走进北京乐成国际学校中学部视觉艺术教室，一本本厚重的艺术作品集整齐陈列。
翻开页面，一个个色彩鲜明、姿态各异的角色形象跃然纸上。它们停驻在纸页之间，也讲述着属于创作者自己的故事。
在教室另一侧，一排由学生亲手设计、通过3D打印完成的角色雕塑，则让这些二维形象真正走进现实。它们最初或许只是学生脑海中的一个灵感、一张草稿，随后逐渐被赋予色彩、结构与性格，也被注入不同的情感、思想与叙事。
走近这些作品，也是在走近学生们的思考世界。在一次次创作与重构中，他们尝试用艺术理解世界、回应世界，并表达自己眼中的世界。
在乐成，视觉艺术学习从来不只是“完成一件作品”。
学生们从最基础的视觉元素开始学习：线条、形状、色彩、构图，以及如何观察与描述画面。随后，他们逐渐探索属于自己的“视觉身份”——喜欢什么颜色、角色与图像？又为什么会被这些元素吸引？
在此基础上，学生开始设计二维角色，再通过雕塑与3D打印让角色立体化，并进一步发展成完整的视觉叙事。
随着年级的提升，课堂也不断拓展更多艺术媒介：摄影、版画、痕迹艺术……每一种形式，都成为学生探索更多表达的路径。而在整个过程中，学生始终被鼓励去尝试、修改、实验与重构，拓展对于艺术和世界的理解。
课堂里，媒介之间的边界不断被打破：从绘画到雕塑，从文字到图像，从二维到三维。学校还邀请涂鸦艺术家、泡泡玛特专业设计师等走进课堂，与学生分享创作技法、IP设计与角色创作，让他们感受不同类型的艺术实践，理解一个真正能够打动人的角色，背后往往需要完整的故事与世界观。
在视觉艺术教师Donal看来，艺术课真正重要的，从来不只是技法——艺术，既是讲故事的方式，也是传达思想的语言。
因此，在开始创作之前，学生首先需要思考的是：我想表达什么？我为什么想表达它？
他们需要围绕主题形成自己的观点，再进一步思考，如何通过视觉语言将这些想法传递给观众——从最初的角色设计，到最终的故事创作，皆是如此。
课堂同样重视完整的创作过程。学生需要开展调研，在草图阶段不断发展新的想法，并记录每一次修改背后的原因。作品完成后，他们还会重新审视自己的表达：哪些真正有效？哪些仍然值得继续推敲？
尽管并不是每位学生未来都会追求艺术专业学习，但艺术教育所培养的能力，却能够迁移到任何领域——如何将一个想法发展成为完整作品，如何不断实验、修正与表达，如何把抽象的概念转化为真实而有力量的呈现。
翻开一本本作品合集，人们或许很容易忘记，创作者只是十四、五岁的学生。比起技法本身，他们真正试图讨论的话题，往往比年龄更加深刻。
七年级学生Momo的漫画，围绕“战争与和平”展开。灵感来源于她对二战历史的长期兴趣。她试图讨论一个复杂而沉重的问题：战争与权力，是否终将吞噬每一个人？
在她的故事里，原本怀抱理想的人物，也逐渐被战争与权力腐蚀。混乱、扭曲、近乎失控的战争画面，与传统整洁的漫画分镜形成强烈反差，仿佛情绪本身也在画面中不断蔓延。
七年级学生Angela，创造了一只看不见颜色、也听不到声音的狐狸。
她的故事围绕“五感”展开。小狐狸踏上一场寻找“美之钥匙”的旅程，而Angela真正想表达的是：美，其实一直藏在那些细小而安静的生活角落里。于是，她让角色在森林、微弱的光线与细小的声音中，慢慢重新感知世界。柔软的主题背后，藏着一种独属于孩子的敏锐观察与丰富想象。
八年级学生Olivia的作品，则源于一种极其真实的情绪——“赶工时的焦虑感”。
她选择了丝网印刷技术。不断洗版、经历失败、重新开始，整个创作过程本身，就像时间压力不断循环的隐喻。她在作品中设计了一个极具冲击力的“舌头”形象，用来象征不断向前推进的秒针。在她看来，人们总是把时间看得太过严肃，却很少真正停下来，感受生活的乐趣。
战争、时间、孤独、美、焦虑、身份认同、社会议题......
这些作品也许无法给出答案，但这些年轻的创作者，却已经开始认真地提出并思考问题。
在乐成，学习从来不只是知识的堆砌。
尤其在中学阶段，课程通过概念驱动与跨学科探究，引导学生从具体知识走向抽象思维，逐步建立自主学习与独立思考的能力。
重点不仅在于学生“记住了什么”，更在于学生是否能够理解、整合，并灵活运用所学知识。而视觉艺术，正是这种能力培养的重要载体之一。
当学生不断在观察、表达、修改与重构之间往返时，他们也在学习如何理解自己、他人与世界，并逐渐建立属于自己的声音。
在这里，我们邀请您翻阅这些来自学生们的作品集，感受它们真正珍贵的地方——那些关于想象力、批判性思维、表达能力与行动力的成长。
当您看见一个个十四、五岁的学生，认真描绘自己对世界的理解时，也许会在这些作品之中，看见成长的真实模样，并找到某种属于自己的共鸣。
Stepping into the visual arts classroom at BCIS Secondary School, your attention is immediately drawn to rows of thick student portfolios arranged neatly across the room.
