PROJECT 04 - Exercise producing a complete value grayscale - Mounted on White presentation board

From these 96 total swatches, which are 2 carefully measured gridded sheets, 1'x1' squares, you will create a value scale representing TEN EVEN steps from black  to white. black and white with eight even incremental changes in-between.

Mount your swatches on presentation board for critique. Result is 1"x1" squares mounted on a 2"x11" white board.

Demonstration video

https://www.youtube.com/watch?v=mTPwkJI1I9g

https://www.youtube.com/watch?v=B-jkKJmSW_8

Materials

-Mars Black and Titanium White acrylic

-9x12 inch bristol board x 2

-Pallet knife

-1" Brush (bright)

-2 cups (for water)

-Paint palette (aluminum foil)

-Paper Towels

Process/Schedule

First Class Period

1. Lay out grid (to create your swatches) on bristol board. 2 sheets total if you succeed to create a wide range of well painted solid values. You will need a 3rd page.
2. Grid will have a total of 24 rectangular swatches per page, each measuring 1"x2" with 1/2" space in-between each rectangle. 3 swatches across top of 9"x12" page and 8 swatches down the length of page. Total swatches per page = 24
3. Lay separatley black and white paints out on palette, and mix paints starting from black (or white) and adding incremental amounts of the opposite color. Mix paint throughly with palette knife and then brush until well mixed and you have a solid tone and brush-in swatches to fill the entire page. Must paint with smooth strokes, no streaks and an opaque thick coat of paint for full coverage. may have to use a couple of coats of paint to achieve a smooth clean opaque gray tone.
4. Each swatch should have consistent color, and be a unique value. Must paint 3-4 of same values. The more variety of values you paint e, the easier it will be to select 11 strong swatches to create the final value scale.
5. The goal is to create as many distinct values as you can. Fill in each rectangle of your grid with a solid value. Paint slightly beyond the borders. you must still be able to see original guides as you will be carefully cutting out each swatch one by one with an exact blade.
6. Be sure you have all 10 values represented from from black (straight from the tube) progressing to middle gray, and continuing through light grays toward bright white (also straight from the tube). 
7. Clean your workspace and all your painting materials (brushes, palettes, etc)

Second Class Period

1. Finish painting your two pages of value swatches. You may need more than 2 pages.
2. Lay out your presentation board, using the guidelines provided below.
3. With a metal ruler, and cutting board, carefully cut-out your painted swatches so they are exactly the same size (1" x 1"). Cut very carefully following the guides you measured out. Makes life easier and cuts will be much more exact. Make sure cuts are clean, by using a new x-acto blade. NO CUTTING DIRECTLY ON TABLES. Cutting boards must be used. These have to be as close to perfect as possible.

Homework

1. Finish laying out your black presentation board, using the guidelines provided. 
2. Bring your presentation board to class, along with your x-acto knife. 
3. Finish cutting out your swatches, if not finished in class.
4. You may first glue your swatches on a strip of 1"x11" as a safety net to make sure all swatches are glued right next to each other and follow a straight pattern vertically.

Final Class Period

1. Select the best swatches from your entire page that represent 11 consistent steps in value. 
2. Show your presentation board (with layout lines/grid) to instructor. Once it has been given the ok, proceed with mounting of swatches. DO NOT PROCEED UNTIL YOUR LAYOUT HAS BEEN APPROVED.
3. Using rubber cement, glue stick or regular glue, carefully glue swatches to presentation board. There should be no gaps between swatches, and all swatches should be perfectly aligned. 
4. Let rubber cement dry slightly, and remove any excess glue with the appropriate eraser. 
5. Neatly Label (name and date) your work with hard pencil in lower right-hand corner. 
6. Cut and tape tissue paper sheet to act as protector. 

The final 30 mins of class will be reserved for critique.

Rubric

You will be evaluated on the following:

1. Laying out your bristol board into an even grid (even measurements, straight lines).

2. Your ability to mix the paints evenly. 

3.  Painting swatches that are free of brush strokes, or excessive paint build up.

4.  Filling up your entire page with different/distinct values.

5. Choosing the best 10 swatches that represent even steps from black to white. 

6. Laying out your presentation board neatly (consistent measurements, and centered)

7. Cutting out your swatches, and mounting them to the presentation board. 

8. Removing excess glue and having all your swatches line up evenly. 

Layout Measurements

Below is the sample of the GRID for the Value scales. you need to be sure and cut the 1"x10" support strip to glue your swatches and also mount them on the 2"x11" thicker mounting board with a 1/2" boarder all around as we had done in class. if you have questions please ask me or communicate with your class mates for information.

