9/29/15 3D Design

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.

9/22/15 3D Design

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.

9/15/15 3D Design

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.

9/8/15 3D Design

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. 

9/1/15 3D Design

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.

Welcome to the Fall 2015 Semester

This is the blog site that I have set up for my classes at Kean University.  Each week I will post information about my class.  This semester I have a section of 3D Design (FA 1101) and everything related to that class will appear with orange text.  Any information not specific to that class will appear in black text.

Posts will likely go up the evening following the class meeting.  The title will include the date and the name of the class.  Along with a brief description of the day's activities, I'll include a detailed description of the exercises and/or projects worked on in class, along with photos of student examples from previous semesters.  I will also include the homework assignments and due dates.  Each week I will list all the materials needed for the following class.  About a month's worth of posts will appear on the home page, but the earlier ones can be accessed using the archive functions in the column to the right.

This is not an online class and this site is not a substitute for coming to class.  However it does make it easier for people who do miss a meeting to make up the work, which some do even before the next meeting, as well as to prepare for the next class.  Even a student who never misses a class may find it useful- to see additional examples of completed projects, or to check the due dates for assignments, or get a reminder of what to bring in.  It's available 24/7 without having to wait for me to reply to your e-mail.  However, if you have any questions that aren't answered here, you are welcome to e-mail me and I will likely get back to you with a day.

5/12/15 3D Design

Today's Class- Today was our final meeting of the semester.  We opened by looking at the inflatables project.  Everyone present had one, all completed before class so no one was busy constructing.  Below are some of the better photos I got of this semester's critters:

I also received some museum papers and other late arriving artwork.  Some hung around to learn the results of these items, while some just left them with me to grade and dispose of later.  By noon, everyone who was in attendance today was settled and had left.  I remained there until around 2 pm, grading items left with me, emptying our class shelves of whatever was left behind, and cleaning the classroom for the last time.

Final class grades will be calculated in the coming days and likely submitted to the school by the end of the week.  The college will post them whenever it is they do that.

Enjoy the summer.

5/5/15 3D Design

Today's Class-  Other than taking a break to look at the book projects that were due today, the class was devoted to working on the Inflatables Final Project.  Whether it was groups or individuals, many seem to be near done, so we should get to see plenty of finished ones next week.

How to make this up- All the information is on last week's blog post.

Homework- The Inflatable Sculptures Final Project is due on May 12, 2015.  

Museum papers can be submitted, whether for the first time or revised versions, through the end of class on May 12, 2015.

The Natural Materials, Book Sculpture, and Figure Classroom Installation Projects can still be submitted for partial credit through the end of class on May 12, 2015.

Portfolio exercises can be submitted for full credit through the end of class on May 12, 2015.

For next class 5/12/15- Our final meeting of the semester.  We will start looking at projects as soon as people are ready to show them.  Once the Final Projects are seen and any other material is submitted, students will be done for the semester.  No work will be accepted after 3:15 next week. Any unclaimed work on our class shelves will be disposed of by the end of class, so if there is anything there that you want, or haven't shown me yet, make sure to deal with it next week.  

4/28/15 3D Design

Today's Class-  Including today, we had three remaining meetings this semester, so it was time to start the Final Project of the semester.  The idea for this project is courtesy of my grad school classmate John Siblik.  In school John was primarily a painter, but he also enjoyed sculpture, and on one occasion produced a large scale outdoor piece called Emergence, but commonly known as the Farting Machine

We are not doing that, but the traditional process he went through for the proposal is a good example of how large scale pieces are commonly done.  Our focus in this piece, creating a large scale inflatable sculpture comes from a project he has since done as a professor with good results.

How to make this up-  You will be creating a large inflatable sculpture in the shape of living creature, either animal or plant.  (no cartoon characters allowed- this isn't Macy's parade) The first step is to sketch out five ideas of possible subjects.  The second step was to create a small model of one of these ideas using foam core and/or bristol board.  The purpose is to help you gain some familiarity with the three dimensional proportions of your subject and to plan out the next step, and it's also part of your grade on the project.  Above is part of my friend's proposal for the project.  Below are some student examples of this first part from previous semesters.

The next step will be to create the final piece using clear plastic drop cloths (clear plastic typically used to protect things from splattered paint) and clear plastic sealing tape, both of which are available in any home improvement center or place that sells house paint.  Students may work individually or in groups of up to three (choose one of your three models to expand into the inflatable).  The final piece must be at least 8 feet in one dimension and must have some kind of articulations or extensions- you're not just making a ball or a long tube.  It works best if it all inflates from a single point, so that as air fills the body, it also fills all the legs, fins, tails, etc.  Below are some student examples from previous semesters.  

