“Art washes away from the soul the dust of everyday life.” ~ Pablo Picasso
The Elements make up the basic structure of an artwork. Art always contains, at least, several of these. They allow for artists to communicate a message to the audience (which, in turn, they must analyze).
Principles of Design (ctd.)
The Principles are used to organize and connect The Elements of Art to describe a work. They help add meaning. The effectiveness of a composition is determined by how these principles are used.
At the beginning of the semester, I set goals for myself and visually represented them on this card. The road means to travel more, the text background reminds me to learn to analyze and think, the color splash says to be more confident, and the word "more" ties all of my goals together.
This was a pretest taken during the first week of school. I looked at a small mirror and drew myself. There was a time limit of around 20 minutes. I took my standard writing pencil and drew in the way I normally would.
Pretest - Hallway Perspective
For 20 minutes, I sat in one of the school's hallways and drew the walls and doorways. To get straight edges, I used a ruler. Because it was supposed to look 3D, I imagined a vanishing point.
For a final 20 minutes during the Pretest Period, I drew my hand. I held up my left hand and sketched it on paper with my right.
Using newly learned techniques for including line variety, I sketched a skull placed on the table. After completing the outline, I went back in and used water soluble graphite sticks to add shading and depth.
We were taught how to draw an outline blindly- meaning without repeatedly lifting the pencil and looking at what we were drawing. As one of my practice pieces, I drew my Converse.
Another Blind Contour work was made by drawing various objects around the Art Room. I chose to draw a glass vase, alarm clock, and bear figurine.
Relating back to the Hands Pretest that I had to take, I was then assigned to draw my hands, but in the procedure of Blind Contour.
After learning about Gesture Drawing (sketching by making quick, short lines of a subject in movement), I drew a classmate who performed a volleyball maneuver.
The second time I did a Gesture Drawing, I drew another classmate who did various connected poses, mainly consisting of arm movements.
For the first piece in my sketchbook, I made a value scale using various art pencils. I determined my darkest and lightest values and gradated them.
I was taught the different parts of a shadow and how to identify them. I then drew two circles and shaded them to appear like spheres. A light source was imagined, which built the rest of the form.
As part of the Geometric Figures series, I shaded cylinders- one upright and one on it's side.
Cones were the final shape to shade. I did so, using the same process seen in the spheres and cylinders.
One-Point Perspective Boxes
To follow up on the Hallway Pretest I took, I learned how to create the look of depth by the use of a vanishing point and horizon line. I drew my horizon and set a vanishing point. Then, I drew four squares on the paper and connected lines from each corner to the vanishing point. Parallel lines were drawn to form the other edges of the boxes.
Two-Point Perspective Boxes
Similar to the One-Point Perspective Boxes, I drew my horizon line and drew four squares. However, instead of one vanishing point, I made two. As a result, I connected half of the points to one point and the other half to another point. I then drew parallel lines to, once again, establish the other edges of the boxes.
Starting our features unit, I learned proportion. I drew a small wooden model figure and applied the "ideal measurements" of a person. I also shaded it to further practice my shading.
Correctly drawing the eyes was a lengthy process. I first used a ruler to draw a straight, horizontal line. The line was then divided into three even segments, where the middle one was erased. My art teacher gave me different-sized circle stencils. To form the iris, two circles (one for the iris and one for the pupil). To shape the whole eye, I drew a curved line from one edge of the line segment to the other (both over and under). My various art pencils helped me to color in the iris and shade around the eye. The eyebrows were the final step. I first drew an outline and then used quick pencil marks to form the hairs. There was more pressure applied at the first part of the line to make it look like they were growing from the face. I also drew all the hairs in the direction that they would normally grow in.
I drew several noses based on a packet that I was given that explained how to draw and shade the noses. I started with drawing a sphere and then developed it into the shape of a nose.
The same packet, as mentioned above, also taught readers how to draw mouths. I followed the directions and applied highlights and various shades and line weights.
From looking at sketches of ears on the internet, I drew two ears- one front view and one side view.
