Today's Class- As we move toward our first complex still life of the semester, we added another aspect of drawing to our toolbox- perspective drawing. The still life subjects we draw from are all part of three dimensional space, but our paper is two dimensional. meaning we have much less to work with. To improve the results, artists have learned to use perspective in drawing. Most of it is based on items further away diminishing at a standard rate and method, implying a logical distance from the artist/viewer. Some of these systems are very formulaic, and while effective in some ways, tend to create a lot of distortions, so I prefer to teach a more naturalistic approach- combining observations, and careful use of negative spaces. The class did two full page drawings today, one of just identical boxes, and one where some cylindrical forms were introduced.
How to make this up- These are portfolio exercises that will need to be made up by the first portfolio collections (half way point of the semester) to received full credit. Full descriptions and student examples can be found here.
Homework- Get a medium sized box with one large side (similar to the boxes used in class today, or a cereal box will do) and three small bottles of similar size. Lay the box down on a table. Place one bottle on its side on top of the box, and the other two in front of the box. One bottle should point (open mouth) directly at you, one should be pointing to the side, and the third should be at a 45 degree angle to you. Draw on a page in your small sketchbook using the pencil of your choice. Then switch the bottles so that the ones facing various directions are in different places and draw it again. Then rearrange again, so that each of the three bottle positions has once had each of the three bottle directions. Total of 3 sketches.
For next class 10/7/16- We will do the first graded project of the semester, a complex line still life. I will set up a still life in the center of the room with a variety of objects, some of which we've seen before, and nothing that you wouldn't be able to handle. You will have the whole class period to do your best line drawing of the still life using pencil. Bring your 18" x 24" pad, pencils, and eraser. I'll provide the subject.
Today's Class- Despite the very low attendance today, we opened as planned, with a critique of the graded project that was due today, the Make 100 module project. Below are some examples from today's class.
Then we moved on to start the next graded project of the semester, a focus on positive and negative space, with a starting point of skeletons. Skeletons are nature's perfect structure, providing both protection and means of locomotion to every animal on earth. They also demonstrate positive and negative space relationships, and can inspire other art. You are going to choose a skeleton (human or animal), and use part or all of it as the basis for a relief sculpture made from foam core. You will then use that skeleton relief as the inspiration for a second relief of a different subject, but sharing similar shapes and positive/negative relationships.
How to make this up- Find an image of a skeleton. I provided the class with photocopies of skeletons from a biology textbook, and of student drawings of human skeletons from a figure class, but they were welcome to find one from another source if they had something else in mind. Below is an example of this project that I did as a demo for the class in a previous semester.
I started with a student drawing of a human skeleton from a figure class. I selected a portion to turn into a relief. Started with a 12" square piece of foam core, and set it aside. Then used another 12" square piece to start making the skeleton piece. Basic shapes were drawn, and an x-acto knife used to cut out the negative spaces in the drawing. The resulting pieces were then glued to the first square, maintaining the same spacing as the original drawing.
With that done, I moved on to the second piece. Borrowing an idea from a recently completed artwork of my own, I came up with an image of a frog amidst tall grass. The grass makes use of lines and movements meant to evoke the ribs of the skeleton, and I saw the frog a having similarities to the shoulder blade and other wider bones in the skeleton. Those pieces were cut from another 12" square piece and attached to a second piece of foam core. Results are below.
Even better than my demo piece have been some of the student produced examples of this project. Click on the images below to enlarge if needed.
Above, spine and rib cage are transformed into a bridge. Below, a student finds the relationship between the bones of a human hand and the exterior of the classic pineapple style hand grenade.
I have allowed students to use foam core of different colors for this project, to help them emphasize the positive negative differences. Above, fin and rib cage from a fish are compared to a tree, below, a flying fish skeleton is found to have a relationship to an ear of corn.
Homework- This positive/negative relief project is due at the beginning of class on October 14, 2016.
