Monday, December 21, 2015

Create > Forced Perspective Photographs

Create > Forced Perspective Photographs




Goal: Create two effective images that exploit the illusion of forced perspective


Studio Activity:
Intentionally change the perspective of the photo by placing a small item close to the camera and a large item further away behind it.  Utilize a deep depth-of-field so make sure that your foreground and background remain in focus.  Work in aperture priority mode if possible.


Trigger Mechanisms: Creativity, Illusion, Depth-of-field


Visual Examples:
Forced Perspective on Pinterest > https://goo.gl/y2z5q6
17 Forced Perspective Examples > http://goo.gl/41S1yX
40 Forced perspective examples > http://goo.gl/xAqM1o

Generalize, Reflect & Publish:
Instructional Strategy
  • Evaluate the results
Learning Activity
Reflect > Should I go back and rework anything?
  • How did you combine art elements (line, color, shape, texture, value)  to develop art principles? (Unity/variety, balance, emphasis contrast, rhythm, proportion/scale, figure/ground relationship)
  • Where are the dominant shapes, forms, colors, or textures that carry expressive significance?
  • Why Is the work ordered and balanced or chaotic and disturbing?
  • What gives the work its uniqueness?
  • Is symbolism used in the work to convey meaning other than what one sees?
  • Does the work evoke any feelings?

Instructional Strategy
  • Providing Recognition
Learning Activity
Publish > Share your album to our G+Community > Concepts & Creations category
Display > Add your photos to the Event

Instructional Strategy
  • Providing Feedback
Learning Activity
Critique >
  • Give positive feedback > +1 every image that deserves it
  • Give peer feedback > Give 2 peer images a VTS critique > http://goo.gl/1WWmBY
Self-assess >










Create > Repeating Objects from Multi-Exposures

Monday, December 14, 2015

Create > Photography Quilts

Create > Photography Quilts (Sew, Embroider or Stitch)


Goal: Create a photo quilt of images that are sewn on or stitched together.

Studio Activity:
-Option 1:  Be inspired by the stitched vintage photography of Maurizio Anzeri >  http://goo.gl/u4b6Q0  Maurizio sews directly into found vintage photographs.  She incorporates brightly embroidered patterns and delicately stitched veils that cross the faces with sharp lines and dramatic glimmering forms.  I suggest that you use your own photographs.

-Option 2:  Be inspired by the works of Lisa Kokin > http://goo.gl/SpIq08  She takes found, unrelated photographs and stitches them together.  Because the images are stitched together a forced relationship between them is created and a whole new narrative can be imagined.     

Trigger Mechanisms: Combine, Manipulate, Link

Visual Examples:

Create > Dynamic Equilibrium

Create > Dynamic Equilibrium

vega3gdvasarely.jpg

Goal Concept:
Achieve a psychological state of balance by stabilizing the dynamics between the psychological forces and the visual forms

Access Prior Knowledge:
piet%2Bmondrian.jpg
“What I intended to express was dynamic movement in equilibrium.” ~ Piet Mondrian

New Information:

Dynamic Equilibrium
Even in a visually active design, a psychological state of balance can be achieved by stabilizing the dynamics between the psychological forces and the visual forms.  Whenever the forms, forces and counter forces of a design are controlled and manipulated to gain a ‘felt balance, a state of dynamic equilibrium is produced.    

Plasticity in art can be expressed through the equilibrium of dynamic movement of form and color.  Piet Mondrian gave meticulous attention to the proportions between vertical and horizontal lines, rectangular shapes, line thickness and color intensity.
intake-1964bridget%2Briley.jpg
Victor Vasarely, Bridget Riley and other Optical artist controlled visual tensions using repetition, progression, after-image, optical illusion, and ambiguity between figure and ground.  Op art painting generate a strong visual energy as well as a perceptually unstable picture plane of pluses, contractions, swells or flip-flops.

All art forms are compositions in dynamic balance.  The forms and tensions of a good pictorial or structural design are carefully choreographed to achieve a psychological and visual unity.