Homework-  This inflatable sculpture is due on our last day of class, May 12, 2015.  The sooner they are finished that day, the sooner you will be done, but you may have up until 3:15 if you need it.  

The book sculpting project is due at the beginning of class on May 5, 2015.

If you still owe any back graded projects, such as the figure and table installation, or the natural materials piece, they can still be turned in for partial credit.  Those who have not yet turned in a museum paper may still submit it for partial credit.

Next class 5/5/15- We will look at the results of the book carving project, but otherwise it's a general work day for the class.  Most of you will use it to work on your Final Projects, but you may use the time to work on anything related to the class.  Bring whatever you need to work on whatever you plan to do.

4/21/15 3D Design

Today's Class-  Today we continued with the book sculpting project that was begun last week.  We also took some time to look at the figure/classroom installation projects that were due today.

How to make this up- See last week's posting for information about the book project.

Homework-

The museum paper is due at the beginning of class on April 28, 2015.  Any reasonably complete paper turned in that day will be considered on time, and if it's missing significant information, I'll give you the opportunity to revise it and resubmit it for a better grade.  Papers will be accepted as late during the last two weeks of the semester, but that will reduce your opportunities to improve the grade.

The book sculpting project will be due at the beginning of class on May 5, 2015.

For next class 4/28/15- We will be starting our final project of the semester.  The first step will be creating a scale model for what will be a much larger final piece.  You will need a sketchbook and pencil, foam core and bristol board (enough to build a 6 to 8 inch model), scissors and x-acto knife, and glue.

4/14/15 3D Design

Today's Class- Today we started a new graded project in a new medium- book arts.  A book is a three dimensional object with a size and shape that can vary in its normal use, such as opening the cover and turning the pages.  The standard codex binding attaches pages to the binding on one side, and allowing the rest of the page to be moved around.  The pages can be turned in any order, and in any part of the book, each time with the potential to create a new object.  Traditionally artist books were a collection of bound two dimensional images, but starting in the 20th century some artists started realizing the three dimensional potentials of these portable, common, and easily manipulated materials.  

How to make this up- Find an old book that you don't mind cutting up.  Hard cover is more stable than soft cover, and you want at least 250 to 300 pages.  Sharp blades (x-acto or other utility knife) work better than dull ones, which are more likely to tear the paper than cleanly cut it.  You have two options for this project- either a continuously changing design, or a single deep sculpture.

A. Changing Design-

The concept is to create a design that changes as a viewer turns the pages.  In this student example from a previous semester, above is the view upon opening the front cover, with various negative spaces created in the block of pages.  Below, we see a later phase, in which some of the initial negative shapes are ended, while others continue through to later pages.  And new negative shapes are forming where they hadn't been seen before.  So some of the initial shapes should continue from one section to the next (try to have at least four distinct sections, but more are fine), while others end after the first section, but new shapes start forming elsewhere in the composition.  These negative shapes can vary as they move deeper into the pages, not requiring the same footprint from beginning to end, but still being part of a continuous void.  In this example the shapes are abstract geometric shapes, but you may do this with recognizable forms as well.  As viewers move through the pages, they see a continuously changing and evolving sculpture.

B. Single three dimensional view-

In this option, when the viewer opens the book to the starting point, the whole sculpture is revealed, no further turning of pages.  It can be a single object seen in deep relief, as in the portrait piece above, or a scene with at least four layers of objects creating depth, as in the scene immediately below, with the grass, trees and limbs, and hanging swing.  

Abstract/geometric design can be used with this option as well, as in the above student example, which took advantage of color reproductions on the pages to emphasize the different layers of shapes created.

General rules-

The book must be able to open and close.  Glue may be used to repair torn paper, or to reinforce delicate areas, but too thick an area glued together may restrict the pages ability to slide over each other as normally happens when a book is opened and closed.  

You may not draw or paint on the pages (the dark marks on the portrait piece that look like ink or paint are just shadows in deeply carved pages), but you may take advantage in your design of any images or colors printed on the pages.

This project is more time consuming than it may seem if you haven't done something like this before, so we will be continuing it next week in class and the final finished book will be due some time after that.

Homework- The proportional figure/classroom installation style piece is due at the beginning of class on April 21, 2015.  We will take some time away from the ongoing book sculpture to review the finished pieces.

The museum papers are due on April 28, 2015.

For next class 4/21/15- We will continue work on the book sculpting projects that were started today.  Bring your book in progress, or a new book if you haven't started yours yet or have changed your mind on what you want to do, x-acto knife or equivalent with spare blades, and white glue.  