For next class 10/7/16- We will work on a portfolio exercise on the topic of planes- exterior surfaces. The subject will be cars. You will start with a photo of a favorite car- any model, style, or vintage, one that you like just because you like the way it looks. You will make a model of it using foam core and bristol board- doesn't have to be a perfect scale model but should basically match the main surfaces and overall proportions. (having photos from different angles will make this easier) As you make each piece for the car, make an identical piece and set it aside. When the car is complete, you will use the second set of pieces to make a sculpture of something that is not a car. Below is a student example from a previous semester.
Today's Class- Today we continued our look at the idea of line, exploring such things as gestural line, reductive line, and negative space, with such subjects as bamboo, a wooden chair, and bottles. These were portfolio exercises.
How to make this up- Everyone was present today, so everyone is caught up on today's exercises.
Homework- In your sketchbook, doing one drawing per page. Find four similar sized bottles (all wine bottles, or all soda bottles, or all shampoo bottles, etc) and arrange them in a group on a table top where you can see them at near eye level. Using the pencil of your choice, draw the whole group. Draw the positive shapes of the bottles, but make use of negative space as needed to find the shapes of spaces between the necks of the bottles, and the relative position on the table. Then leave the bottles in place, but move yourself to a different position, and draw it a second time. Then find two other positions to draw the still life from. (Or, set the bottles up on a tray or other flat surface, and rotate it between drawings, so that all the bottles maintain relative positions to each other, but change compared to your position.) Total of four drawings.
For next class 9/30/16- Bring your 18" x 24" pad, pencils and eraser. I'll provide the subject for the day's exercises.
Today's Class- Today we moved on to another design principle- symmetry and asymmetry. Symmetry can be defined as identical mirror like appearances on both sides of a perceived axis. It is not uncommon in nature, as many animals show bilateral symmetry (a mirror like split right down the center) or radial symmetry (the mirror/axis can divide in multiple directions) Symmetry provides order and structure, but may be dull, so artists often work asymmetry into compositions in both 2D and 3D art. I showed art historical slides that demonstrated both concepts, as well as balance, which is between the two ideas. Then the class began a portfolio exercise related to the topic.
How to make this up- The first step is to use pencil to create 5 simple memory sketches (don't require copying from actual references) of items that have some kind of symmetry, which was just to get people thinking about the concept. The second step was to start making a three dimensional composition built around a symmetrical object. Start with a heavy weight (such as foam core or mat board) base, about 8"x10", and construct three dimensionally using bristol board and glue. The composition must feature a representation of an object that shows symmetry, but the whole composition should not be symmetrical. Whether it's balanced or unbalanced is up to you. Below are some student examples from previous semesters, including some that show two views of each piece (from above and from the side).
Below are two examples from today's class.
Boat, waves, palm tree
Ribbons, spool of thread
This is a portfolio exercise and must be completed before the end of the semester to receive full credit.
Homework- The Make 100 module project is due at the beginning of class on September 30, 2016. We will open the class with a critique of the module pieces, which will be graded and returned that day.
For next class 9/30/16- We will begin our next graded project, which addresses the concept of positive and negative space through the medium of relief sculpture, which we will construct with foam core. The starting point will be skeletal structures. Students will choose a portion of a skeleton (human or animal) and reproduce it as a relief, with the bones shown as positive shapes. With that complete, the students will be asked to create a second relief, one that shows a different subject, but shares some common relationships of positive and negative space. Most student just use the classic white foam core, but I have allowed students to use a colored foam core for either the positive or negative space to help emphasize the difference between positive and negative shapes. Below are some student examples from previous semesters:
Each relief will be 12" x 12". Bring enough foam core to make the base and elevated parts of two relief sculptures, pencil and eraser, white glue, an x-acto knife and spare blades. I will have skeletal images for students to work from, or they can provide their own.
Today's Class- Today we began our study of drawing with the line. I showed a few dozen examples of historical artworks that featured line, and discussed how line was used in each. Then the class did a series of portfolio exercises involving contour lines, lines that surround a space and separate positive space from negative space. Exercises involved exterior contour lines, cross contour lines, blind contour lines, and then one last drawing involving full detail. Everyone was present today, so everyone is caught up.
