Wednesday 30 September 2015

Grade 11/12 Art - Day 16

The next methodology we will study in Visual Art is Biography and Autobiography.

Quite simply, we can analyse art and art history in terms of interpreting artistic works as "expressions of their artists' lives and personalities" (Adams).  When you think back to our study of iconography, try to think of the icons prevalent in an artist's catalogue as symbols from their lives...symbols that tell of their thoughts, capture their loves and fears, and open a window into the artists' soul.

Our text, Art Across Time, uses Vincent Van Gogh as an example for the biographical method.  Let's look at the following self-portraits, in chronological order, from Van Gogh's portfolio and see what we can glean about the artist:

http://www.wga.hu/html_m/g/gogh_van/16/

By understanding the artist's life, combined with choices for subjects, themes and elements of design, we are given an interesting look into the artist's life and beliefs!


Grade 10 Art - Day 16

The next step in the Creative Process is Experimenting.

I found an excellent article on the importance of experimenting as part of the creative process.  As a group, let's review this article, taken from BBC educational page called, "Bitesize".


Experimenting with Materials, Techniques and Processes





Your ideas will be influenced by the characteristics of the materials which you use. You can explore the ideas and meanings created by different materials.

The media with which you work can determine the final form of your work. For example, if you work in clay your ideas will take form in real space. If you use photography your images will be a 2D recording of tones, shapes and colours.

Before making a final choice of process or media you should experiment to:
  • discover what techniques different media lend themselves to
  • explore what effects you can achieve
  • explore the way in which an image, design motif or form can be changed or adapted

You can use a study in one medium to inspire work in another. 
For example:
An illustration in pencil could be transformed by working in ink and wash on alarger or smaller scale. The linear qualities of the initial study would be added to by one in which tonal values or a sense of form and space are expressed.
Architectural or packaging details could be interpreted in different media and used as inspiration for designs for surface pattern, dress or other item of clothing.
When developing a graphic design you could work in a broad range of media, including watercolour and acrylics, to explore how texture, paint effects and colour may be manipulated, scanned and incorporated into a final illustration or poster design.
You could also experiment with oil-based and acrylic paints of different thicknesses and fluidity, characteristics which significantly affect the final appearance of your work.



Checklist

When experimenting with materials, techniques and processes have you:
  • tried out a range of different media?
  • tried out different combinations of media?
  • experimented with different scales and forms - large/small or close-ups, 2D or 3D?
  • tested different glaze combinations on samples of fired clay?
  • experimented with combining different images, layers, filters and brush effects in image manipulation software?
  • tried out different combinations of colours when surface printing?
  • experimented combining different textiles techniques into samples?

Grade 9 Art - Day 16

Our next art terminology study will focus on Colour.

As I have said in class, as I stand before you I am visible to you because the light is on....I am a reflection of light, electromagnetic energy that your retina is able to decipher.

These rays of light, when passing through prism, allow us see to see the colours that rays of light consist of.  The primary colours are red, yellow, and blue.  they are primary because they are not made up of other colours, but when combined with other colours can create secondary colours.  The secondary colours work like this: red + yellow = orange, red + blue = purple, yellow + blue = green.  If your further mix a primary colour with a secondary colour, you can create a tertiary colour. An example would be the lime green colour that is created by mixing green with yellow.

Have a look at this example of a colour wheel to better understand the interactions of colour:


Here is a few more important colour related words:

Achromatic: a work of art with no colour, consisting of black, white, and shades of gray
Complimentary Colours: Colours from opposite sides of the colour wheel that because of their stark contrast, are visually appealing.
Intensity: refers to how bright or dull a colour is 

Expression and Colour
We tend to associate certain moods and feelings with colours.  Yellow tends to remind us of a bright, sunny day...happy moments!  When a person is feeling blue, it is easy to understand why we associate the colour blue with having the blues!
Are there colours that you associate with certain feelings?  Are you compelled to wear certain colours when you are feeling a particular emotion?  How can you work a colour into a piece of art to change the expressive quality of the piece?

Grade 11/12 Art - Day 15

The next methodology we will explore in visual art is Marxism.

Let`s first talk about what Marxism means.  Marxism is derived from the teachings of Karl Marx.  The dictionary definition (from Merriam Webster) is that Marxism is "the political, economic, and social theories of Karl Marx including the belief that the struggle between social classes is a major force in history and that there should eventually be a society in which there are no classes".

There came a time in history when historians were no longer complacent studying military and political history, and wanted to apply different ideological approaches to interpreting history.  Given the teachings of Karl Marx, art historians chose to apply Marxist rationale to interpreting and understanding art.

From Art Across Time: Marx himself, interested by the industrial revolution, was interested in the process of making art and its exploitation by the ruling classes.  He contrasted the workers (proletariat) who create the art with the property owners (the bourgeoisie) who exploit the workers, and believed that this distinction led to the alienation of artists from their own productions."  (Adams)

In her blog entitled "A Quick Discussion on Marxism and Art," Dayna L.C. captured the essense of this discussion in the following paragraph:

"The creation and existence of art, which in Marxist thought is a manifestation of human desire and imagination, allows for the “base” to be transformed by conscious-altering ideas. Therefore, art is an avenue by which the individual can break through the debilitating fog of “false consciousness.” Art can create a state of conscious-altering in a society which can then initiate a revolution. The avant-garde, then, rises to protect culture against capitalist forces. By encouraging individuals to think outside of the limits to which their thoughts are regulated by the systems of power, art serves to eradicate the “demystification” present in capitalist society. "

Well-written!  I therefore present the following work for discussion in class.  I am curious to hear your analysis of this piece, with a newly found Marxist slant on your interpretation.  Bruegel's "Landscape with the Fall of Icarus".




Tuesday 29 September 2015

Grade 10 Art - Day 15

Our next step in the Creative Process is Planning.

Planning makes sense!  You have been inspired, imagined what you might create, and now you need to think about how you will plan for success.  A good plan is a series of steps that lead to a bigger task. Here are some questions to ask yourself:

  • What materials will you need to get started?  
  • What media best suits your vision?  
  • Do you remember learning about the word composition? (From my grade 9 lecture you learned that the composition of a work of art is its overall plan or structure.)  
  • Can you envision a cohesive and aesthetically pleasing way to compose your ideas?  
  • What elements of design will you employ to convey your theme or idea?

Here are some excellent tips from http://cobaltpm.com/. Although these tips are designed for the business world, I was struck by how universal they are...and equally applicable in the art world!!

1. Know Your Milestones

The starting point for work is the project schedule. This is what tells you what you are working towards and when you have to achieve it by. If you know your milestones then you have a much better chance of sticking to them.

2. Delegate

If you look at the list of things to do and realize that it is too big for you then it is time to get other people involved. A good, flexible project team is worth its weight in gold in helping take the load off your shoulders. You shouldn’t be afraid to let go and let others help out.

