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Today's Class- Today we started a new graded project, making use of textures and colors from found objects, which in this case were cast off manufactured products. Using absolutely no natural materials, students were asked to create something based on an actual 3D item, which could be inspired by an object or a living thing. I posted photos of some good examples on last week's post to give students a chance to think about it and maybe find some suitable materials to bring in. I brought in various bits of packaging that I have accumulated since last year (some of which can be seen below).
Meanwhile, some students had brought in stuff from home, or went out dumpster diving, or even made some purchases at the dollar store, which can be a great source of inexpensive colorful junk.
How to make this up- There are two ways to approach this project. You can start with a bunch of plastic and junk and see if the items inspire any ideas, or you can start with an idea and then search for materials to make it. What you make must be based on a recognizable three dimensional thing. All visible parts must be made with discarded manufactured materials, such as plastic, metals, glass, synthetics. These items can be cut or broken up to make pieces that better suit the appearance of the inspiring item. All color and texture must come from your materials- you can't use paint. For size, it must be at least 8" in one dimension, but can be larger if you want. Below are some student examples from previous semesters.
Homework- This graded manufactured objects project is due at the beginning of class on November 17, 2015, three weeks from today.
***School is closed on Tuesday November 3, 2015 for election day. No class next Tuesday*****
For next class 11/10/15- We will continue with the canon of proportions project, the figures based on a magazine photo. Bring in the figure based on the measurements of the original photo, along with some foam core, bristol board, scissors and/or x-axto knife, and glue. We will explore the idea of the figure in an installation setting.
Today's Class- Today we opened with a critique of the natural materials projects due today. They were graded and returned this afternoon, or left on our shelf for those who weren't ready to take them today. Then we moved on to a class exercise involving the material of coffee trays. These are pulp cardboard trays designed to hold coffee cups, generally available anyplace coffee is sold to take out. The cheap disposable trays have a surprisingly complex design, so students were asked to spend a few minutes looking at the shapes found on both sides, and then see what was inspired (kind of like we started with the sea shells a few weeks ago) Below are examples from previous semesters, as well as some from today.
How to make this up- Everyone was present today for at least part of the class so you should all know the assignment. Essentially students cut up their trays and glued the pieces together to make new sculptures. Their new creations could be based on known objects or living things, or could be pure design and geometry. This is a portfolio exercise, so if you did not complete it during today's class, you can make it up for full credit any time before the last day of the semester.
Homework- Nothing new this week, though some still owe me some back graded projects, and getting your museum visit out of the way is always a good idea.
For next class 10/27/15- We will begin our next graded project in class. Sort of a companion piece to the recent natural materials project, our medium will be discarded manufactured materials, such as plastic, metals, and other junk. The student example below includes on old cell phone, plastic utensils, and parts of hair clips, among other things.
This project is partly inspired by Lisa Bagwell, a shore area artist I have known for years. She specializes in making sculptures from discarded materials, a mixture of stuff that has washed up on the beach and donations from friends who know her tastes. Below are photos of examples of her recent works.
Two views of a 3 foot "hoagie", where the bread is made from wine corks strung on wire, the garnishing olive from plastic bottle caps, and the filling from such items as plastic can lids, disposable razor blades, and old gloves.
These two birds are mostly made from thin white plastic tabs with care information, included in plants purchased from nurseries. Plastic mouthpieces for small cigars are used in the shell above and bird feet below. The egret at the bottom is mostly plastic utensils and #2 pencils.
The two main rules for this project will be no use of natural materials, and that all colors and textures must come from the used materials. Subjects can be anything you want, but the sculptures should physically resemble the intended subject. These are just a few examples of the kinds of materials that can be used for this project. Bring with you next week whatever you would like to use to start construction of your piece.