Visual Arts 1 Prop Production
Third period was given the task of creating penguin cutouts for the school's upcoming play "One Home." Before making the actual products, all of the class drew individual drawings of Jackass Penguins (native to Africa). After planning, an artist-in-residence came in from the Paperhand Puppet Intervention to help us. we took large pieces of cardboard, drew on them with chalk, and cut them with box-cutters. Because there would be dancers behind the props, wooden bars and handles were attached for a smoother performance. Donovan, of the Puppet Intervention, demonstrated how to properly construct the supports and then allowed us (students) to do the rest. Once the penguins were painted, they were ready for the stage. Much hard work was put into the play and that was evident on opening night. "One Home" was a great performance that also carried a message. I was very pleased with how the penguins turned out (along with the rest of the production).
Digital Collage Experiment
When I found out that I would be making a collage on PowerPoint, in Art, I made a test collage to learn the different features I could apply and use.
Surrealism is a cultural art movement that started in the 1920s. Its purpose was to visually present things created from imagination and "the dream realm." My digital collage describes and represents me as a person. It consists of various images layered and positioned on a backdrop. Each piece of the collage is supposed to have personal meaning for the artist. I chose to have a blue sky background with clouds because clouds and the color blue represented tranquility. The tower in the distance was added because the name "Madeline" is able to be translated to mean "stone tower." The hedgehog appeared to have similar traits that I had and the sunflower liked warmth, like I do, and was often associated with farm life (I live with lots of animals and land). Some of the images weren't even representative of me, they were just things that I happened to like. I like Math and Science, specifically genetics and biology, which influenced me to insert a double helix. The footprints on the DNA strand are included because I like mysteries and learning about the unknown. To make this collage appear in surrealistic, I used to techniques of Scale and Juxtaposition. The unusual sizes of the hedgehog and double helix creates an unrealistic feel and when a small land animal is placed on top of clouds in the sky, it shows contrast. This is also true of the sunflowers in the sky.
Self Portrait Grid w/ Watercolors
One of my biggest projects was my self-portrait. Instead of the normal graphite piece, I made one in the style of other Pop Art (an art movement from the 1950s that was focused on making a connection between common objects and people to "high-class" artwork) paintings. I took aThe color scheme of my original photo was changed to match the analogous-themed background board made of red orange, orange, yellow orange, and a hint of gold (which was executed with watercolor sprays and salt). I chose these colors because I liked the way that they blended and the effect they gave off. The pose for this portrait is very soft and minimal, which corresponds with parts of my character.
Following the Digital Collage, I took my personal symbols and then applied them to a 3D piece. My mask was supposed to look like the above sketch, but I modified some aspects so they would be presented better. The general shape of the mask was inspired by the ones used during The Carnival of Venice. The flowers around the head on the drawing were moved to the left side of the mask because I worried that the thin petals would be damaged during the firing. To still have balance after that change, I got rid of one of the footprints and only used one DNA strand. Once fired, I applied colored glazes t o the low-relief areas (raised pieces of clay attached to the original surface of the mask. I used the same colors from my collage to further reflect my personality and repeated them throughout to help create an emphasis on the features.
I drew a mandala, out of free-will. Recently, I have been drawing more symmetrical designs and pieces because I like the balance it shows. I also like to use a lot of geometrical shapes in art.
Growth over the Semester // Entering Visual Arts 1, I knew some of the basic principles of art (i.e. mixing of the color wheel, value scales, and perspective). Even from the very first week, I began to learn more. I was taught different types of sketching, elements and principles that enhance your art, how to use different mediums, and more. In my projects, I used different mediums and was influenced by several different art styles. Visual Arts 1 not only teaches you about producing works, it also supplies history to the students. Research was a factor in the projects more towards the end of the semester. I learned more about civilian movements in America and other continents, how the business of art worked in historical times, and that there were different ways that an audience could interpret a work. Because of all of this (and more), my art has improved. It has improved in the sense that it has more references to history and famous art styles, is more visually pleasing (with balance, color combinations, use of mediums, etc.), has a clearer meaning behind it, and contains more meaning for me (personally).
Title - Café Terrace at Night
Artist - Vincent van Gogh
Date - September 16, 1888
Medium - Oil on Canvas
Location - Kröller-Müller Museum, Otterlo, Netherlands
I really like this painting because it depicts a clear night at a small cafe in the streets. The mood that it gives off is calm and friendly. I also like the actual composition of the work. The marks do well to make the ground appear to have a certain texture. I like that the painting is not surrealistic, but yet, not entirely realistic.