PROJECT 03: TWO PART Assignment - 10 GRAYSCALE VALUE STUDIES / COMPOSITION Applying gray value scales

Due Dates (Week of September 11 contingent on weather conditions)

Section 1/Samimy, Due Date: Thursday, Sept. 13
Section 2/Samimy: Due Date: Monday, Sept. 17

MUST WORK ON VALUE SCALES AND 6-8 THUMBNAIL STUDIES OF ORIGINAL DESIGN OVER THE CLOSING OF SCHOOL DUE TO IMPENDING WEATHER CONDITIONS.

Project Description

End goal of Project: You will Create 2 non-representational (abstract) compositions that show a wide rage of gray values using only pencil. You cannot use gradients within each shape. They must be continuous values of gray. You may also apply textural patterns and stippling that will also show value and contrast. (See reference below). You can inspire your designs from different elements of nature, or any other inspirational imagery. Must be interpretive or original designs.

Apply more pressure to obtain darker grays and less pressure for lighter gray values. pay attention to detail and craft. Remember no smudging to get the gray.

Materials Needed

• Graphite pencils - Range from hard leads - soft leads  (2H, HB, 2B, 4B,6B,)

• 9"x12" size paper (divide in 2 equal sections measuring 6"x9")

Demonstration links for developing 10 value graysale black-white:

https://www.youtube.com/watch?v=0QD0CUfL_pQ

https://www.youtube.com/watch?v=IzzRZE0LTPk

Process/Schedule

Day one (In-Class)

A. Presentation 

Short lecture going over the concept of value, shading techniques, and overview of compositional strategies. 

B. Value Scales

Practice your value scales in your sketchbooks. Each value scale should consist of ten levels ranging from black to white. Start by making a grid, 1/4" - 1/2" square, then shade each square individually. Be sure to keep the value consistent within each square, and keep the change in value consistent from square to square. Each square must show distinctive values. Fill at least one sketchbook page of scales studies.

10 Step Value Scale

C. Compositional  Sketches 

Once you adapt to using your pencil and it's various pressures, start doing approximately 3" x 5" thumbnails in your sketchbook- at least 6-8 thumbnail sketches developing ideas for the 2 compositions (total 6-8 thumbnails in sketchbook). You will be graded on this. AREAS SHOULD WORK IN SOME WHITE SPACE AND TEXTURAL MARKINGS. Sketches and design ideas will be due at the beginning of the next class.

D. Homework

Finish a full page of value scales, and at least 6 3" x 5" compositional sketches to be turned in at the beginning of class for review. Along with the full page of value scales, your DETAILED thumbnails will be graded for 50% of your total grade. DUE AT BEGINNING OF CLASS

Final Compositions (DUE AT END OF CLASS) Consult with your teacher via text or "remind" and also speak with your fellow students, to select the best two compositions for your final designs. These will be completed on the measured6"x9" bristol board divided in half on page. Remember to try and communicate two distinct ideas (this can be an emotion, nature, imagined design or anything else you can think of)

Rubric

Assessment is based on your creativity, composition, craftsmanship, time-management, and the completion of all steps of the process (8 preliminary sketches, 5 value scales, 2 finished compositions). Your final pieces must contain 10 steps in value from black to white. 

Students Samples
 

Project 02: Line - Organic / Geometric Compositions

Project Description

Create 2 non-representational (abstract = NOT RECOGNIZABLE objects in the drawing) dynamic line compositions that suggest texture, movement, using a variety of line weight . You can combine different types of line to create the designs but both compositions should be unique, one organic and one geometric.

Due Dates (Critiques)

Mon/Wed, beginning of class:      Wed, September, 5th. 

Tues/Thurs, beginning of  class:   Thurs, September 6th. 

Materials

• Black mechanical pen - Various weights (Ultra Fine Point/Fine Point)

• White Bristol 9x12” paper (2)

Process

• Start doing thumbnails with pencil in your sketchbook, at least 4 sketches for each
   composition.

• review ideas with your teacher; select the best pieces.

• Create a series of 2 unique line compositions from your sketchbook thumbnails.

The two compositions should be well thought out. Think about the way your eye moves across the drawing. What direction does your eye move? What speed? Where are the focal points/points of interest. Be aware of framing, cropping, layout, aesthetics. 

Be sure that each of your compositions are unified, and  look visually cohesive.

Lastly, be sure to use good craftsmanship. lines should be clean, varied line weights (think thin, medium, thicker, density, etc…) with no smudges, no sketched lines. Fluid lines, nothing unintentionally choppy. This is clean, graphic, work. See work below as reference. RESEARCH….

   

Students samples

 

 

 

More samples

The Evening Line

The End of the Line: Attitudes in Drawing

REFERENCE: ELEMENTS AND PRINCIPLES OF ART ( IMPORTANT TERMINOLOGY)

ELEMENTS                          PRINCIPLES

Elements are the things that make up a painting, drawing, design... 