“I want my painting to quiver in depth and also to have apparent movement within it,”
- Bridget Riley

Artist References:
Piet Mondrian > http://goo.gl/dLO2
Bridget Riley >  http://goo.gl/V4QG
Wassily Kandinsky > http://goo.gl/NKtB0

Apply Knowledge and Skills:
 
Instructional Strategy
  • Nonlinguistic representation
Learning Activity
Create > Afterimage Pattern


Goal:  Create a design pattern to induce the perception of its afterimage.

Studio Activity: Afterimage Pattern
Plan a design that makes use of afterimages.  Work only in black and white.  Repeat and vary a particular shape (ex. dots, squares or triangles).  Allow a generous white background to remain as a screen for the afterimages.

Afterimages are spontaneous and fleeting perceptions; they are seen literally to ‘dance’ within the visual field.  Plan your design to exploit this psychological phenomenon.  

Enrichment Studio Activity: Color Afterimage
A dot of a particular color will produce an afterimage which is complementary in color.  A red dot will produce a light green afterimage.  Plan a design that exploits such chromatic effects.  

Trigger Mechanisms:
Repeat, Animate

Materials:
paper, ruler, compass, scissors, marking pens, templates

afterimage_1_.gif



Instructional Strategy
  • Nonlinguistic representation
Learning Activity
Create > Visible Audio Collage

f44e6b51-5e96-4e7f-9f73-957ce140901d-620x263.jpeg

Goal: Create a visual energy pattern that mimics the repetition of musical sounds.   

Studio Activity: Visible Audio Collage
Be inspired by the work of Wassily Kandinsky > http://goo.gl/xpkP8t.  Create a visual composition inspired by the repetitive beats, notes, tempo and sounds of a musical piece.  Use an allover pattern and visual analogs to represent the sounds and tempo of a musical piece.  Look at these high school examples > https://goo.gl/mNviWQ   

Trigger Mechanisms:
Repeat, superimpose, combine, animate
“The form of an object is a diagram of forces.  We can induce the forces that are acting or have acted upon it; in this strict and particular sense, it is a diagram.” ~ D’arcy Thompson

Materials:
Paper, scissors, gluestick

Visual examples
Kandinski > http://goo.gl/yJncnU
Examples of the influence of music on art > http://goo.gl/g8Cs37
Top 5 Musically Inspired Paintings displayed in NY > http://goo.gl/kirjzo
BrainPickings Kandinsky: The 3 Responsibilities of the Artist > http://goo.gl/QCA0Fz
Painting Music > http://goo.gl/Omycxx
1913 | "Klänge (Sounds)" by Vasily Kandinsky > http://youtu.be/WdPMdGUeYGk
Helen Mirren on Vasily Kandinsky > http://youtu.be/0_YDrJoUe8s

kandinsky-composition-8.jpg
Kandinsky's Composition 8

ae792f50f252b513d80e15c0eae04ac2.jpg
“Let me draw for you a sonnet. With dancing lines that sing confident rhymes, it will weave a rope between us.” ~Kandinsky

Picasso's Three Musicians (1921) (MoMA)

Chagall’s The Triumph of Music

Okeefe’s Music, Pink and Blue

Generalize, Reflect & Publish:
Instructional Strategy
  • Evaluate the results
Learning Activity
Reflect > Should I go back and rework anything?
  • How did you combine art elements (line, color, shape, texture, value)  to develop art principles? (Unity/variety, balance, emphasis contrast, rhythm, proportion/scale, figure/ground relationship)
  • Where are the dominant shapes, forms, colors, or textures that carry expressive significance?
  • Why Is the work ordered and balanced or chaotic and disturbing?
  • What gives the work its uniqueness?
  • Is symbolism used in the work to convey meaning other than what one sees?
  • Does the work evoke any feelings?

Instructional Strategy
  • Providing Recognition
Learning Activity
Publish > Share your album to our G+Community > Concepts & Creations category
Display > Add your photos to the Event

Instructional Strategy
  • Providing Feedback
Learning Activity
Critique >
  • Give positive feedback > +1 every image that deserves it
  • Give peer feedback > Give 2 peer images a VTS critique > http://goo.gl/1WWmBY
Self-assess >




Create > Manipulated Portraits Album

Monday, December 7, 2015

Create > Visual Energy

Create > Visual Energy



Goal Concept:


Understand and be able to visually express that behind the surface appearance of art designs there lies a complex network of psychologically felt forces.