3. Plan Ahead

How far ahead you need to plan probably depends on how complex the project is and how pushed you are for time. In terms of detailed planning I like to look a week ahead. I feel that if you try and plan further ahead than this you will need to build in a lot of contingency as unexpected situations are sure to arise in the meantime.

4. Use Your Tools

Planning your tasks on a piece of paper is fine but nowadays you will have a lot more modern tools available to you so you should use them. In your early days in the role you should take advantage and find out about all of the tools you can use so that you are comfortable with them by the time the moment comes to use them in earnest.

5. Identify Problems

One of the most important aspects of good planning is that you can find out what problems face you in the future. This means taking a bit of time to think about the tasks and wonder what problems it could entail. Doing this means that you can work out more accurately how long it might take you to resolve each one.

6. Make it Part of Your Day

Personally I like to plan for the following day before I go home. I will have my list of weekly tasks which I can go through and amend. Anything which has become more or less urgent during the course of the day can be altered accordingly before I leave the office. This has two benefits. First of all, I don’t have any nagging doubts in my head as I go home; I know exactly what needs done tomorrow. Secondly, I can get off to a flying start the following day.

7. Enjoy It

Maybe you hate planning but there is no real reason to feel like this. It is a part of the project manager role which can be reasonably enjoyable if you do it right. As I just mentioned, I like doing it at the end of the day and this gives me a chance to wind down for the last 5 or 10 minutes of the working day. Seeing your to-do list get shorter is also a great incentive for doing this the right way.

8. Clear Your Head

In order to plan effectively it is necessary to clear your head of some of the problems and issues which are swirling around in it. This might mean going to a quiet part of the office or waiting until everyone else has gone home. I have always found the staff restaurant a good place to go and plan when it is empty.

9. Prioritize

It is easy to look at the list of things to do and cherry pick the easy ones first. This isn’t a great long term approach. You need to be honest and choose the ones which are most urgent regardless of whether you want to do them or not. They will need done at some point so it might as well be now rather than when they become really urgent.

10. Know Your Limits

There is no point in planning to do 20 hours worth of work in a single day. You need to know your limit and not try to take on more than you can do. If you load your day with too much work the only thing that will happen is that you perform to a poor standard on all of the tasks.

Grade 9 Art - Day 15

Our next study of art terminology concerns the word Shape.

Our text loosely defines shape "a two-dimensional area that is framed in some way" (ArtTalk).  It is different from form because it has no depth, only height and width.

Regular Shapes - are geometric. Here are some examples:

Irregular shapes are called Biomorphic.  Here is an example:
Source: DeviantArt - biomorphic by ice_dragoness

"Like lines, shapes can be used to convey ideas and emotions.  Open shapes create a greater sense of movement than closed shapes" (Art Across Time).  Some shapes convey meaning like "Square meals" or meet things "Squarely".  For many years, circles were considered to be divine (remember Stonehenge and it's circular plane).

We can use what we know about lines (modelling lines) and draw solid looking shapes with hatching and cross-hatching lines.  We can use lines in this way to create the illusion that they are solid and that a source of light exists. Here is an example:


Monday 28 September 2015

Grade 11/12 Art - Day 14

Our next art methodology iconographic method which focuses on "content over form" in art...a contrast of our study of formalism yesterday.

Iconology is the study of meaning of symbols in art. This includes the description, interpretation, and analysis of icons or iconic representations.

Iconography is the study of the symbols depicted in art.

Rather than stressing a great deal over the differences in these methodological approaches, let's look for symbols and symbolism in art and try to better understand the importance of the symbols to the overall effect.

Take Warhol's image of Marilyn Monroe seen below.  Marilyn Monroe was a sex symbol and this image was so common it was ubiquitous.  The image itself is instantly recognizable, which emphasized Warhol's colours and contrasts in his interpretation.


Have a look at Bruegel's Tower of Babel.  If you recall the religious significance of the story, generate some ideas as you ponder it:


Here is the interpretation from our text, Art Across Time:

"...the biblical text is Genesis 11:6, in which God becomes alarmed at the height of the tower.  He fears that the builders will invade his territory and threaten his authority.  The iconographic elements of Bruegel's picture include the tower as well as the figures and other objects depicted."  The text goes on to say that Bruegel "...refers to God's fear that the tower will reach into the heavens by painting a small, white cloud overlapping the top of the tower.  The cloud thus heightens dramatic tension by referring to the divine retribution that will follow.  Recognizing the symbolic importance of this iconographic detail significantly enriches our understanding of the work as a whole." (Adams)

Seek to better understand the importance of iconic symbols in the art that surrounds you.  If will enrich your experience!!

Thursday 24 September 2015

Grade 10 Art - Day 14

The second step in the creative process is Imagining.  Imagination is one of the most important elements of creativity!  As a child, you likely imagined that you were a great many things: a firefighter, a princess, a princess that fights fires, etc.  As we age, many other elements of our daily lives displace our time spent imagining, but thankfully we have art class to sit back and imagine!!

Now that you have found your inspiration in step one, begin to imagine the many variables in expressing your initial thoughts that inspired you.

Destination Imagination, a global leader in teaching the creative process, breaks imagination down in the following way:



- Applying thinking skills to develop ideas for solutions

- Learning to think flexibly between divergent (tending to be different) and convergent (coming closer together) processes

- Learning fluency and future thinking

As a point of interest, let's watch this video of a blind artist painting from imagination!



Grade 9 Art - Day 14

Continuing our study of art terminology, we will learn more about Line.

A line is a "mark drawn by a pointed, moving tool" according to our text "ArtTalk".  If you are an art student, you will be using pencils, paint brushes, coloured pencils, etc. to create your lines.  From our other text, "Art Across Time", figure I.12 on page 19, shows the various regular lines and irregular lines we use in visual arts:


The text goes on to explain that lines may have an expressive quality.  Straight lines are associated with honesty and that which is correct...think a straight shooter!  Crooked lines may mean the exact opposite.

Today we will create some simple cartoons together as a class, and really focus on the power of lines to create expressions on human faces.  Here are couple examples that I drew for you:


By simply changing the direction of lines, making some lines thicker than others, I can vary the expression of the subject, add shading, and alter the "ups and downs"!  If someone says, "Are you feeling down today?"...it's easy to understand where that expression may have originated.....Expression!!

