FINAL PROJECTS: Ambiguous Space

Here are just a few examples of the excellent work created for this semester's art 3 final project.

Dung Truong

 Dung has effectively used a complementary color scheme to create a design similar to an opening flower. The contrasting shapes and colors are dynamic and rhythmic. The transition from blue to orange along the oblique paths is so smooth that by time you've noticed, it's already happened.

Ellen Cox

 Ellen's painting has a strong surreal, architectural feel. The combination of detached cubes and swooping cables establishes a very elegant rhythm. The muted colors are very calming and  complementary to the cool and confident design.

Juliana Cheplick

 Juliana has created a very seasonal and festive design. The cool blues capture the temperature and color of winter while the reds and a touch of warmth. The small interior stars appear to orbit around the center of the design like dancers observed from above.

Linda Job

 Linda has taken a very inventive approach by placing the design within a silhouette thus challenging the notions of positive and negative relationships. The rhythm of the flowers' contours spins the "eye" around the composition. This is complemented by the three white dots.

Shiho Nakagawa

Shiho's design shimmers and pulses like reflections of light. On the other hand, all of her fragmenting of the shapes can't break the structure of the grid which creates a pixel like view of wind rippling water. The soft, muted colors are also reminiscent of the calming sounds of water.

FINAL PROJECT: Paraline Views

Dung Truong

The class began working on their final project yesterday. The objective is to make a design that simultaneously advances and recedes using paraline views (i.e. oblique and isometric cubes).

LINEAR PERSPECTIVE: Two Point

Last Friday the class made drawings employing Two Point Linear Perspective. The forms addressed were cones, pyramids, cubes, cylinders and archways.

LINEAR PERSPECTIVE: One Point

Last Friday the class made drawings of rectilinear forms employing One Point Linear Perspective. A detailed description of Linear Perspective can be found in the menu above. The objective was to create a space of overlapping, interlocking forms sketched in pencil and then inked addressing texture and value.

TEXTURE

On Friday the class made mixed media texture pieces with both collage and painted areas. The subject was a still life. The images consisted of actual, simulated and invented textures. Students adhere found materials as well as fashioned materials like hand-painted patterns and simulated textures.

Linda Job

Linda's piece consists of various craft papers cut into shapes representing elements of the still life. She then painted the surface with a uniform color (blue-gray). Once that layer dried, she spread a thin layer of paint wiping away the excess allowing the residue to remain along the cracks and within the various textures.

COLOR SCHEMES (cont.)

Last Friday the class continued working on their color schemes project. We will critique these at the start of class this Friday.

COLOR SCHEMES

Last Friday the class began work on the color schemes project. Six different color schemes will be applied to six compositions of the same design( monochromatic warm, monochromatic cool, analogous, complementary, split-complementary, triad). The example above is from a previous semester. Students will have the entire class period next Friday to complete this project.

VALUE: 3-D Space and Atmospheric Perspective

Sheri Reyes

Last Friday the class made value paintings addressing three-dimensional space. Sherri's painting above is an example of atmospheric perspective. The values in the foreground are richer, diminishing in intensity as they recede into the background.

VALUE PATTERNS: 2-D space

Lindsay Cole

Last Friday the class began applying value to address a limited or 2-dimensional space. The objective was to establish value patterns and draw attention to the surface of the painting rather than creating the illusion of 3-dimensional space. In addition, students were limited to the use of four values: black, white and two grays.
Notice the movement established in Lindsay's painting by the placement of like values. Each of the four values creates its own rhythm directing the "eye" around the composition. This is compounded when combined with similar shapes as with the black and white curvilinear shapes at the top.

VALUE: Rhythm and Repetition

Last Friday we began our investigation of the element Value. Value refers to the gradations between light and dark. Values may be used to render light, volume and textures. Value may also be used subjectively for dramatic effect or to strengthen a design. The project above was initiated by tracing two or three stencils over and over, layering and cropping creating a tangled web of lines. Next lines were erased, added and redirected in an effort to create new shapes within a balanced composition. The shapes and spaces were then filled with flat, modulated and transparent values using graphite pencils.