Access Prior Knowledge:


“Perhaps the most radical change that has occurred in the history of theoretical thinking is the switch from the atomistic conception of the world as an assembly of circumscribed things to that of a world of forces acting in the dimension of time.  These forces are found to organize themselves in fields, interacting ,grouping, connecting, fusing, and separating.  ~Rudoph Arnheim




New Information:


Forces
All visual designs are constellations of energy.  Our signature, for example, is a line scribble that that possesses a cardiogram or seismograph of forces.  Likewise, every work of art possesses an underlying psychological force field that is an inherent but invisible part of its structure.  


We first perceive things through our sensory organs, which then transmit electrical pulses to the brain.  As an artists, we want to understand this and control these psychological forces in visual composition.


Visual perception involves the stimulation of the retina by light rays.  The light rays are organized by the brain into spatial units.  Psychologically, visual forces are perceived as ‘felt-tensions’ and operate continuously as forces of push and pull, attraction and repulsion, expansion and contraction.


For the ADV Learner > Rothko on beauty, friendship, art & relationships > http://goo.gl/Vxv50q


Art References:
Peter Young > http://goo.gl/ufMfVr


Apply Knowledge and Skills:


Instructional Strategy
  • Identifying Similarities and Differences
Learning Activity
View Responses > http://goo.gl/CwpwVV   


Instructional Strategy
  • Nonlinguistic representation
Learning Activity
Create > Scribble Field


Goal: Create an allover pattern of squiggly lines that generates visual energy.


Studio Activity: Scribble Field
Fill an entire sheet of paper with squiggly lines to produce an allover energy field.  Repeat and superimpose both short and long lines until a tightly-woven visual texture is produced.  Darken some lines slightly, or accent certain areas to suggest cryptic images hidden within the visual field.  Keep the images vague and subliminal.  Think of the scribble pattern as an ‘opportunity field’ like cloud formations on which to project mental images.   


Trigger Mechanisms:
Repeat, superimpose, animate, disguise


Visual examples:




Instructional Strategy
  • Nonlinguistic representation
Learning Activity
Create > Dot Energy Pattern


29-1968peteryoung.jpg


Goal: Develop closely packed dots to produce visual energy


Studio Activity: Dot Energy Pattern
Develop an energy pattern in two steps.  First, create the background:  Use a wide brush to paint flat interlocking areas in different colors.  Next, over the dried surface, ‘print’ dot patterns to develop a density pattern.  Don’t overlap the dots, but pack them closely together to evoke an energetic effect.  For variety, print clusters of different color combinations.  
What happens when you give thousands of kids thousands of dots??? Look and see > http://goo.gl/oKkhF


Trigger Mechanisms:
Repeat, superimpose, animate, disguise


Materials:
Paint, brushes, heavy paper, ‘printing’ tools (pencil eraser, wooden doweling...










Generalize, Reflect & Publish:
Instructional Strategy
  • Evaluate the results
Learning Activity
Reflect > Should I go back and rework anything?
  • How did you combine art elements (line, color, shape, texture, value)  to develop art principles? (Unity/variety, balance, emphasis contrast, rhythm, proportion/scale, figure/ground relationship)
  • Where are the dominant shapes, forms, colors, or textures that carry expressive significance?
  • Why Is the work ordered and balanced or chaotic and disturbing?
  • What gives the work its uniqueness?
  • Is symbolism used in the work to convey meaning other than what one sees?
  • Does the work evoke any feelings?


Instructional Strategy
  • Providing Recognition
Learning Activity
Publish > Share your album to our G+Community > Concepts & Creations category
Display > Add your photos to the Event


Instructional Strategy
  • Providing Feedback
Learning Activity
Critique >
  • Give positive feedback > +1 every image that deserves it
  • Give peer feedback > Give 2 peer images a VTS critique > http://goo.gl/1WWmBY
Self-assess >