So far we have worked with gesture line drawings. Gesture lines are rough sketch-type lines made quickly and perhaps somewhat inaccurately.  It is like "visual shorthand". Here is a quick example I drew:


We will soon be moving on to contour line drawings, where we focus on the lines that we see, such as the outline of the subject.  Think more about mass and volume and less about detail! Here is an example:





Wednesday 23 September 2015

Grade 10 Art - Day 13

For the next series of lectures, we will build our familiarity with the different stages of the creative process. The stages are as follows:

  • Inspiring
  • Imagining
  • Planning
  • Experimenting
  • Producing
  • Revising
  • Presenting
  • Reflecting

Inspiring

Finding inspiration may be one of the most difficult steps for an artist, yet it is step one! It may be daunting to look at a blank canvas or piece of paper.  If only your goal was to paint a polar bear in a white-out!  Artists find inspiration in many ways. Let's try to detail a few means of finding inspiration to get you started.

Kim Lucian, a professional photographer writing for apartmenttherapy.com, came up with these five helpful steps:

1. Step outside your comfort zone. Trying something new or, even better yet, something that makes you a little nervous. This is a great way to step outside of your usual frame of mind and find a new perspective. For example, if you never set foot outside the city, a hike in the woods might be just what you need.


2. Visit something familiar with a new perspective. Finding a new way to approach the familiar is a great driving factor in the creative process. If you normally take a walk in the morning, try visiting that same place in the evening; it's amazing how different things can look in another light.

3. Find inspiration in the everyday. Being mindful of everyday objects and moments that surround us is a great way to find inspiration, from a casual conversation (like the one that sparked this post) to the things that make your neighborhood unique.

4. Look to other fields. When I'm putting together a trend forecast for the site the first place I usually look is to fashion, as trends tend to have their origins there. Art by its very nature is also always a great place to look for inspiration.

5. Change the format. If you're constantly surfing the internet for inspiration, try picking up a book or magazine instead. Instead of clicking around without really looking, or getting distracted by something else, these formats encourage us to linger a bit longer and really consider what is in front of us.

Kim's advice is universally applicable, whether for home design or painting your masterpiece, thinking outside the box and seeking new perspectives is essential.

In a fantastic blog post on this subject entitled, "To be creative, do what creatives do" by Tanner Christensen, the author has the following to say about inspiration:



"If you intend to be a painter, then paint. Or if a writer, then write.

Do so vigorously and because you see colors and brushstrokes or stories and sentences in your mind.

And when the critics come – and they always come saying “who are you to be a painter or a writer?” don’t listen to them. If you listen to everyone who criticizes you, you’ll have no choice but to doubt yourself. Doubting yourself is the quickest way to prove the critics right, but not giving yourself a chance. Not giving yourself a chance is why you stop creating, sometimes momentarily but all-too-often permanently.

However, if you persist, if you paint or write even when people question what you’re doing, eventually those who ridiculed you will see that you have become that thing that you set out to become.

Because what is a painter but someone who paints? Or a writer someone who writes?

I feel that we often forget such simple “ bit vital ” wisdom. We feel that we’re not an artists, writer, musician, entrepreneur, scientist, or anything else because we’re not that type of person now. But to become those things typically the only thing standing in our way is to do the work that those people do: to paint, to write, play music, start a business, experiment.

Whatever creative thing it is you want to do, go do that thing. That’s the only way to go, as far as I can tell."

Ask yourself what inspires you and surround yourself with it!

Grade 9 Art - Day 13

Our next study in the terminology of art is the word balance.

Balance, put simply, is the equalization of visual forces, the elements of design, within a work.  When this blending is harmonious, and no part of the work over-powers another, the piece is said to have balance.

Symmetrical balance: When there is an "exact correspondence of of parts on either side of a dividing line" (Adams) the work is said to have symmetrical balance.  Have a look at Kahlo's, The Two Fridas, to see how the artist achieved symmetrical balance:


Asymmetrical Balance: When an artist uses non-equivalent elements, but arranges them so that harmony and equilibrium are achieved and the work is aesthetically pleasing, it is known as asymmetrical balance. Have a look at Homer's Dressing for the Carnival, where the artist achieves balance through a harmony between various elements of design (value, shape, colour) and effective use of space:


Yesterday we learned about composition and its importance in creating compelling work.  As you create your composition, define the type of balance you are hoping to achieve and work to achieve it!


Tuesday 22 September 2015

Grade 11/12 Art - Day 13

The Methodologies of Art

Methodology #1: Formalism

Defining Formalism can be a little tricky, so I wanted to share some definitions from a variety of sources to help you better understand this term.

From Art Across Time: Formalism grew out of "the nineteenth century aesthetic of  Art for Art's Sake - artistic activity as an end in itself." As a viewer, try to view art independent of its "context, function, and content".

From theartstory.org: Formalism is a particular mode of art criticism and theory according to which all visual art has an intrinsic value. This value is determined by the artist's ability to achieve an aesthetic order and balance of certain elemental truths within a painting. These elemental truths are the painting's use of color, line, composition and texture. No matter how much artistic style and taste may change over time, formalism holds that these truths are constant.

To really dive into Formalism, we will read the thorough definition from http://www.richmond-philosophy.net/rjp/rjp19_grant.php:





Formalism In The Philosophy Of Art
Stephen Grant
1. Introduction

One of the central concerns in the philosophy of art involves trying to establish what single property all works of art share. What unites a sculpture by Rodin and a painting by Jackson Pollock such that they can both be included in the category of artworks? This question became more taxing from the beginning of the twentieth century onwards when a new and bewildering range of styles, media and artistic aims pushed back boundaries as never before. Prior to this time art was generally taken to mean representational painting, sculpture, theatre, literature and music. The new century saw both the development of new art forms such as cinema and photography, as well as revolutionary developments within the traditional arts such as conceptual art and atonal music. Theories developed prior to this period understandably run into difficulty when trying to pick out the essential features of works which were often designed with the express aim of calling into question the theory which sought to define them. But this challenge has provoked responses by those determined to pick out those properties which any work must have in order to be art, and one contemporary response has been that of Formalism.



2. Significant Form

The most influential formalist theory was set out by Clive Bell in his 1914 work, Art.[1] Bell argued that we go wrong if we try to identify art in terms of what it represents or expresses. This simply misses the point of what much art is about. Bell begins with a premise common to many theories of art, which is that 'the starting point for all systems of aesthetics must be the personal experience of a peculiar emotion'.[2] In order to identify the essential property of any work of art we must therefore identify what causes this specific emotional response. Bell identifies the cause as 'Significant Form', which he claims to be present in all art from Mexican sculpture to the works of the French Impressionists.



In each, lines and colours combined in a particular way, certain forms and relations of forms, stir our aesthetic emotions. These relations and combinations of lines and colours, these aesthetically moving forms, I call 'Significant Form'; and 'Significant Form is the one quality common to all works of visual art.[3]




Bell finds it more difficult to provide a precise account of which sorts of arrangement generate the aesthetic emotion, but the existence of certain 'unknown and mysterious laws' is what any artist is trying to work with when producing a work of art.[4] Bell feels he need only establish that such laws exist, but needn't go as far as being able to articulate them precisely. The proof of their existence lies in the ability of art to produce an aesthetic response in us.