COMPOSITION: Puzzle Parts

Last Friday the class made a series of six compositions using the same 4 colors and three elements.  The compositions must contain one curvilinear shape, one rectilinear shape and one type of line. The objective was to create as many different compositional arrangements as possible and to try and imply new shapes by employing cropping and adjoining different shapes sharing the same colors. In addition, no composition can contain more than six positive shapes. Often with these collages, what starts out as a positive shape may end up appearing as a negative shape.

NOTAN: Tension

Last Friday began with a further discussion of Notan. There are three properties of pure Notan. 1. Enclosure: the negative space must be enclosed. 2. Reversibility: Values may be swapped without effecting the positive and negative relationship. 3. Exchange: Positive and Negative areas must be able to exchange roles. (i.e. positive as negative, negative as positive).

Ellen Cox

Todd Jones

Ellen has created a very dynamic design. The "x" pattern establishes a bold horizontal movement. Initially the white columns stand out but the design is so active with repetition that the "eye" stays in continuous motion moving from white to black shapes.
Todd's design is simple yet very effective. The black and white areas are exactly the same design establishing vertical, horizontal and diagonal rhythms.

Lindsay Cole

Todd Jones

In the afternoon, the class made studies of a single object represented in silhouette. The shape was then stretched, twisted and distorted in an effort to create a rhythm of evolution as well as establishing balance between the positive and negative areas.

SHAPE: Expansion of the Square

Lindsay Cole

Last Friday, the class began creating designs addressing the element Shape. Working a 5x5 in. piece of paper, students cut symmetrical designs with the objective of establishing a rhythm around a single dominant shape. Notice the difference between the two collages above. The central triangle on the left is clearly visible. Whereas in the right collage the corners are cropped allowing the two diamond shapes to dominate.

Linda Job

Linda has created a very dynamic design with many repeating elements which establish a strong rhythm and movement around the central area. Notice in all of the designs the square is still present.

Juliana Cheplick

 In the afternoon, the class made asymmetrical designs. Again the objective was to create a rhythm around a single dominant shape while maintaining the integrity of the square. Juliana's design has a very strong movement by repeating and multiplying lines as well as changing scale.

Kimberly Perez

Kimberly's collage has strong linear elements throughout. The staggered shapes and placement imply diagonals in an otherwise vertical design. She two has effectively used repetition.

LINE: Archituctural Improvisation

Devon Ste. Marie-Rubin

Last Friday began with a lecture on the Principles of Design. After the slides, the class made a series of studies addressing cropped views of areas around and within the Art Building. The objective was to locate dynamic intersections of lines and interesting juxtapositions of patterns and textures.

Devon Ste. Marie-Rubin

In the afternoon, students were introduced to the work of Julie Mehretu, Ola Juliussen and Nicola Lopez. The drawing above is a combination of the studies from the morning session with the embellishment of line dynamics. Devon has expanded and animated forms while isolating particular elements from her four studies above.

LINE

Last Friday we began discussing the characteristics of Line. The first drawings explored the various types of lines and different ways of strengthening their character. Notice how the intensity and power of the lines increases as they move down the column. We also discussed the influence of the format. In Breen's drawing the rectilinear formats are passive whereas the circular or tondo format has altered the direction of the lines. In Heather's drawing the tondo format has zoomed in or magnified the lines suggesting that each individual line is composed of multiple lines.

Breen Bruder

Heather Quillen

Next we focused on three specific types of lines: straight, curved and angular. The last column was a combination of the three types. The second group of drawings were much more dynamic. Again the intensity and strength of the lines increased while becoming more animated when the lines were multiplied or "accented." Notice the shift in weight too when the negative areas are treated as black fields instead of white.

Devon Ste. Marie-Rubin

Gustavo Guevara

In the afternoon, the class made a series of four drawings expanding on the concepts introduced in the morning with the addition of the Distal Cues. The objective was to create dynamic compositions exhibiting a deep sense of space. Lupita's drawing illustrates a vast city of closely constructed buildings squeezing together as if they are trying to hold in the warmth and protect one another from the elements and areas outside of the city's borders. By using bold diagonal lines and the diminishing size of the ball Todd has created an image reminiscent of a bowling ball rolling down a lane. The repetition of the ball establishes a pleasing pattern while capturing the freeze frame action of a ball in motion.

Lupita Chavez-Alvarez

Todd Jones