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... Amanda Museum ...
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+Tiny Talent (1999-2001)
(click to open gallery)
.Most of the pictures in this gallery are from when Amanda was 4 and 5 years old. We thought the pictures were cute, and so we tried to write funny captions (which are maintained solely for their historical value). But, in hindsight, we can see the beginnings of the more mature talent she now exhibits...as well as an unusual interest in pregnancy and fetuses!
+Starting to really be an artist (2002-2007)
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.We gave up on the silly captions when her artwork got good enough to stand on its own.
+Middle School (2008-2009)
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.The Charleston County School for the Arts further sharpened her abilities.
-High School Freshman (2010-2011)
.This gallery features some of the pictures she has posted at her DA Gallery.

Narcissa Malfoy at the Manor

pencil drawing.

Girl and Dragon

pencil drawing.

Jerome

"Yes, my original character is named Jerome. He is very clever, naturally gifted, and pretty good looking. Unfortunately, his guy-friends are kind of dark, but his girl-friend is really sweet, so it is all ok. Oh yeah and the name came from my mother's favorite children's book."

Self-portrait

Amanda says: "I gave myself the idea, for both pairs of glasses at once, but this looks nothing like me. I didn't want it to. This came completely from my head, and I am surprised how good it turned out." But, I think it DOES look like her.

Draco Malfoy lounging

pencil.

Two Girls

Pencil drawing.

Birdcage Wig

Based on a wig that Marie Antoinette owned

I Heart Peacocks

Based on a photo that Amanda took at Magnolia Plantation, not yet finished because she still intends to paint the background. Prismacolor drawing on watercolor paper.

Ribbon

Still life drawing of a prize ribbon.

Sheep

Amanda took the photo on which this watercolor is based and then painted it for an exhibition of "small works" at her school.

Bottles

Still life of glass bottles done from an arrangement set up by Amanda's art teacher.

+High School Sophomore (2011-2012)
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.Amanda has been making a lot of amazing art this year, but not giving us a chance to photograph or scan it. So, this gallery is extremely small. We hope to add more soon.
+High School Junior (2012-2013)
(click to open gallery)
.This year Amanda was required to produce only 3-dimensional art. Her concentration was on hats based on buildings that she saw on our travels, but there are some other amazing pieces here as well.
+High School Senior (2013-2014)
(click to open gallery)
.This year Amanda was required to produce pieces that count as "design". She eloquently captures the central theme of her portfolio in this essay written for to accompany AP submission:

While rummaging through my grandmother’s keepsakes, I came across a wooden block for printing the yellow portion of a landscape. Though seemingly insignificant, the block represented my late grandfather, and it sparked curiosity as to how this lone piece of a picture had value without its complementary blocks and subsequent colors. As a result, my concentration analyzes the sentimental value of objects, as well as how this value is affected when the object represents a larger concept or series.

To achieve this, I utilized an aspect of block prints generally avoided, that images misalign and overlap causing details and realism to be lost. In pieces 1, 2, 4,and 10, this print-like detail of the desired image being shifted, is meant to reveal the sentimental value that would have been hidden beneath. In 3 and 9, the photographs that triggered my memories more clearly convey their significance when details are lost, lost like the yellow block of the landscape print. In image 4, the porcelain fisherman is turned three quarters to the left and right to reveal the honest, hard working gardeners in a Japanese Zen garden I visited in Kyoto. Image 5 conveys the endless pleasure of just two children encountering just two chairs. The lack of color in the children emphasizes the chairs. Image 6 utilizes the appearance of a shift to the left of the colors in a single child’s clothing while they play. The objects of value in 7-10 are horses, stained glass windows, tutus, and yellow hats (worn by Japanese children on fieldtrips) respectively. Images 11 and 12 depict foreign children in uniforms first shifted down, and then contrasted by a hornet’s nest throwing into sharp relief the loss of individuality inherent in a dress code.

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