IBDP Visual Arts: Zoom In Art Project

Zoom In: Looking Deep Into Famous Artworks

IBDP Visual Arts - By Ms. Mila Vasconcelos

Teaching IB Visual Arts is always a journey filled with unexpected inspiration, and sometimes, the most creative ideas come from observing my students at work. Recently, one of my IB Year 2 students was drawing in her sketchbook, focusing solely on the eyes of the painting "Irene" by William-Adolphe Bouguereau. Her dedication to capturing the details sparked an idea: What if we all zoomed in on famous artworks and explored their elements in depth?

"Irene", by William-Adolphe Bouguereau, 1897

This exercise became a classroom favorite, combining technical skill, formal analysis, and creative interpretation. It not only allowed students to practice analyzing the elements of art but also gave them the freedom to experiment with media—either replicating the original or challenging themselves with a new approach.

Laura S. drawing exercise, focusing on enhancing drawing technique with colored pencils, while developing observational skills.

Why Zooming In Matters

When we focus on just one small part of an artwork—a pair of eyes, a hand, a pattern in the background—we begin to see details we might otherwise overlook. These details reveal the artist’s techniques, choices, and emotions in ways that transform how we view the entire piece.

By zooming in, students were able to:

• Develop observational skills, noticing subtle textures, color transitions, and brushwork.

• Practice formal analysis, applying critical thinking to explore the elements and principles of art in their Comparative Study.

• Build technical proficiency, honing their skills in rendering details.

• Experiment with different media, stepping out of their comfort zones and discovering new artistic possibilities.

  
  

  

  Exploring different media is an excellent practice for IB Visual Arts students, as it aligns with the program's requirements to experiment, innovate, and demonstrate versatility in their artistic journey.

  
  

The Process

1. Choosing the Artwork:

   Students began by selecting a famous artwork that resonated with them. While some chose traditional masterpieces like Irene by Bouguereau, others gravitated towards modern works or culturally significant pieces.

   
   

2. Zooming In:

   Each student focused on a small, specific part of their chosen piece—eyes, hands, folds of fabric, or decorative details. This approach allowed them to concentrate on intricate aspects without the pressure of reproducing the entire artwork.

3. Media Exploration:

   They were encouraged to replicate the original work’s media, such as oil paint or pencil, or experiment with something entirely different—charcoal, ink, or digital tools. This gave them a chance to explore both familiarity and challenge.

   
   

4. Formal Analysis:

   As they worked, students documented their observations, analyzing the use of line, texture, color, and form in their Comparative Study. This helped bridge their practical work with theoretical learning.

   
   

5. Showcasing the Results:

   The final pieces were displayed side by side with the sections they depicted, creating a gallery that highlighted the interplay between part and whole.

   
   

Why This Exercise Stands Out

Out of all the exercises I’ve introduced in IB Visual Arts, this one has quickly become a personal favorite. The results were technically impressive and also deeply reflective of each student’s artistic journey. I could see them applying the 8 Studio Habits of Mind clearly in different phases of their creative projects.

You can see below the most recent resultus, from my IB Year 1 students. One standout piece is the detailed review of Seurat’s A Sunday Afternoon on the Island of La Grande Jatte, the capture of the blues of Hokusai’s The Great Wave off Kanagawa, and the emotional focus on the bed in Van Gogh’s The Bedroom. Each artwork captured the essence of the original while showcasing the students' technical skill and unique interpretations. These pieces demonstrated how looking closely can uncover new layers of meaning and creativity. Beyond the artistic outcomes, the exercise fostered a deeper appreciation for famous works and the incredible effort behind every detail.

The "Zoom In" exercise reminded me why I love teaching IB Visual Arts: it’s a space where inspiration can come from anywhere, and learning happens in layers—technical, analytical, and creative. Watching my students immerse themselves in the details, pushing their boundaries and discovering new possibilities, has been an incredibly rewarding experience.

Art is about perspective, and sometimes, the most profound insights come from looking closer. Let’s keep zooming in!

Ms. Mila Vasconcelos