1. What is the title of your installation artwork?
The title of our artwork is “Falling”.
2. What experience did you want the audience to have? What specific elements or actions in your installation were designed to create that experience?
I wanted the audience to feel and experience a nature-like environment. I used fabric to create a waterfall on the wall, and the surrounding/walls were wet, to mimic a waterfall.
3. After classmates interacted with your installation, do you think your group achieved your original goals? Explain why or why not, and give examples from the presentation or audience responses.
I think our group achieved our original goal to make the audience feel nature and to make the surroundings represents a rainforest. For example, some classmates said that the waterfall was really realistic.
1. What message are you conveying through your textile design? Which symbols, colors, and design elements did you incorporate to express this message?
Through one of my textile designs, I wanted to convey feelings of happiness, luck, and positive energy. I used symbols such as clovers, flowers, arrows, and lightning bolts to express this idea. The arrows point toward the flowers and clovers and shoot energy bolts, symbolizing the idea of “shooting” for good things in life and aiming for happiness. It represents the mindset that believing in positivity and actively working for it will help you reach your goals.
I also incorporated several design elements and shapes, such as zigzag lines, circles, arcs, and straight lines. These shapes work together to form symbols, like the clover created from four arch curves in the corners.
2. During this unit, which specific skills and knowledge have you developed the most?
During this unit, the skill I developed the most was learning how to create rotational textile designs. I learned how to plan a design so that when the stamp is rotated, it forms a larger image or repeating pattern.
3. Which skills and knowledge from this unit do you believe could be valuable outside of Art class?
One skill from this unit that could be valuable outside of art class is planning and thinking about patterns. When creating the rotational textile design, I had to carefully plan where each shape would go so that when the stamp was rotated, the pattern would line up correctly. This helped me practice problem solving and paying attention to details. These skills can be useful in many areas outside of art, such as design, engineering, or any project where planning and precision are important.
Artifacts
Money Doesn’t Fall From the SkyArt Tessellation PlanningPrint-Making Draft“Luck” Textile Linocut Design
Creativity: I came up with ideas and solutions in projects and assignments.
Focus: I stayed on task during class and worked hard on assignments
Participation – I contributed ideas and worked well in class discussions and group projects
Areas of Improvement in Semester 1:
Organization: Sometimes I lose track of assignments or materials
Time Management: I could work on doing the assignment the day it is due more consistently
Communicating with Teachers: I want to work on asking for more help or asking for a deadline extension when I don’t understand something or if I’m behind on an assignment.
The purpose of my conference is to explain my learning journey this year and share my progress with my parents.
Today I’d like to share:
What I’ve done and what I still want to achieve
Some areas of growth, struggles, and examples of my work
My goals and how I plan to achieve them
My Vision Board
My Vision Board
This vision board shows things that are important to me because they represent my hobbies and things I want to improve in for 2026.
My Goals Are:
Check in with my Chinese teacher more often My goal is to ask more questions and check with my teacher more often in Chinese class to make sure I understand class materials.
Manage my time better during assignments and projects I want to plan my work more carefully so I can finish assignments on time and not feel rushed.
Learn Python regularly I want to complete a new Python lesson every other day so I can improve my coding skills throughout the year.
Transdisciplinary Transfer Goal (TTG)
The TTG I chose to reflect upon throughout the year is Skillful Communicator.
This goal is important to me because being able to explain my ideas clearly helps me in all my classes, including allowing me to share what I’ve learned throughout the year and understand feedback from my teachers.
I decided to include this artifact because it demonstrates my learning and growth from Unit 1, First Contact.
Artifact 2
I chose a sample of my moral dilemma essay from Unit 4, Ethics and Morality, because it shows my recent learning and understanding of key analytical essay skills.
My science notebook became more useful throughout the year as I improved my organization and added clearer notes and details to my work.
To show this, I will compare:
An earlier page from my notebook
A page I wrote later from my notebook
Evidence of Active Learner Habits
Active Learner Rubric from October 2025
Skills I Improved In
Participation: I contribute more ideas during discussions and answer more questions
Effort: I spend more time making sure my work is clear and detailed
Responsibility: I follow instructions more carefully
Area of Growth
Time management: I still need to manage my time better so I can complete work more efficiently and get in the habit of doing the assignment the day it is assigned
Evidence of Understanding of Key Concepts
Claim: My 3 for 3 scores show that I consistently show understanding of the key science concepts we learn in class, and over time I improved in my 3 for 3 accuracy.
Evidence of Growth in Science Skills
The six science standards for Grade 8 are:
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Engaging in Argument from Evidence
Constructing Explanations
Obtaining, Evaluating, and Communicating Information
For my example of growth, I chose the standard Engaging in Argument from Evidence (CERs).
After
Claim: My work shows growth in engaging in argument from evidence and writing CERs because my later artifact includes stronger evidence and clearer explanations to support my claim.