• Line is a dot (point) that moves through space. It's connects one point to another. Lines can organize, direct or separate. They can join elements or divide them. They can create shapes, be expressive, suggest an emotion, or create a rhythm. An actual line is clearly visible. An implied line is perceived by the viewer though not fully developed in the artwork.

• Shape is a self contained defined area of geometric or organic form. A shape is defined by lines or other elements elements of art. they can be simple or complex. The three basic shapes: the circle, the square, and the triangle are considered to be the fundamental shapes found in all design. 

• Color is the part of light that is reflected by the object we see. color is the portion of the electromagnetic energy that is visible to the human eye. of light that is reflected by the object we see. In 2D we mix pigments to create new colors. Color is defined by hue and value. Color is an element of art with Three properties.

1) HUE-pure color 

2) CHROMA-measurement of intensity (purity and strength) of the color 

3) VALUE-Relative lightness or darkness of the color.

• Value is the lightness or darkness of an area or object. It adds dimension by creating the illusion of depth. (there are 9 levels of value on a value scales from the darkness to lightest to white.

• Space refers to the distance between elements that creates positive or negative spaces in a composition. 

• Texture is the look and feel of a surface (rough, smooth, soft, hard, glossy, etc) and it can be physical (tactile) or visual (illusion). Texture adds richness and dimension to 2 dimensional artwork. 

• Typography is not only to read, letters can be used to create compositions.

Principles is what we do with these elements 

• Balance occurs when all the design elements are equally distributed through the design. There are essentially two types of balance: symmetrical and asymmetrical. 

• Contrast stresses the visual differences in size, shape, and color between the elements to enhance the perception of a message intended. Contrast also draws and directs the viewer's attention to specific areas. 

• Emphasis indicates the most important element because it attracts the viewer's attention first. 

• Rhythm is a pattern created by repeating elements. Rhythm also denotes the sequence to the viewing order. 

• Scale can attract in different ways. It can be use to draw attention to the unexpected or exaggerated. Overall size, monumental pieces are impact full while miniature has a sense of intimacy. Scale, alone, can change the meaning. 

• Unity is achieved when all the design elements relate to one another and project a sense of completeness. Artist and designers use the Gestalt Theory, the psychological process of perception, to create unity (also called harmony).

SYLLABUS - 2-D ART / Fall 2018 – Spring 2019

Course:           2-D ART / Fall 2018 – Spring 2019

Instructor:       Yasmine Samimy – email: ysamimy@bellsouth.net

Sections:         R01 010431001  - Mon/Wed & Tues/Thurs - 1:10pm – 3:45pm

Location:         Room 5208

CLASS BLOG: nwsa-2dart.blogspot.com

Course Overview and Objective:

This Studio course is an introductory exploration of the fundamental principles of two-dimensional art taught through a series of weekly lectures, projects, and critiques. The course focuses on developing the ability to skillfully manipulate and combine core elements of design – line, shape, value, form, texture, color and space will be explored in relation to principles of 2D-art: what we do with these elements .We will investigate the use of communicative tools such as composition, color, hierarchy, scale, rhythm, figure/ground, balance, unity. Skills are developed in exploring various art-making techniques using various mediums.

Concepts developed form the basic building blocks to the fundamentals of visual art/communication. You will develop a working process that lead to a comprehensive body of work through assigned projects breaking each concept down individually. This will develop your awareness and vocabulary of 2-D Art concepts that allow you to engage in critical analysis in future works. You will understand the importance of having a strong foundation when developing your compositional skills important for further study and understanding in the following years.

There will be a total of 18-20 final pieces presented for end of semester juries. Each project will be followed by an in class critique. All projects will be displayed for final juries. Sketchbooks are an integral part of critiques. They will be a part of your final grades

Understanding the Elements of 2D Art in composition

Line (defined by point moving in space/plane. Could have illusion of two- of three-dimension, descriptive, implied or abstract, perception), Value (darks to light), Shape as Space (positive & Negative, figure/ground relationship, framing/framal reference), Form (as 3-dimensional, volumetric, includes height, depth, width), Texture (implied or tactile), Color (hue, chroma, value, color wheel, emotion of color)

Application of Principles of 2D Art in composition

(Both elements and principles work together in art-making)

Balance (symmetrical, asymmetrical, overall composition. Equilibrium, stability) – Movement (guide the viewer’s eye throughout the work of art. The flow of overall composition) – Contrast (could apply to color interactions, differences between elements) – Proportion relative size of one part of a whole/scale & dominance relative to composition. Relative to body  – Unity/Harmony/Variety – Emphasis/focal area/hierarchy (could also be contrasting elements), Rhythm/repetition/sets tempo of piece

  

The Course is a guided investigation of basic concepts and techniques of visual organization in two-dimension format starting with black and white and moving into color. ALL projects will be based on developing compositional problem solving, your process and refining your abstract thinking. You will develop an awareness of the formal elements of composition, a working knowledge of the fundamental principles and sensitivity towards the interrelationship between form, content and use of color.  Students will learn to verbalize and express their creative process and critical thinking.

