Reflection “ No one is too small to make a difference.”
- Greta Thunberg |
Reflecting and Evaluating
Evaluation of End-product/ Outcome Against Criteria
In order to assess the extent of success of the end product, I used my own evaluative judgment, as well as the qualified critique of an expert- Phubast Chesdmethee, International Vice chairperson of WFC or World Flower Council. I assessed the different aspects of the end-product by evaluating them against the predetermined success criteria which can be seen in Appendix D. A careful appraisal of the outcome revealed that some areas were successful, while some needed improvement. For example, in terms of aesthetics, the art was extremely appealing visually. In terms of functionality, there is scope for enhancement, as I felt that there is a whole world of techniques and skills waiting to be explored, which I have only touched upon. In the context of art, I feel that any outcome can never be perfect; there is always room for improvement. However, the work inspired me as I recognized that when we enjoy doing something, the result is always beautiful. This realization led me to give utmost importance to my journey and the immense learning that went behind the creation of the product. I welcomed the faults as they helped me to improve and make progress. With this in mind, the overall outcome was graded at a level of 6. For details of self-evaluation; expert-feedback; and potential areas of improvement, please see Appendix J- “Evaluation against criteria”.
Reflection on how completion of project enhanced knowledge and understanding of topic and Global Context
The implementation of this project, enabled me to further my subject specific knowledge of Visual Arts and Product Design, as well my understanding of the Global Context, Globalization and Sustainability. To begin with, I learnt a lot about art techniques, materials, and color schemes through interaction with people who I met at art and floral exhibitions. Furthermore, extensive research permitted me to learn about designs of products and how to make them technically sound through balance, rhythm and harmony. With respect to the Global Context, research allowed me to gain useful insight into how to calculate the carbon footprint of my art. Please see Appendix H for the details of the calculation of carbon footprint of all three components of my floral art, as well as the comparison with carbon foot print of cut flowers. Additionally, expert advice facilitated an awareness of a variety of eco-friendly materials. The sustainable materials used in the three components of my art can be viewed in Appendix H. Lastly, I began my endeavor with the notion of a possibility to create the art with plant material, which may lead to a maximum of 80-90% deduction in carbon footprint, as opposed to the carbon footprint of fresh flowers. However, the project has been an eye-opener, in finding that the difference in percentage is not in hundreds but in denominations of thousands. Thus, there is a difference of up to 8000% (as can be seen in the calculations shown in Appendix H). This revelation has further increased my determination and belief that with awareness, people can move towards a more sustainable form of floral art, thus causing much less harm to the planet.
Reflection on Development as an IB Learner
The effort put into this project is the amalgamation of various aspects of the IB learner profile: an inquirer, a reflective individual, and a creative thinker. An inquirer has been described as “We nurture our curiosity, developing skills for inquiry and research” (IB learner profile). I thus strived to be an inquirer, as I developed the skills to make an inquiry into the question “Can floral art be created in ways that can save our environment from the carbon foot print of cut flowers?” Research skills were used in the form of primary as well as secondary research. Primary research in the form of an interview with an expert, gave me the much-needed tools and knowledge for the creation of my art. Secondary research enabled me to gain insight into sustainable material and carbon footprints. The knowledge thus gained will continue to enrich my future endeavors in my constant pursuit of self-expression. Next, a thinker has been defined as “We use critical and creative thinking skills to analyze and take responsible action on complex problems” (IB learner profile). I further endeavored to be a critical as well as creative thinker, as I used my new-found knowledge of carbon footprints and sustainability, to decipher how to implement an aesthetic piece of art (for evidence of being a thinker, please see Appendix I- under Thinking skills). Lastly, a reflective individual has been defined as “We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development” (IB learner profile). I engaged in being reflective throughout the project: I reflected on the ideas that I received from different experts; I reflected on the strengths and limitations of different sustainable materials; and I constantly reflected on my work as I went back and forth trying to make amendments, in an effort to better the outcome. I finally reflected on my final outcome, striving to suggest a fair grade, as I earnestly contemplated on the possible areas of improvement (see Appendix J).