Open one, and vivid characters seem to leap off the page — bold colors, dramatic poses, exaggerated expressions. Each figure feels caught in the middle of a story, inviting the viewer into a world entirely its own.
Across the classroom, another collection of student work quietly commands attention: a series of 3D-printed sculptures. Many of them began as rough sketches or fleeting ideas before gradually taking shape through experimentation, revision, and reconstruction. What once existed only as lines on paper slowly becomes something tangible: something with texture, weight, and personality.
Yet behind every artwork lies more than technical practice. Each piece reflects a way of observing, questioning, and interpreting the world.
At BCIS, the visual arts are not approached simply as a subject focused on producing polished final pieces. Instead, students are encouraged to see art as a process of thinking — a way to explore ideas, communicate emotions, and better understand both themselves and the world around them.
Students begin by building the foundations of visual language: line, composition, color, shape, and observation. But as projects develop, the focus quickly moves beyond technique alone.
Students are encouraged to reflect on the kinds of images, aesthetics, and visual styles they naturally gravitate toward — and, more importantly, why those things resonate with them. Rather than working toward a single ‘correct’ outcome, they are given space to experiment, revisit ideas, and embrace revision as an essential part of creative growth.
Projects often evolve across mediums. A two-dimensional character sketch may later become a sculpture or a 3D-printed figure before eventually expanding into comics, animation, or narrative storytelling.
Throughout this process, students are introduced to a wide range of artistic approaches, including photography, printmaking, mixed media, and digital design. The boundaries between disciplines are intentionally left open: drawing intersects with sculpture, text blends into image-making, and digital tools coexist alongside hand-built forms.
Artists and designers from outside the school — including graffiti artists, Pop Mart designers, and creatives working within the IP and entertainment industries — are also invited into the classroom to share their experiences and perspectives.
Through these conversations, students begin to understand that memorable visual worlds are rarely built on aesthetics alone. Strong characters and compelling imagery are often rooted in storytelling, emotion, and personal perspective.
For visual arts teacher Donal, technical skill matters, but it is never the ultimate goal.
“Art is a way of communicating ideas,” he explains.
Before beginning a project, students are first asked to consider what they genuinely want to express. Why does this idea matter to them? What do they hope another person might feel, notice, or question through the work?
That reflection continues throughout the creative process. Students research artists and artistic movements, develop concepts through sketching and iteration, and document how their thinking evolves over time. Even after a piece is completed, they return to it critically — asking what worked, what shifted, and what could still be developed further.
Not every student will pursue art professionally in the future. Yet the habits cultivated through artistic practice extend far beyond the classroom: learning how to shape an idea into something tangible, communicate meaning clearly, and continue refining a piece until it fully expresses what they intend to say.
Looking through these portfolios, it is easy to forget that many of the students who created them are only fourteen or fifteen years old. The themes they explore are often unexpectedly thoughtful, personal, and emotionally nuanced.
Grade 7 student Momo created a comic series inspired by her interest in World War II history. Her work examines the relationship between war, power, and morality, asking whether violence can gradually consume even those who begin with good intentions.
As the story unfolds, idealistic characters become shaped by, and at times distorted by, conflict and authority. Chaotic battle scenes intentionally break away from traditional comic layouts, allowing emotion and tension to spill across the page.
Another Grade 7 student, Angela, designed a fox character unable to see color or hear sound. Her story follows the fox on a journey to search for a ‘key to beauty,’ using the five senses as a recurring thread throughout the narrative.
Beneath its fantasy setting, however, the story carries a quieter reflection on everyday life: the idea that beauty often exists within small moments people easily overlook.
Moving through forests, shadows, and faint sounds, the character slowly reconnects with the world around her. The work carries a softness and sensitivity deeply rooted in Angela’s imagination.
For Grade 8 student Olivia, inspiration emerged from something far more familiar — the pressure of deadlines and the anxiety of running out of time.
Using screen-printing techniques, she intentionally embraced repetition, mistakes, and restarting. The process itself became part of the work’s meaning. At the center of the piece is a repeated tongue motif, symbolizing the relentless ticking of a clock’s second hand.
For Olivia, the artwork reflects how seriously people often treat time — and how rarely they pause long enough to simply experience life as it unfolds.
Across these works, students wrestle with themes of war, loneliness, identity, beauty, anxiety, and social pressure. Their projects do not attempt to provide simple answers. Instead, they reveal something perhaps more meaningful: young people learning how to ask thoughtful questions about themselves and the world around them.
At BCIS, learning is not confined to memorization of content.
Particularly in the Middle and High Schools, interdisciplinary and concept-driven learning encourages students to think across subjects, make unexpected connections, and develop confidence in their own ideas. The emphasis is placed not only on what students know, but also on how they interpret, apply, and communicate that understanding.
Visual arts becomes one of the clearest spaces where this process comes to life.
As students move through observation, experimentation, revision, and reflection, they are also learning how to understand themselves more deeply. Over time, they begin to discover not only what they want to create, but also what they want to say to the world around them.
We invite you to explore these portfolios and discover what makes them meaningful — not simply the finished works themselves, but the imagination, curiosity, and independent thinking behind them.
And perhaps, while turning through pages created by a group of students in an art classroom, you may also recognize something unexpectedly familiar: a question, a feeling, or a way of seeing the world that reflects your own.
*转自：北京市朝阳区乐成学校官方公众号
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