Homework- In your small sketchbook, you will do 10 pages of sketches, each page featuring a shoe drawing. Use the pencil of your choice, drawing with lines only. Do 8 featuring exterior contour only (the silhouette ones we did today), 1 using cross contour lines, and one with full detail like the last one from today. You may use the same shoe for each, or a variety of shoes for the subjects.
For next class 9/23/16- Bring your 18" x 24" pad, pencils and eraser. I'll provide the subjects for our continued study of line.
Today's Class- Today we began the first graded project of the semester, which is called Make 100. Students are asked to design a three dimensional module out of bristol board. It must have 3 dimensions, should have one side that is 1.5 inches, but no part of it should be larger than 1.5 inches across. It was suggested that students create a prototype, which could then be used to create a pattern. It is suggested that student then use the pattern to trace the design onto additional sheets of bristol board, which can then be cut out and glued together to make the completed modules. The project requires 100 identical modules. Below are a few samples.
After the modules are complete, the student must make a sculpture using all 100 modules. It may be representational, or pure abstract design. You may have the modules attached to some kind of base, or just build something out of them. Use glue to assemble the final project. The final version should be completely stable when presented to the class in critique. Below are some student examples from previous semesters.
A few things to consider-
Although most people make their modules from a single cut piece of bristol board, each can be built from two or more pieces if it suits your design.
Modules can be completely enclosed, or can have partial open sides.
Most 3D work can be viewed from multiple directions, and multiple views will be employed in grading them, so take that into account when assembling the final piece.
Homework- The completed Make 100 project is due at the beginning of class on September 30, 2016. They will be graded and returned the same day.
For next class 9/23/16- We will do a portfolio exercise on the topic of symmetry and asymmetry. You will need more bristol board, some kind of stiff base (foam core, mat board, etc), pencil and eraser, knife or scissor for cutting paper, and glue.
Today's Class- Today was our first meeting of the semester. I distributed the syllabus and reviewed it with the class. Then I had the students fill out a survey about their artistic backgrounds and interests, and we reviewed this as a class to learn more about each other. Then I used the same form to share my artistic background and experiences with the class.
Homework- Nothing today, but that will come next week.
Next Class- Next week will we begin our semester by studying the idea of line. We will look at the history of line in art and then do a series of portfolio exercises related to contour line. The subject will be shoes. I will try to bring some to work with, but you should be prepared to bring your own. Style is up to you, but closed shoes work better- stay away from sandals, flip-flops, etc. You should have your 18" x 24" pad of drawing paper, pencils, and a pencil (pink) eraser.
Today's Class- Today was the first meeting of the semester. I distributed the syllabus and reviewed it with the class. I had students fill out a survey of art experience and interests and we reviewed that as a class. I used the same form to share my own background. Discussed a lot of other school related stuff, and my plans for the class for the semester.
Homework- Nothing yet.
Next class- We will start working. We will open with some exercises and projects involving basic design principles, making use of bristol board and glue. Bring a bristol pad, or several full size sheets of bristol board, pencil, and white glue.
This is the blog site I have set up for my classes at OCC. Each week I will post information about my classes this semester. I will be teaching a section of (ARTS 183-04) Basic Drawing and everything specific to the class will be in green text. Also I am teaching 3D Design (ARTS 186-01) and everything specific to that class will appear in orange text. Any posts regarding the school or applicable to both classes will appear in black text.
The posts will likely go up later that day, or the next at the latest. The title will include the date and name of the class. The post will include a brief overview of what we did that day, along with a detailed description of any exercises or projects done in class. I expect to have images of student examples from previous semesters (if available). I will also include any homework assignments and a list of materials needed for the following week. About a week's worth of posts will appear on the home page, but everything from the semester will be accessible using the archive function on the right side.
This is not an online class and this blog is not a substitute for attending the class. You will learn more from interaction with me and your classmates than from this site. However it may make it easier to for those who miss a meeting to make up the work, which some may do before the following meeting. Even those who never miss a class may find it useful- to verify homework assignments, needed materials, due dates, etc. It is available 24/7, and will likely have the information you seek. If you need to know something else, you are still welcome to e-mail me and I will likely reply to you within 24 hours.
