitan  Museum Of Art. Web. Oct. 2011. <http://www.metmuseum.org/Collections/search-the-collections/60013238>.

 

Miller, Paton. Self Portrait.

 

*Paton has been my artistic mentor since August. He has been the root of most of my artistic inspiration, and because I cannot cite a person I chose to cite the self-portrait, hanging in his personal studio, that he gave me permission to use in my senior project. As a beginning artist he was a wonderful and patient mentor, and guided me to create finished pieces.