Let's get started! How to prepare for the intake meeting
Image: "Curated Art Zone in Bedroom", by student Miles H.
The strongest portfolios for college admsisions showcase work that is personal and self-initiated. This means going beyond classroom assignments, and developing a body of work based on your interests, passions, and experiences. To facilitate this, my coaching process starts with an initial intake meeting designed to create visibility on your personal story.
What to expect during the intake...
During the intake meeting, I ask my students to be prepared to talk about and/or show documentation of any and all work, no matter how “finished,” what stage it is in, and what medium.
This can be work from class assignments as well as work that is self-initiated. This can be completed works, partially completed works, ideas in a sketchbook, audio sketches, scores, doodles on paper, collages, sewing projects, project outlines, a curated zone in a bedroom, storyboarding, projects using unconventional material, entrepreneurial projects, etc.
Students can include projects “in the world,” already initiated, or in the planning phases. Work doesn't have to be what is considered “art,” and can include any and all interests: a lecture series, an environmental cleanup event, a voter registration project, baking and cooking, thrifting, and more!
For this first meeting, images do not have to be perfect—cell phone pics will do. If in doubt, include it!
Following the intake meeting, I set up a dedicated Google Drive folder to serve as a centralized location for all work. I establish a Google Spreadsheet to create visibility on all requirements regarding the portfolio as well as additional assignments and questions specific to each program, technical specs, deadlines, and other relevant information.
This groundwork allows students to develop an understanding of their current work, further articulate existing work and even create new work. Students learn the optimal ways of documenting and presenting their work, and how to write and talk about it. Lastly, students are supported in learning how to meet all criteria and technical requirements, in preparation for submitting thier portfolio and other elements of the creative supplement.
I look forward to getting to know you and your work!
Linda Pollack
During the intake meeting, I ask my students to be prepared to talk about and/or show documentation of any and all work, no matter how “finished,” what stage it is in, and what medium.
This can be work from class assignments as well as work that is self-initiated. This can be completed works, partially completed works, ideas in a sketchbook, audio sketches, scores, doodles on paper, collages, sewing projects, project outlines, a curated zone in a bedroom, storyboarding, projects using unconventional material, entrepreneurial projects, etc.
Students can include projects “in the world,” already initiated, or in the planning phases. Work doesn't have to be what is considered “art,” and can include any and all interests: a lecture series, an environmental cleanup event, a voter registration project, baking and cooking, thrifting, and more!
For this first meeting, images do not have to be perfect—cell phone pics will do. If in doubt, include it!
Following the intake meeting, I set up a dedicated Google Drive folder to serve as a centralized location for all work. I establish a Google Spreadsheet to create visibility on all requirements regarding the portfolio as well as additional assignments and questions specific to each program, technical specs, deadlines, and other relevant information.
This groundwork allows students to develop an understanding of their current work, further articulate existing work and even create new work. Students learn the optimal ways of documenting and presenting their work, and how to write and talk about it. Lastly, students are supported in learning how to meet all criteria and technical requirements, in preparation for submitting thier portfolio and other elements of the creative supplement.
I look forward to getting to know you and your work!
Linda Pollack
During the intake meeting, I ask my students to be prepared to talk about and/or show documentation of any and all work, no matter how “finished,” what stage it is in, and what medium.
This can be work from class assignments as well as work that is self-initiated. This can be completed works, partially completed works, ideas in a sketchbook, audio sketches, scores, doodles on paper, collages, sewing projects, project outlines, a curated zone in a bedroom, storyboarding, projects using unconventional material, entrepreneurial projects, etc.
Students can include projects “in the world,” already initiated, or in the planning phases. Work doesn't have to be what is considered “art,” and can include any and all interests: a lecture series, an environmental cleanup event, a voter registration project, baking and cooking, thrifting, and more!
For this first meeting, images do not have to be perfect—cell phone pics will do. If in doubt, include it!
Following the intake meeting, I set up a dedicated Google Drive folder to serve as a centralized location for all work. I establish a Google Spreadsheet to create visibility on all requirements regarding the portfolio as well as additional assignments and questions specific to each program, technical specs, deadlines, and other relevant information.
This groundwork allows students to develop an understanding of their current work, further articulate existing work and even create new work. Students learn the optimal ways of documenting and presenting their work, and how to write and talk about it. Lastly, students are supported in learning how to meet all criteria and technical requirements, in preparation for submitting thier portfolio and other elements of the creative supplement.
I look forward to getting to know you and your work!
Linda Pollack
This can be work from class assignments as well as work that is self-initiated. This can be completed works, partially completed works, ideas in a sketchbook, audio sketches, scores, doodles on paper, collages, sewing projects, project outlines, a curated zone in a bedroom, storyboarding, projects using unconventional material, entrepreneurial projects, etc.
Students can include projects “in the world,” already initiated, or in the planning phases. Work doesn't have to be what is considered “art,” and can include any and all interests: a lecture series, an environmental cleanup event, a voter registration project, baking and cooking, thrifting, and more!
For this first meeting, images do not have to be perfect—cell phone pics will do. If in doubt, include it!
Following the intake meeting, I set up a dedicated Google Drive folder to serve as a centralized location for all work. I establish a Google Spreadsheet to create visibility on all requirements regarding the portfolio as well as additional assignments and questions specific to each program, technical specs, deadlines, and other relevant information.
This groundwork allows students to develop an understanding of their current work, further articulate existing work and even create new work. Students learn the optimal ways of documenting and presenting their work, and how to write and talk about it. Lastly, students are supported in learning how to meet all criteria and technical requirements, in preparation for submitting thier portfolio and other elements of the creative supplement.
I look forward to getting to know you and your work!
Linda Pollack