Adjudication Tips

Adjudication Tips for Selecting your Young Artists

  1. Display all artwork around the library or staffroom.
  2. What to look for: 
  • any 2-dimensional medium, or a 3-dimensional that is no larger than 30cmx30cm 
  • artwork may be an extension of what is learned in the classroom, may be done at home, or may be part of a lesson in class, but… 
    • do not choose works that are replicas of directed art lessons (i.e. 2 paintings that look exactly the same!) 
    • do not choose work that is the direct result of private lessons 
  • consider looking for a variety of media (i.e. watercolour, pencil drawing, acrylic, etc.)
  • look at the overall spirit, effort, emotion, and subject of the piece–not just technical skill. What moves you? Jumps out at you? How is it meaningful? Unique? Creative? 
  • review artist statement, if available/prepared, when viewing work
  • do not send in any artwork that has been copied (or traced!) in style or subject matter or has been altered by anyone other than the artists themselves. We will not display these works in the show. Google Lens app will help you see if any artwork has been copied.
  1. To begin adjudication, give staff members uni-blocks or paper scraps. If your school can send four students, for example, give each staff member four cubes. Have teachers circulate through the display of artwork and place their cubes on their top four choices. Throughout the process of elimination (and perhaps some creative discussion…), you will end up with your entries. 
  2. Place your chosen artwork back into the portfolio. 
  3. Return or hang the remainder of entries around the school. You may want to recognize students who submitted artwork by mentioning them in announcements, newsletters, or at an assembly. 
  4. Bring the portfolio with the chosen artwork inside to the Henry Grube Education Centre by the deadline (March 3rd), ready to be adjudicated and then hung at the art show.  It will be returned in the same portfolio to your school following the art show.

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