Today's Class- Today the topic was the idea of a canon of proportions, a set of standard proportions used by a specific artist or culture to portray the human figure. It might be mandated by the state (such as Ancient Egypt's body height equals 18 fist widths), or ones advocated by individual artists or art schools (such as classical Greek measurements that generally had body heights working out to about 6.5 to 8 heads tall). I also discussed examples of intentional exaggerations of body measurements, such as Italian Mannerism and contemporary advertising (see below). Then the class started a portfolio exercise that will be used as part of a future graded project.
How to make this up- Find a photo of a human, one that includes everything from head to toe. Any gender, pose, and amount of clothing are acceptable as long as we see the whole figure. The first part of the assignment is to reproduce the figure in three dimensions using foam core and bristol board (like the recent cars). Because you are basing them on photos, you will have to make educated guesses about what exists on the back side of the figure.
The second half of the exercise requires you to make a second version of the same figure, but this time with certain body parts changed in size. Heads, upper arms, thighs, hands and feet stay the same, but modify the following body parts:
neck- twice the length
shoulders- twice the width
waist/hips- half the width
forearms and lower legs- three times the length
Try to keep the poses the same, but if the new lengths require moving the positions of limbs, you may do so. You may attach the figure to a base to make it stand upright. Above are examples from previous semesters, and below a few from today's class.
This is a portfolio exercise, so the pair may be completed any time before the end of the semester for full credit. However, the original sized one will be a part of graded project in a few weeks, so you may want to make sure that one is finished sooner.
Homework- Nothing new, but the Stone Age natural materials project started last week is due at the beginning of class on October 20, 2015. There will be a critique and they will be returned graded by the end of the day.
Since we are at about the halfway point of the semester, I'm going to remind you that the deadline for withdrawing from the class is October 28th, and that the due date to receive maximum credit for the Museum paper is December 1st.
For next class 10/20/15- We will critique the natural materials project, then start a new portfolio exercise involving pulp cardboard coffee holder trays of the type available wherever coffee is sold as takeout. You should have at least two, but it doesn't hurt to have a third in case you need it. Also, x-acto knife or something else to cut with, and glue.
Today's Class- Today the class began a new graded project, creation of a figure piece (human, animal, or combination) made completely from the type of natural materials that would have been available to artists of the stone age. I showed a few slides of work from that era, then had students work on such an artwork of their own using pieces of shells and bamboo that I had brought from home, along with stones, natural woods, seeds, leaves, and other materials that they had brought from home or had foraged from the college campus. We also critiqued the foam core relief projects that were due today, and these were returned graded by the end of class.
How to make this up- Above is a life sized figure made entirely of sea shells glued together, seen in a recent group exhibition in Belmar. This would qualify for the project, but is much larger than you need- we'll settle for something that is at least 6 inches long. Excellent student examples from previous semesters can be seen at the end of last week's post on this blog. Using guide lines based on the kinds of art created by stone age artists, students had to complete a sculpture utilizing natural materials- wood (from natural pieces or milled solid wood, but not manufactured plywood), shells, rocks, seeds or seed pods, bones, and plants, with glue being the one modern substance allowed. Because it was also a part of typical cave art, students may use paint on their completed pieces. The subjects must be human, animal, hybrids (mythological creatures), or a significant piece of such a thing (such as an animal's head, etc). Also possible is a small creature(s) that are part of a complex scene that meets the 6 inch minimum size standard. In the ancient world, subjects were often dictated by the size and shape of the materials (inspired by a specific rock, stick, or bone being used to make it), not required for this project, but something you might find helpful.
Homework- The completed stone age inspired sculpture is due at the beginning of class on October 20, 2015.
The Make 100 module project and the Foam Core relief projects can still be turned in for partial credit.
For next class 10/13/15- We will be starting something new related to the concept of proportions. What is done in class next week will be considered a portfolio exercise, but the completed piece will be used later in the semester as part of a graded project. It will require materials similar to the recent car project, so foam core and bristol board, scissors and/or x-acto knife, and glue. I'll provide the subject.
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.
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.
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.