One possible objection to the theory is that many objects have form but are not works of art. The traditional map of the London Underground has a distinctive formal arrangement of lines and colours, but is not considered to be art. Bell's response is that we must distinguish between those works such as maps which convey ideas or information, and those works which move us aesthetically. It is here that the importance of the 'significant' in 'Significant Form' emerges. Art is distinctive because it aims at displaying the sorts of arrangements which elicit the aesthetic response. We might admire the map of the London Underground for the ingenious way in which represents an extremely complex transport system, but we aren't moved by it in the way we are by Gentileschi's The Mocking of Christ.




Orazio Gentileschi, The Mocking of Christ
The Matthiesen Gallery, London

This is because the Tube Map lacks the features which are capable of moving us as art does. But might there not be a beautiful map which we find aesthetically appealing? The answer is yes, but if we appreciate it for its aesthetic properties, this will be distinct from appreciating it as a map. The formal properties of a map are those which relate to its representation of geographical features. The Significant Form will be those properties which elicit the aesthetic emotion. For this reason, something could be terrible map because it is inaccurate, and yet be prized as a work of art on the grounds that the arrangement of lines and colours moves us as art does. This distinction between Significant Form and other formal features of objects allows us to explain how it is that we can find such a wide variety of objects visually attractive. Buildings, cars, vases and carpets share very few properties, but we could find instances of each which might be judged aesthetically pleasing. This can be explained on the grounds that each is capable of conforming to the 'mysterious and unknown' laws which make possible the aesthetic response.



Piet Mondrian, Composition with Yellow, Blue, and Red
Tate Gallery, London

fThis last point hints at one major advantage Formalism has over the Representation Theory. A major problem the latter runs into is the wide range of works which make no attempt to represent anything, but which still count as art. A classic example is the work of the Dutch artist Piet Mondrian. In his most distinctive works he aimed at expressing what he thought to be the basic form of beauty, using only straight lines and primary colours. As we have seen the representation theory will have to rule this out as art because it represents nothing. But the formalist can account for why this counts as art on the grounds that it contains an arrangement of lines and colours which produce that emotional response peculiar to art. Many works of art are indeed representations, but their representational character is not what makes them art. Bell goes as far as claiming that the use of representation is even a sign of weakness in art, because it suggests that the artist must fall back on images from ordinary life rather than creating pure form.



3. Form and Value

If we accept the basic premises of the formalism, we can now consider how the formalist will account for the value of art. The value of art is to be found in the aesthetic emotion that it provokes. According to Bell, this emotion is distinct from any of those which we experience in ordinary life. The world of art 'is a world with emotions of its own'.[5] One needs no wider knowledge or understanding of art either to produce or appreciate it, as the production and appreciation of pure form does not depend on a rich theoretical or intellectual background. Virtually any human has the capacity to appreciate form, colour and three-dimensional space. Given these very simple tools, we are capable of experiencing the extraordinary power of art.



Art transports us from a world of man's activity to a world of aesthetic exaltation. For a moment we are shut off from human interests; our anticipations and memories are arrested; we are lifted above the stream of life.[6]




We go wrong if we try to relate the content of art to the concerns of the ordinary world, for the value of art lies precisely in its ability to let us move from mundane human reality on to a higher plane. The role of the art critic is to bring others to the point where they can experience the aesthetic emotion. This can be done through identifying how a work comes to exhibit Significant Form by revealing, for example, its unity. Such is the power of art that Bell is prepared to assert that 'Art is above morals' in that art is 'of the first importance'.[7] Once we lapse into any form of intellectual or theoretical contemplation of art then it ceases to have distinctive value because this approach inevitably involves relating the art work to the ordinary world, and this world is always beneath the experience of art.



4. Challenges to Formalism

Bell's account of the kind of rapture which art can induce comes close what one normally associates with a religious experience. He may well provide an alternative account of the essential feature of all art, but his theory is subject to a series of highly damaging criticisms. To begin with, how can the formalist account for the existence of bad art? Bell heroically asserts that 'I have no right to consider anything a work of art to which I cannot react emotionally; and I have no right to look for the essential quality in anything that I have not felt to be a work of art.'[8] It would follow from this that if I do not experience an aesthetic emotion when I view an exhibition of paintings by Rembrandt, then I would have to claim that none of the works were art at all.




The obvious move one can make on Bell's behalf is to claim that he has somewhat overstated his case. He should have claimed that all good art inspires the aesthetic emotion to which he refers, and bad art is art which fails to do this because it lacks the formal qualities which inspire the appropriate response. But this simply generates a further and equally difficult problem. If the aesthetic emotion is a response to good art, then what essential property do good and bad art share which makes both of them art? We can no longer say it is the ability to provoke a specific emotion through Significant Form because this is a property only of good art. What further property must they share? If the formalist tries to argue that there is some further property that all art works share, then she has acknowledged that something other than Significant Form is essential to art.




One response one might put on behalf of the Formalist is that there is no bad art. There is a certain intuitive appeal to this claim, in that when we describe something as a work of art we attribute to it a certain status which lifts it above other objects around it. When we take an ordinary household object and place it in a gallery, we transform it from being a mundane object into one which we now contemplate. This might be seen as a reflection of the fact that all art has something about it which commands our attention in light of its positive qualities. But this line of defence has limited plausibility. To claim that art has a certain status is not equivalent to the claim that it is all good. We may accept that a particular work of art demands our attention simply in virtue of its status as a work of art, but then conclude that it is bad art. Nor can one moderate the claim that bad works of art include Significant Form to a lesser degree than good art. Remember, Significant Form is the property which both provides art with its value, but which also identifies it as a work of art. If we say a particular painting is a poor work of art because it instantiates Significant Form incompletely then this would mean it is an incomplete work of art. But this is surely wrong. One can have a painting which is a complete work of art and a poor one.




A further serious objection is that formalism requires that the primary function of art is to display Significant Form. Art has value when the work is arranged in such a way that it elicits the aesthetic emotion, and this is what artists aim at. But this seems historically inaccurate. There have been long periods in European history when Christianity was almost universally accepted and many artists saw their role as one of promoting an overtly religious message. This means that representation was the key motive of the artist. One could argue that representing the works of Christ was one motive, and conveying this using Significant Form was another. But this looks question-begging. Surely there were many religious painters who saw their role as one of depicting accurately the suffering of Christ on the cross, and who approached their task with the sole aim of the faithful representation of this event in order to promote religious understanding. If this is plausible, then displaying Significant From need play no role in the motives of the artist.




