POINT OF VIEW
Meant to Impress
The development of the visual art portfolio is critically
important for the student applying for college or art school. The
portfolio should show
a range of both two-and three-dimensional
work that incorporates
both the student’s skill
and self-expression.
The student’s purpose for the portfolio
should be to share his
or her visual thinking,
varied content, and personal growth. Including a reflective writing
statement also helps a
prospective college or
university gain a richer
understanding of the
student as a whole.
Ken Vieth
A Few Guidelines
to Consider
All work should be
original, with no copies from photographs
or other artists. Images
need to be presented
in a well-organized,
clean manner. Artwork
should convey the individual’s unique
style.
Students need to consider their
overall body of work and select fif-
teen to twenty of their best images.
Share quality, not
quantity, in a variety
of media that also
shows the breadth of
the student’s experi-
ence. Colleges now
look for a portion of
the portfolio that is
cohesive, so multiple pieces should fit
the same theme. Most colleges now
encourage drawing from life. Students
could also maintain online portfolios
on a blog or website.
The portfolio should
show a range of student
work that incorporates
both the student’s skill
and self-expression.
overhead classroom
lighting. Avoid direct
sunlight, as it tends
to blow out the color
in the images. Student work should be
photographed on a
black, white, or neutral backdrop. Three-dimensional images
can be more challenging to photograph.
Take two or three
shots from various
angles to achieve the
best results. You could
also include an identification for each image
with the student’s
name, media, and size.
A high-quality digital
camera set on the finest setting is recommended to capture the
best possible images.
Remind students
that, during a personal
interview, the people
reviewing their work
are giving constructive
feedback. The process
is about the artwork
and should not to be
viewed as a criticism
of the student. Stu-
dents should also be willing and able
to discuss their work in terms of use
of media, skill, content, and personal
expression. You can prepare your students for interviews by having them
respond to open-ended questions so
they will feel comfortable discussing
their work.
Ken Vieth is an art education consultant and the author of From Ordinary to
Extraordinary and Engaging the Adolescent Mind, and co-author of The Visual
Experience, all published by Davis Publications. kvieth@crusoe.net