4/7/15 3D Design

Today's Class- Today we continued with the idea of proportions that we started a few weeks ago.  For that one, we took a figure and made a distorted version, reflecting how societies will sometimes impose unusual proportions on figures, whether it be classical or heroic ideals, or the extremes of 16th century Mannerism or contemporary photoshop ads.  Today we took a page from the concept of installation art, creating a whole environment for figures.  Sculptor George Segal made a career out of creating small environments for his life sized figures from plaster life casts of people.  We worked with the more practical small scale from a few weeks ago.

How to make this up- The starting point is one of the figures you made on March 24th.  If you haven't made up that exercise yet, you will need to do so soon.  Use the one based on actual photo, not the extremely distorted version.  You will be creating a portion of our classroom that matches the proportions of your figure, using foam core and glue.  You must include your work table, with one of the clamp vices, one stool, and one other item from the room.  The one above from today includes a standing fan.  Other things made today include a broom, garbage cans, etc.  You can also go bigger as in the examples below from  previous semesters, and create portions of walls, cabinets, and other classroom furniture.  Use the body of your sculpted figure as a measuring tool; you decide what height it represents and make everything else fit along side.  Attach the table and other items to a base to act as your floor.  Bring the figure with you on the day your present it to the class.

This graded installation inspired project is due at the beginning of class on April 21, 2015.

Homework- The stone age inspired natural materials project is due at the beginning of class on April 14, 2015.

For maximum points, the museum paper should be turned in by April 28, 2015, though it will be accepted as late after that until our last meeting of the semester.

For next class 4/14/15- We will start a new graded project with the medium of book sculpture.  Books are three dimensional objects whose dimensions vary constantly as the pages are turned.  You will be carving those pages to create a piece that will be viewed after the cover is opened.  You will have two options for your approach:

Above is an example of a continuous change abstract style.  Viewers can start at the beginning of the book and as the pages turn, negative spaces (empty volumes) appear and disappear, constantly evolving and creating constantly varying three dimensional shapes.  Below is another option, to create a single sculpture viewed from one position in the book, which can be a scene with layers of depth, or like this one, an object in the round.  The dark "marks" seen are not ink or paint, but shadows created by light over the surface.

Bring two hardcover books, I suggest about 6" x 8" or larger, and at least 300 pages, though larger and thicker won't hurt.  Pages can be all text, but printed images on the pages can lend interesting effects.  You will be creating one for the class, with the second book as back up in case you have a need to start over. Also bring a sketchbook and pencil to work out some ideas, x-acto knife and extra blades are recommended, as dull blades are more likely to tear the paper than cut it smoothly.  

3/31/15 3D Design

Today's Class- Today we began our Stone Age art project.  As I've said before, I would have preferred to do this earlier in the semester and have it lead into other design projects. but the winter just wasn't going to let that happen.  I opened with several slides of art from the cave dwelling era, ten to forty thousand years ago, pointing out that the primitive technology encouraged the art to be chosen based on the material being used- such as the dimensions of a particular reindeer antler, mammoth tusk, or animal bone.  I started by having everyone take several shells collected from the beach and seeing what kind of  shapes were suggested, kind of like with the coffee trays.  Then I had everyone start working on the project, creating a sculpture from all natural materials that would depict a human or animal.

How to make this up- You will be making a three dimensional object that depicts a human or animal form, by far the most common subjects in that era.  It may be something real, or mythological.  It may be the complete subject or just a significant portion of it (like a head, for example).  It should be at least 6 inches in one dimension, though it may be larger.  Except for glue, you may only use any material that would have been available to a stone age artist.  This includes natural wood (sticks, chunks of tree, solid planks, but not plywood), rocks, shells, seeds, bones (make sure they are cleaned of all other tissue), leaves, flowers, seeds, and similar items.  Keep in mind that living plants will eventually wither and die, so if you are planning to use those materials, you may want to wait until close to the due date to attach them. Materials can be used as found, or can be carved or broken up as needed for your sculpture.  You may use paint to decorate or color the item, as this was a common aspect of cave art.  Above and below are student examples from previous semesters.

This graded natural materials assemblage project is due at the beginning of class on April 14, 2015.

Homework- Although the pair of figures we worked on last week is in itself a portfolio exercise, the one based on the actual proportions of the figure is part of next week's project.  If you don't have it done by the start of class, you'll have to work on it first before you do the rest.

Those who have not yet turned in the cast off items (plastics) assemblage piece or the foam core relief panels (skeleton and related image) can still do so for partial credit.  The longer they are late, the fewer points they will be worth in your final grade.

For next class 4/7/15- We will be constructing something related to the figures we made last week and the idea of proportions.  Bring the original figure, a new piece of foam core, x-acto knife, glue, pencil and eraser.  A ruler is recommended as well.