One way round this is to drop the criterion of motivation from our account. Even if religious artists did not intend to display Significant Form, they succeeded in doing so, and this is what made their art so powerful. But this move creates a further problem. If art is defined as whatever has Significant Form, Significant Form is what stimulates the aesthetic emotion, then how do we account phenomena which are not works of art, but which stimulate this emotion. The most obvious example of this is when we are stunned by an extraordinary landscape or the waves crashing against a barren shoreline. Our aesthetic appreciation of nature seems qualitatively similar to our appreciation of art, but nature is not art. We need something like a criterion of deliberate production in order to distinguish between nature and art. If we have only Significant Form producing the aesthetic emotion then we cannot explain why natural phenomena which have Significant Form are not art.




These criticisms are problematic enough, but perhaps the most damning is the problem that there is no clear account of what Significant Form is. Formalists such as Bell provide examples of works of art which supposedly contain it, but this is inadequate. What common formal properties do Tolstoy's novels and decorative Greek vases share. To say that they share Significant Form without providing a more detailed account of the term is like saying they share mystery component X. A sound formalist theory would have to explain why a particular arrangement of lines and colours produces a particular response, and no such account has been forthcoming.




A final problem is that Formalism requires us to set aside the importance of what is represented. Even where we have a work of art which represents a particular event, the representative element is not what makes it good art, or even what makes it art at all. But can we really separate out form and representation in this way. Consider once again Gentileschi's The Mocking of Christ (Fig. 7). The use of colour includes the contrast between the dark red which represents Christ's blood, and the white of his tattered clothes. The lines painted by the artist generate an impression of inhumanity on the part of the gaolers and suffering on the part of Christ. Christ is central and the gaolers stand on either side. This arrangement focuses our attention on Christ. It is difficult to see how we can separate out the formal features of the painting such as use of colour and the arrangements of the lines, from the representational features of the work, such as the fact that Christ is shown suffering and humiliated. It would be bizarre to judge the use of the dark red independently from the fact that this colour represents blood. What this suggests is that the form of a work of art and what it represents cannot always be treated separately. Our appreciation of certain works must take them together when we come to understand and judge the work. If we fail to do this then we could not be moved by the work as one would expect. How could one appreciate Gentileschi's use of colour independently of his use of colour to represent the blood of Christ?




Formalism finds its strength in the fact that it can account for such a wide variety of different phenomena which have artistic value. Whether we are interested in the lines of a classic car or the brushwork of an old master, one can argue that they share certain formal qualities, and those qualities are the ones which make them artistic. Yet this strength also leads to the theory's great failing. In trying to fix upon an abstract quality which is common to all art, it leaves behind the representational property which is common to much of it. In the final analysis, this separation of form and representation is unsustainable, and we are left with a theory which still fails to provide us with the necessary condition which something must have in order to be a work of art. The absence of any satisfactory account of Significant Form coupled with the inability of the theory to explain the existence of bad art merely exacerbates the problem.





Stephen Grant
Richmond-upon-Thames College

Grade 9 Art - Day 12

Our next study in the terminology of art is the word plane.

Plane can have two meanings in visual arts.

1) A plane is a flat surface having a direction in space.
This sculpture rises in a vertical plane:

The pipe in this painting is on a horizontal plane:


Stonehenge occupies a circular plane:



The CN Tower is another example of vertical plane:


2) The second definition of plane in visual art is simply a flat surface.  A picture plane refers to the flat surface of a painting.  You will see several examples of a plaster relief on background plane in this room. 



Grade 10 Art - Day 12

AVI2O: Careers in the Arts Assignment

Step One: Partner Up!!


Step Two: Know Your Role!! In this assignment, you will be creating a dialogue between an interviewer and an interviewee. Are you likely to study business or perhaps own your own business in the future? You might like the opportunity to conduct an interview. Are you thinking of a career in the arts? Here is your opportunity to hone your interview skills.


Step Three: Choose the Career in the Arts!! Thinking of being a graphic designer? Or perhaps a 3D animator? Research the various opportunities that the arts provide for a creative soul like yourself. Choose a job that interests you.


Step Four: Create your Dialogue!! Start with a T-Chart. On one side, write down important questions and concerns that an employer would want to address to ensure that they choose the right employee for their establishment. On the other side, write down the important skills and attributes that a good employee should have, especially as it relates to the career that you chose. Now string this all together into an interview dialogue…a skit of sorts.


Step Five: Performance!! Just like Step 7 of the Creative Process (Presenting), we need to see what you have put together.


Tips for Success


Research your career and how interviews are conducted. Where does one go to school for this career? What are the specific areas of study? Where might you have gained experience to help you in your interview? If you are the interviewer, what are the most important traits, skills, and experience that you are looking for in an employee? Remember, this employee might be with you for a long time…you want to ask the right questions to make sure they have what it takes!!


Level 4 Checklist


- Students demonstrate that they have integrated original thinking with existing knowledge: Creativity!!
- The roles are clearly identified
- The dialogue follows a well-researched interview format
- The interviewer asks questions that are clear and specific to the position applied for
- The questions posed demonstrate a thorough understanding of the specific career
- The questions posed are purposeful and analytical
- The answers provided by the interviewee demonstrate a thorough understanding of the specific career
- Students demonstrate that they have shared responsibility in pursuit of a common objective: Collaboration!
- A minimum of 10 job-specific questions are constructed


Sample Careers in the Visual Arts (to help you if you're stuck!)


- tattoo artist
- architect
- cake decorator
- scenic designer
- forensic artist
- toy designer
- art therapist
- textile designer
- animator
- museum curator
- art teacher

Monday 21 September 2015

GDCI Art Students are Amazing!!!

Here is a series of photos created by Jack De Ferrari, showing arts students here at GDCI with their artistic accomplishments "overlayed" on their clothing.







Friday 18 September 2015

Grade 9 Art - Day 11

In our next series of lectures, we will build upon what we have learned by dissecting the terminology that artists use!

Composition

From our text we learned that "the composition of a work of art is its overall plan or structure.  It denotes the relationship among component parts, and it involves balance and harmony, the relationships of parts to each other and to the whole work, and the effect on the viewer."  Of particular importance is to understand that composition is more about arrangement and less about subject matter or theme.