COURSE GOALS:

Upon completion of this course, students will demonstrate basic understanding of the following:

- The importance of technical skills, neatness, good craftsmanship, presentation skills.

- Being prepared for class and working in a timely fashion. Respect Deadlines.

- Utilizing in-class time towards the completion of directed exercises assigned projects

- An understanding of elements, principles, theories and language used in 2-dimensional arts and its application.

- Abstract & critical thinking. Become familiar with using art-specific vocabulary and terminology in critiques.

- There will be no use of shadows and gradients in this course. Most projects will be used with solid (flat) colors.

- Learn to resolve your work through brainstorming, thumbnails, doing studies in sketchbook before final pieces

- Importance of experimentation and taking risks in the “Creative Process” to come up with solutions.

- Creative process and self-evaluation as well as peer work (Art does not exist in a vacuum).

- Conscious seeing and visual acuteness. Be aware of your environment in and out of class. Learn to see.

- Be an active participant in the studio and learning the importance of communicating your ideas.

- An understanding of how creating values scales and applying to compositions.      

- Creating composition through collaging techniques and mixed media.

- Importance of color wheel and the relationships of colors and theory of different color combinations.

- Learn to evaluate and recognize the success of a composition and analyze where improvements are needed.

- Taking class notes when needed for specific project instructions

- Becoming resourceful with different methods of research and using school resources

  (i.e., the library, the gallery, museums, looking up individual artist’s works).

Classroom RULES & RESPONSIBILITIES

–      Consistent, prompt attendance (Role will be taken during each class)

–      Cell phones and other electronic devices are limited to PRODUCTIVE uses (listening to music while painting, or researching artists and assignments). NO checking email, social networking, texting, etc… NON-PRODUCTIVE use will result in disciplinary action. Failure to comply will result in class-wide no phone policy.

–      Students are responsible for cleaning the work area and returning supplies to the closet (brushes, containers, cutout paper…) before leaving class.

–      CLEAN UP WILL START AT exactly 3:30 PM. Class will be dismissed only when all materials are cleaned and put away in proper place.

–      Maintain classroom equipment and property (Clean brushes well, dry them, put them away.

–      Do not throw out brushes, clean the sink, do not paint walls, put garbage in trash containers, etc…)

–      Present assignments on time, and neatly (late work will result in a lower grade)

- RESPECT your work and each other’s work

- Participate in critiques, discussions and follow deadlines on all projects. Critiques are opportunities to

  comment, analyze, and evaluate work in a supportive and constructive way with the class.

- Come to class prepared with your art supplies. Do not be wasteful or lose your art supplies.

- Keep talk volume down while brainstorming on conceptual ideas and creating layouts while in class

- Must have written note if you need to leave early or have any appointments whatsoever

- You may listen to your own music with headphones when working.

- No music or earbuds while lecturing and no playing on computers, texting, snapchat, etc. during class

Maintain a sketchbook

Each of you are required to maintain a sketchbook that contains all of your research, sketches, ideas, studies, exhibition reviews, collages, and inspirations. Your sketchbook will be presented during juries and should be completed. The sketchbook will also serve as a class notebook, and must be brought to all class meetings. Every project should be represented in your sketchbook and requires (at a minimum): an inspiration page (including notes, research and art-historical/cultural references) and a minimum of three thumbnail sketches (small sketches) and three variations of each.

Always work in your sketchbook. Do thumbnails/sketches/studies for every project in it. Sketchbooks will be reviewed in juries! They will be 1/3 of your final grades.

Critiques are an integral part of all classes. All students are brought together for regular/informal or final critiques—generally when they have major assignments due. Each student must show his/her work and briefly discuss his or her intent. The class is then expected to provide positive feedback and offer suggestions for improvement. 

all students participate. The pro­cess begins with a recap of the criteria for the project and a reminder to address the criteria as part of their discussion. I will interject when I feel that there is something that has not been addressed or have an idea about a possible solution or suggestion for a next piece.

The vocabulary of art is introduced through the foundation classes. Additionally, there is ongo­ing dialogue with students on an individual basis during class time.

Each project will be collected and kept in folders in class and will be reviewed, refined and returned to you to be presented for final juries at the end of each semester. ALL your work is important so work through each project diligently for your presentations.