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Today's Class- Today the focus was on the idea of planes, broad surfaces on the exterior of three dimensional objects. I showed some examples from art (Richard Serra, David Smith, Frank Lloyd Wright), pointing out how they used sizes, angles, curves, etc to various effects. Then the class started a portfolio exercise using cars as a general subject.
How to make this up- Students were asked to select an automobile from a purely design point of view- a favorite car based solely on how much they liked the way it looks. Then they were asked to build a model of that car using foam core and bristol board, matching the proportions, body lines, and major structures. As they were doing that they needed to make a second identical set of parts, which would later be used to make something else that was not a car. Above is an example of both halves of the assignment from a previous semester. Additional student examples and more specific instructions can be found here.
Homework- This car related assignment is a portfolio exercise and can be turned in any time before the last day of class for full credit, though it's recommended to get it done sooner before other work builds up.
The foam core relief project started last week is due at the beginning of class on October 6, 2015.
The Make 100 Module project may still be turned in for partial credit.
For next class 10/6/15- We will begin our next graded project, where we take a Stone Age approach to designing a sculpture, and mostly use materials that would have been available to the artists of that era. This is the origin of art, made using those materials that would have been available 20,000 to 30,000 years ago. You will be asked to create a three dimensional work in the nature of the art of that time, so the subjects will be humans, animals, mythological hybrids, or portions of those things. Ancient man often let the shapes of the materials influence the art, subjects inspired by the size and shape of the modified surfaces. Other than hot glue to assemble it, all the materials must be things found in nature. These materials may be modified by physical means (carving, breaking) and can be colored (common among cave artists). Below are some student examples from previous semesters:
I will bring shells from my local beach and bamboo that grows around my apartment, and you may be able to forage for materials on campus, but if you have something else in mind to use, bring it with you. Eligible materials include rocks, wood (naturally growing and milled planks, but not plywood), bones (please clean all flesh from them), seeds/seed pods, and plants. Keep in mind that leaves and flowers dry up quickly so if you want to use them, you may want to wait until closer to the due date to attach them.
Today's Class- Today we started a new graded project related to the idea of relief sculpture. We opened with a critique of the first graded project, the Make 100 project, which were graded and returned by the end of the day. After looking at some slides of relief based art (sculpture, relief prints), we moved on to the new project, which started with images of skeletons, human and/or animal. Students chose one to reproduce as a low relief sculpture, then came up with a companion relief piece.
How to make this up- Find a realistic image of a skeleton, human or animal. Skeletons are one of nature's perfect structures, designed to support, protect vital organs, and make it possible for us to move around, thus including an ideal relation of positive and negative space. Select a portion to reproduce using a 12" x 12" piece of foam core, blowing it up to fill the square. You will cut out the design using an x-acto knife (the skeleton is a positive shape, and space around and between becoming the negative space) and glue it to another piece of 12" x 12" foam core, the skeleton becoming the raised portion of a low relief sculpture. Above is demonstration example adapted from the drawing at the top of the post.
The next step is to produce a second foam core relief piece, with the subject being an image based on any real life 3D object or scene. The second piece should have a visual relationship to the first one, sharing a similar ratio of positive and negative space, and similar types of shapes. In the above example, the frog includes similar shapes to some of the larger bones from the skeleton, while the long curved pieces of grass are meant to echo the long curving bones of the rib cage.
Below are some student examples from previous semesters, skeleton on the left, and related piece on the right. In the last one the student mixes white and black foam core, using the former for the positive shapes, and the latter for the backing piece.
Homework- The completed pair of foam core relief panels are due at the beginning of class on October 6, 2015.
Anyone who still owes me the module piece due today can still turn it in for partial credit, with the points going down each week that it is late.
For next class 9/29/15- We will be doing a portfolio exercise on the topic of planes (surfaces), using cars as the subject. Bring photos from multiple angles of an automobile that you particularly like just because of its appearance. Can be any style or vintage. Also bring foam core and bristol board (enough to make two 8" three dimensional models of the car, scissors and x-acto knife, glue, pencil and eraser, and a sketchbook or loose paper should you need to work out ideas that way.
Today's Class- The focus of today's class was on some basic design principles, specifically the ideas of symmetry and balance. I showed 15 to 20 slides of random three dimensional artworks, representing a variety of mediums and historical periods, and we discussed whether each was symmetrical and/or balanced in its design and composition.
How to make this up- Students started by doing several simple memory sketches of three dimensional objects that displayed some form of symmetry, either bilateral or radial. Then they chose one such object to be the starting point of a three dimensional composition made from bristol board and a base. The composition was to include at least one symmetrical object (above the flower and leaves are examples), but the overall composition would be asymmetrical, either by distortions to the object or placement on the base. Consider how your composition looks from different points of view; we see two different views of the flower piece above, and several students today found more interesting results in viewing from a different position than the one they had originally planned. Below is an example of one completed in class today. Additional examples and more complete instructions can be found here.
This is a portfolio exercise and can be made up for full credit any time before the end of the semester, but I recommend that you get to it sooner rather than later, as you may be able to apply some of the ideas to future projects.
Homework- Nothing new from today, but the Make 100 module project started last week is due at the beginning of class next week, September 22, 2015.
For next class 9/22/15- We will open with a critique of the module projects, then start a new graded project involving low relief sculpture, in this case assembled from foam core. You will need the equivalent of 4 pieces of 12" square foam core, an x-acto knife and some replacement blades (sharp blades cut much better than dull ones), white glue, paper for sketching, and pencil and eraser.
Today's Class- Today we began our first graded project of the semester, one that is common to 3D design classes, creating three dimensional modules and using them to build a sculpture.
How to make this up- For the Make 100 project you will need to design a 3D piece out of bristol board. Above are a few examples I made quickly a few semesters ago. Once you are satisfied with your prototype, you need to make 100 that are identical. After making the 100 identical modules, you will assemble them into a sculpture of your own design. It may be representative, pure design, or abstract. Below are several student examples of finished projects from previous semesters. Additional examples and more specific directions can be found here.
Homework- The completed assembled Make 100 project is due at the beginning of class on September 22, 2015.
For next class 9/15/15- We will spend some time discussing basic design principles and and then work on a class exercise relating to the concept of symmetry. You will need bristol board, a piece of foam core or mat board to act as a base (about 9" x 12"), something to do some sketches on (sketchbook, loose paper, etc), pencil and eraser, scissors or a knife to cut the bristol board, and glue.
Today's Class- Today was the first day of the semester. I distributed and reviewed the syllabus with the class, as well as the museum assignment. Then I had students fill out a survey regarding their artistic backgrounds and interests, which we shared as a class before I used the same form to provide my own background and experience as both a young 3D student and today. We then had a brief discussion of the difference between 2D and 3D art.
How to make this up- Students who missed today's class can get those items from me in class next week.
Homework- Just the museum assignment, which isn't due until December.
For next class 9/8/15- We will start our study of 3D with further discussion of basic principles of 3D design and a graded project involving creating modules. Bring a supply of bristol board, pencil and eraser, scissors or x-acto knife, white glue, and some scrap paper or a sketchbook for working out ideas. Masking tape may be helpful.