Elements of Composition


The Raising of Lazarus by Geerten tot Sint Jans

The term “composition” applies not only to visual arts, but to music, dance, literature and virtually any other kind of art. In certain contexts, such as writing, this term may not be as widely used, but is just as valid nonetheless. In general, the term “composition” has two distinctive, yet related meanings.
First and foremost, “composition” describes placement of relative objects and elements in a work of art. Consequently, composition is a key aspect of a good work of art. There is hardly a way to overemphasize the importance of composition. Any aspiring artist ought to give composition of his work a lot of attention. A good composition is one that has just enough detail. Too few elements is bad because it robs the work of art of necessary detail that makes correct interpretation possible. It also ruins the balance of an image. And too many elements can be very distracting as well. Good composition requires good balance. It is best to make sure all the elements present are necessary for the idea or story you are trying to pass on.
In some cases, composition can mean the work of art itself and is a synonymous to that term. For example, when talking about a specific installation or dance, a phrase “This composition…” can be used. Such a definition also widely applies to music (creators of which are known as composers) and paintings.
Read more: http://photographylife.com/what-is-composition-in-photography#ixzz2uGWdiGEV

We talked about the following tips for good composition:

- it is a natural function that embodies a sense of design. When you raise a camera and look through the viewfinder, you naturally compose your pictures in a way that is visually pleasing, with a "sense of design".
- study your subject or subject area. How will you arrange your composition to reflect the feeling you experience as a witness to that scene. Is it hot, cold, windy, etc. and are their components you could focus on to bring that out in the picture, such as icicles, featured prominently.
- create a viewfinder to better frame the composition in your mind



- plan your drawing
- consider other factors, such as perspective, eye-level, tones and lighting, and arrangement of objects.
- What objects belong? What objects do not belong? What's missing?

Consider the many elements of design that we have studied. All of these elements play a role in how you compose and complete your works.

*excerpts from "Drawing" by Janet Allen and "Art Across Time" by Laurie Schneider Adams. 

Grade 11/12 Art - Day 12

Drawing Unit Continued: An Analysis of M. C. Escher



For today's class, we will move out of the studio an into the seminar room. We will view the following documentary on M.C. Escher:

https://www.youtube.com/watch?v=g4VAxilTRGs

Your task in this class will be to create questions for your peers about the information contained in this documentary. Your questions cannot be yes/no questions as you are seeking to actively engage your classmates and test their understanding of this unique individual, a pioneer of mathematical art.

Some of you might find his work particularly engaging, especially if you have an inclination toward mathematics, geometry in particular. Others, who find Op Art interesting, will see how Escher would weave optical illusions into his work. Some students will see how his early desire to sketch insects and forms from nature built into masterly work involving these themes and shapes.

Regardless, his work was genius and we will all be richer for having investigated it!

Grade 10 Art - Day 11

Grade 9 and 10 Literacy Activity


This is the literacy activity that we will be completing. This should prove to be an effective preparation for the multiple choice and short answer portion of the upcoming OSSLT.







Why Did Leonardo da Vinci Paint "The Last Supper"?
Because his employer requested he do so. Leonardo da Vinci worked for Ludovico Sforza, Duke of Milan, for nearly 18 years (1482-99). The Duke decided he wanted this particular religious scene of Jesus and the Apostles at the Last Supper painted and Leonardo, who was not stupid, decided painting it made perfect financial sense.


How Big Is It?
It's huge, really -- 460 x 880 cm (15 x 29 feet). It covers an entire large wall, very unlike reproductions sized to hang neatly behind one's sofa.


Where Is It?
The original mural is on a wall of the refectory (dining hall) in the Convent of Santa Maria delle Grazie in Milan, Italy.
If you'd care to see a reproduction, they're easily found. As an image, "The Last Supper" is the most reproduced religious painting of all time and has been put on everything from mirrors, to mouse pads, to musical pillows. If Leonardo were still around, he'd be earning billions of (insert your currency here) on licensing fees alone.


How Long Did It Take Leonardo To Paint This?
He began working on it in 1495, and finished "The Last Supper" in 1498. This is worth noting, as Leonardo was a known procrastinator with a marked tendency to leave projects unfinished.


Why Is the Composition Remarkable?
First, it is remarkable because the disciples are all displaying very human, identifiable emotions. "The Last Supper" had certainly been painted before. Leonardo's version, though, was the first to depict real people acting like real people.
Secondly, and of major importance -- the technical perspective in "The Last Supper" is incredible. You can see that every single element of the painting directs one's attention straight to the midpoint of the composition, Christ's head. It's arguably the greatest example of one point perspective ever created.


What Does Last Supper Depict?
"The Last Supper" is Leonardo's visual interpretation of an event chronicled in all four of the Gospels (books in the Christian New Testament). The evening before Christ was betrayed by one of his disciples, he gathered them together to eat, tell them he knew what was coming and wash their feet (a gesture symbolizing that all were equal under the eyes of the Lord). As they ate and drank together, Christ gave the disciples explicit instructions on how to eat and drink in the future, in remembrance of him. It was the first celebration of the Eucharist, a ritual still performed.
Specifically, "The Last Supper" depicts the next few seconds in this story after Christ dropped the bombshell that one disciple would betray him before sunrise, and all 12 reacted to the news with different degrees of horror, anger and shock.


Who's In It?
Looking across the picture from left to right:
Bartholomew, James Minor and Andrew form a group of three. All are aghast, Andrew to the point of holding his hands up in a "stop!" gesture.
Judas, Peter and John form the next group of three. Judas, you will note, has his face in shadow and is clutching a small bag (of silver?). Peter is visibly angry and a feminine-looking John seems about to swoon.
Christ is the calm in the midst of the storm.
Thomas, James Major and Philip are next. Thomas is clearly agitated, James Major stunned and Philip seems to be seeking clarification.
Matthew, Thaddeus and Simon comprise the last group of three figures. It appears that, when a situation turns ugly, Simon is the "go to" guy for explanations.


Why Is It Falling Apart?
Leonardo, always the inventor, tried using new materials for "The Last Supper." Instead of using tempera on wet plaster (the preferred method of fresco painting, and one which had worked successfully for centuries), he thought he'd give using dry plaster a whirl. His experiment resulted in a more varied palette, which was his intent. What he hadn't taken into account (because, who knew?) was that this method wasn't at all durable. The painted plaster began to flake off the wall almost immediately, and people have been attempting to restore it ever since.


Why Doesn't Jesus Have Feet?
Rest assured, Leonardo intended for Christ to have feet and, in fact, painted them. Around 1650, some unnamed, woefully misguided soul -- on a mission to insert another door into the refectory -- apparently decided that the only logical spot for said door was smack dab in the middle of that wall. We probably shouldn't grumble and just consider ourselves lucky that he wasn't engineering windows.


Check out this early copy to see some of the features that were lost or destroyed over time:









Multiple Choice Questions:


1) A “refectory” is a:
a church.
b bridge.
c dining hall.
d church painting.


2) “The Last Supper” took how many years to complete?
a three.
b four.
c five.
d six.


3) Which event, in the following list of events surrounding the last supper, occurred last?


a Christ gathered his disciples to eat.
b Christ gave disciples specific instructions on how to drink and eat in the future.
c Christ was betrayed by one of his disciples.
d Christ washed his disciples feet.


4) You can see that every single element of the painting directs one's attention to the midpoint of the composition. This is an example of:
a random focus.
b effective use of space.
c proportion.
d technical perspective.


