Drawing 1:
Tonight we began working on
exploring the formal properties of a famous work by a Renaissance or Baroque
artist. Each student brought in an image of a famous work from one of these periods.
In our work we began dissecting our found images by first recognizing its scale, proportion and the position of the figures through the use of a single, contour line. Your entire drawing was completed in an hour and a half with the use of one single line. Though a frustrating process, many of you found how difficult grappling with proportion can be. After this we discussed the basic use of visual or in this case comparative measurement.
Our second drawing was a geometric or planar study. The controls in this drawing were that it must be executed using only basic geometric shapes (circle, square, triangle and rectangle). Students were forced to simplify their image, discover its essence, if most basic formal properties. In this drawing students used their pencils and their eye to test the scale of figures and their positions within the image. Then you were asked to use your value scale to shade the image with flat value tones. Once again this forced you to see the work in its most general terms.
In our work we began dissecting our found images by first recognizing its scale, proportion and the position of the figures through the use of a single, contour line. Your entire drawing was completed in an hour and a half with the use of one single line. Though a frustrating process, many of you found how difficult grappling with proportion can be. After this we discussed the basic use of visual or in this case comparative measurement.
Our second drawing was a geometric or planar study. The controls in this drawing were that it must be executed using only basic geometric shapes (circle, square, triangle and rectangle). Students were forced to simplify their image, discover its essence, if most basic formal properties. In this drawing students used their pencils and their eye to test the scale of figures and their positions within the image. Then you were asked to use your value scale to shade the image with flat value tones. Once again this forced you to see the work in its most general terms.
We will continue discussing the context of Renaissance versus art that is made today. We will also discuss the formal properties of the artwork and what makes the work compelling.
Drawing 2:
Students continued working on their hallway drawings. Each conversation dealt with several different issues. One things regularly discussed was the use of visual measurement to determine angles of walls, ceiling tiles and breaks in the flooring. Moving forward it will be important to remember how important comparison will be in establishing contours, scale of figures in the space and value tones.
No comments:
Post a Comment