Monday, December 14, 2009
In this project student's we asked to create a piece with hand-done qualities. Originally for the Manifesto piece
I decided to use a 'ransom note' effect to illustrate my message. However, I learned that the ransom note effect was too distracting from the actual design
Monday, November 9, 2009
We started this project with 16 3x3" squares of still life sketches. From those sketches we selected 9 final sketches which would would trasfer to 4x4" squares. The final step in the project's process is the inking of the 9 drawings.
The Composition and Line Project required three basic steps to produce a quality design. Those three steps include, Expansive Thinking, Editing, and Final Execution. Expansive thinking encouraged students to experiment with materials and make several sketches. Editing is one of the more obvious steps. Students were encouraged to limit their design to complimentary images, keeping Gestalt's theories in mind. This piece was done on 18"x24" paper with 9 4"x4" squares.
Tuesday, October 13, 2009
The photographs go as labeled
1) Design 1 option
2) Design 1
3) Design 3
4) Design 4 option
5) Design 4
Design one's goal was destroying the identity of a square. The piece was totally non-objective. I tried to create a piece that was both interesting to look at and visually pleasing without reminding the viewer of anything in particular.
Design two's goal was the same as design one, however a different device or strategy was used.
Design three used all the pieces of a 4 inch square for an abstract design, demolishing the original square.
Monday, October 12, 2009
" Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do. If you haven’t found it yet, keep looking, and don’t settle. As with all matters of the heart, you’ll know when you find it." -Steve Jobs
One of our first projects, the marks exercise was designed to make us expand upon our designs. We were encouraged to create abstract marks, which would signify our name, and display those marks with different emotions or styles. It challenged students to question their designs and make cognitive decisions about their designs.
Ex. What have I not done? How can I make this look different from my other designs?
I tried to have a varied degree of moods or emotion in each image. From energetic to calm and rigid to spontaneous, the design's styles evoked different emotions. Another focus, figure-ground relationship played a key role in the composition of the four pieces. Students were asked to have a wide variety of figure-ground relationships. I tried to this as well as figure-ground reversal.
Monday, October 5, 2009
Sunday, October 4, 2009
Sunday, September 20, 2009
My friends and I had an GREAT time today at SparkCon, a festival of the arts.
There were street vendors from local artists of all ages, street art that ranged from chalk murals and graffiti to live music...