5) Which word is closest in meaning to “procrastinator” as used in paragraph 5?
a dawdler
b artistic genius
c philanthropist
d philosopher


Response Questions. Choose one of the following and answer in the space provided.
Are there details in the illustration that are not mentioned in the text? What are they? Are there details in the text left out of the illustration?
Do the illustrations provide any conflicting information? What? Why?
What is the perspective of the illustration? Do we see the scene from the point of view of someone in the text? Which character? You, the reader?
Who is in the illustration? Everyone mentioned in the text? Who’s in and who’s out? Who is looking at whom? Why?
How are the relationships of the characters depicted? Who is standing close? Who is far away? What do the expressions on their faces convey?
Where are the characters looking? At the action? At each other? At something else?
What do the characters know that we (the reader) do not know?
What do we learn about the setting from the illustration? Are we looking straight on? Airplane view? Why?

Grade 11/12 Art - Day 11


The Bigger Picture....Completed!!



A very busy mind map! But we will break down each section tomorrow to better understand what Stephen Farthing's intent was in "The Bigger Picture of Drawing". I am curious to see what each of you thought of when you analyzed the original mind-map.

Farthing gives the following examples to help us understand his taxonomy:



"Most maps sit quite happily on the Conceptual side of drawing. During their formative stages they
will be to some degree Speculative. In their final version however, the expectation of the audience is
that they should be accurate, Definitive and disinterestedly Descriptive.

A portrait of Jane Austen cut as a profile into black paper with a pair of scissors is Pictorial. It
is Descriptive of her appearance and, in so far as it conditions our view of what she actually looked
like, it is Defining. As a cut tonal drawing it is Pictorial, Descriptive and Definitive.

The measured line drawing that is the football v pitch is Conceptual, in that it functions in conjunc-
tion with a narrative – the rules of the game. Each sports field drawing Defines the area of play; it Instructs the players. It doesn’t passively describe. So the drawn sports field is Conceptual, Definitive and Instructive.

A circle drawn freehand is Conceptual. Its shape may be Speculative, but if it is reasonably accurate it remainsDescriptive. A circle drawn with a compass is also Conceptual. If accurately drawn it becomes Definitive and Descriptive.

The gender-based icon on a toilet door is Pictorial, Defining and Instructive. A landscape drawn by the English Landscape painter JMW Turner is always Pictorial, always Descriptive, but some- times Definitive,other times Speculative."

Grade 11/12 Art - Day 10


Critique


What is a critique?

A critique is an oral or written discussion strategy used to analyze, describe, and interpret works of art. Critiques help students hone their persuasive oral and writing, information-gathering, and justification skills.
Below is a sample set of focus questions for an art critique related to four major areas of art criticism: description, analysis, interpretation, judgment. (The number of questions and aspects of specificity will vary according to the art form and number of works in the critique).


Description
Describe the work without using value words such as "beautiful" or "ugly":
What is the written description on the label or in the program about the work?
What is the title and who is (are) the artist(s)?
When and where was the work created?
Describe the elements of the work (i.e., line movement, light, space).
Describe the technical qualities of the work (i.e., tools, materials, instruments).
Describe the subject matter. What is it all about? Are there recognizable images?


Analysis
Describe how the work is organized as a complete composition:
How is the work constructed or planned (i.e., acts, movements, lines)?
Identify some of the similarities throughout the work (i.e., repetition of lines, two songs in each act).
Identify some of the points of emphasis in the work (i.e., specific scene, figure, movement).
If the work has subjects or characters, what are the relationships between or among them?


Interpretation
Describe how the work makes you think or feel:
Describe the expressive qualities you find in the work. What expressive language would you use to describe the qualities (i.e., tragic, ugly, funny)?
Does the work remind you of other things you have experienced (i.e., analogy or metaphor)?
How does the work relate to other ideas or events in the world and/or in your other studies?


Judgment or Evaluation
Present your opinion of the work's success or failure:
What qualities of the work make you feel it is a success or failure?
Compare it with similar works that you think are good or bad.
What criteria can you list to help others judge this work?
How original is the work? Why do you feel this work is original or not original?
* Adapted from http://artsedge.kennedy-center.org/educators/how-to/tipsheets/student-critique.aspx

Grade 9 Art - Day 10


The Creative Process!!!


The following is an excerpt from the Ontario curriculum document regarding the Creative Process in the Visual Arts:


THE CREATIVE PROCESS
Students are expected to learn and use the creative process to help them acquire and
apply knowledge and skills in the arts. Use of the creative process is to be integrated
with use of the critical analysis process (described on pages 17–22) in all facets of the
arts curriculum as students work to achieve the expectations in the three strands.
Creativity involves the invention and the assimilation of new thinking and its integration
with existing knowledge. Creativity is an essential aspect of innovation. Sometimes the
creative process is more about asking the right questions than it is about finding the
right answer. It is paradoxical in that it involves both spontaneity and deliberate,
focused effort. Creativity does not occur in a vacuum. Art making is a process requiring
both creativity and skill, and it can be cultivated by establishing conditions that encourage
and promote its development. Teachers need to be aware that the atmosphere they create
for learning affects the nature of the learning itself. A setting that is conducive to creativity
is one in which students are not afraid to suggest alternative ideas and take risks.

The creative process comprises several stages:
• challenging and inspiring
• imagining and generating
• planning and focusing
• exploring and experimenting
• producing preliminary work
• revising and refining
• presenting and performing
• reflecting and evaluating

The creative process in the arts is intended to be followed in a flexible, fluid, and cyclical
manner. As students and teachers become increasingly familiar with the creative process,
they are able to move deliberately and consciously between the stages and to vary the
order of stages as appropriate. For example, students may benefit from exploring and
experimenting before planning and focusing; or in some instances, the process may
begin with reflecting. Feedback and reflection take place throughout the process.

Continuing our film study, the Monuments Men, have a look at some of the most famous pieces that they saved in the following article!
http://www.businessinsider.com/monuments-men-famous-works-of-art-2014-2

Grade 10 Art - Day 10


Are You an Artist?


Written by Eolake Stobblehouse:

You, an artist?

In many cultures on Earth it is not very popular to speak well or even think well about oneself. This fact is a great evil, since all your abilities come, of course, from yourself, and when you think less of them, you reduce them down and limit them.

And since, unfortunately, the creation of art is seen upon as a rare and special ability, instead of an ability native to us all, calling oneself an Artist is often seen as a big and improper self-compliment. Something one must not do.

Add to this that since art is so valuable, the vicious or simply small-minded of our population have a great tendency to cut down artists and art in whatever ways they can (of which many are disguised as help), it is seen as a thing to be proven strongly that you should be able to call yourself an artist.

We seriously need to change this.
Let me define it:
If you have ever attempted to create art, no matter successfully or not, and if you would like to continue to do so, if you have an urge to create art, you are an artist.

No ifs, ands, or buts about it

Thursday 17 September 2015

Grade 9 Art - Day 9

We have been using art history lectures as a back drop to our experiential studies, but I wanted to take a minute to talk about drawing specifically (as we are working our way through the drawing unit!)

What is drawing?

It is more than just representing by line in black and white. It can be several things:

It is a personal expression of a physical or mental experience in terms of line and tone.
It is pictorial thinking with pencil on paper.
A technical method of creating the illusion of solid forms in two-dimensions.

Sometimes they have a finality – they are neither “of” or “for”, but are ultimately drawings.

What prompts the artist to draw?

Simple reasons:

to lay down a base illustration for painting, pastel, etc
to pass time
to convey simple thoughts
rapid notes of a thing seen in a flash

Complex reasons:

“to explore, untidily, the dark undergrowth of the mind.”
“to work out, with mathematical precision, the stresses and strains of a pictorial idea.”
“memories, in a visual shorthand, of the artist’s own devising”.

Grade 10 Art - Day 9


Light and Shade



How will you light your drawing? If you have light, you have shadows.


1) Determine where your light is coming from
2) Shadows will naturally occur where the light cannot reach


Shadows primarily occur on solids.
Reflections primarily occur on water.


Work to remove the inconsistencies between light and shadow.


If possible, don't be afraid to move your light or your subject to increase the values the scene before you draw.

For a very comprehensive look at light, shadows, and shade, check out this website!!

Grade 11/12 Art - Day 9


Drawing and the Brain Discussion


Drawing and the Brain

Drawing is micro-movement and the synchronizing of eyes and hands. It is "thinking with our bodies" and a way to develop cognitive skills and processes.

Drawing, whether from life or memory involves relationships, articulations, and connections.

In a recent collaboration, an artist and a surgeon worked to find similarities in their respective crafts. The following correlations between surgery and drawing became apparent. Both relied on:
- thinking of how to respond to sensations
- thinking about how you are moving
- fine-grained temporal and spatial analyses
- thinking about where you are
- gestural tasks
- performative tasks

Parting note:

The confidence to draw in whatever method is relevant to the individual student. "Good drawing" does not belong to a specific group of students. Instead, we should use drawing to understand our past, construct your future, and to build new neural pathways.

Excerpts from "Drawing Connections", Brew, Fava, Kantrowitz.

Tuesday 15 September 2015

Grade 9 Art - Day 8

Why Collect Art?

As we have learned, art is valuable for many reasons.  People have collected art throughout history, for both its value as an investment and for personal enjoyment.  As armies returned from conquered lands, art was often the booty that they brought back with them.  A notable example was the art that the Nazi army pilfered and hid throughout WWII, serving as the basis for the movie, "The Monuments Men".  For fun, let's watch a few minutes of this documentary that details the story that inspired this movie.
Monuments Men Link

Today we will break into groups and read sections of the following article.  Each group will explain what they read.
http://www.wsj.com/articles/SB119999526879881729

Grade 10 Art - Day 8

Drawing with Charcoal Pencil and its Derivatives (Such as Conté)

Having studied charcoal and its properties, we now move to charcoal pencils and conté. Here are some important facts:

  • it is more intensely black
  • it is more stable than charcoal and subsequently binds better to the paper
  • it is better for tonal variety and transition of value
The methods for handling the pencils and conté vary, from a typical pencil hold, to the between fingers approach that we learned in the charcoal section, thus removing the tendency for your palm to smudge the medium.  

The following are techniques for application:

A. Academic Technique - think "perfectly blended (use a stump or tortillon)"
B. Unblended Technique - think "raw, unblended"
C. Combined Technique - think "blending reinforces the raw strokes and lines"


Constantly scan between your drawing and your subject to avoid this list of things not to do!
1) Do not neglect the fine details
2) Strive for detail of form and shading
3) Do not neglect tonal gradations

Stages of Completion 
Use Charcoal in stages 1 - 3
1) Draw a rough and initial sketch, ensuring that proportions are accurate and your early composition is balanced.
2) Fill in initial shadows
3) Begin your preliminary blending and value transitions
4) Use a kleenex to dab or wipe away charcoal dust to reveal your base drawing
5) Using your charcoal pencil or conté, draw your final version of your drawing
6) Complete your blending and final shading. At this stage, employ your stump and eraser for assistance when necessary.
7) Finished drawing and reflection.  It is at this point that your should really compare between what you have completed and the actual values and form of your subject.  Make minor adjustments and enjoy your work!

Inspired by Jose M. Parramon`s "How to Draw with Charcoal, Sanguine and Chalk"

Grade 11/12 Art - Day 8

Multi-Stage Attention Hypothesis


In their paper, "A Multi-Stage Attention Hypothesis of Drawing Ability", Justin Ostrofsky and Aaron Kozbelt, both of Brooklyn College, attempt to help explain what makes one person draw more accurately, and with a finished product that better resembles the original subject, than another person.

Why can some people draw so well compared to others? The multi-stage attention hypothesis argues that drawing is influenced by two factors:

1) What visual information is selected vs not selected to be included in the drawing;
2) The degree to which the visual system enhances the processing of selected visual information and suppresses the processing of non-selected visual information during drawing.

Ostrofsky and Kozbelt write that the selection of visual information is a continual decision making process; observational drawing requires constant looking back and forth from the subject to the drawing as the brain can only store and draw small amounts of information at any given time. Good artists select very particular information to draw: not all visual information is equally important for the recognition of the subject. They develop an understanding, through training and what comes naturally, of what information will best capture the illusion of a 3D form in a 2D depiction.



Take a look at a timed observational drawing that our grade 10 students conducted here at GDCI. These eight examples show the variety of visual information that each artist chose to render into their drawing. Certain chosen visual elements, be it values or shapes, either added to or took away from their attempt to replicate the image that they saw.

Moving forward, try to focus on the elements of a subject that are most important to the recognition of that subject. Ask yourself what details are the most important in reconstructing a 3D object in 2D on your paper!

Grade 11/12 Art - Day 7

Grounding Drawing in Philosophy Part 3


Building upon what we discussed yesterday, one of the greatest challenges of applying the rationalist aesthetic to drawing is that it does not allow for expressive/creative art. A good example would be to try to apply rationalism to a Jackson Pollock painting. How could you apply the logic and mathematics to the following?:




One of the greatest challenges to the academic method we discussed came in the theory of knowledge called Empiricism. Put simply, Empiricism stresses that knowledge comes from sensory experience. We created the following mind map of Empiricism applied to art, using concepts from the teachings of John Ruskin, Betty Edwards, and Seymour Simmons, III: