Homework: September 24, 2007

Due: October 1, 2007

“Clay worked and rolled joined to make a line
In the Cut of the quarry face wind and sun.” Andy Goldsworthy

Objective: The Objective of this exercise is to observe, relate and make line and shape in your environment.

LINE-Two points = Line

1. Construct line in an environment
>Use UNCONVENTIONAL materials
>Make 5 examples:

>Photograph 5 Examples of your Creations.

2. Observe line in your environment.

>Photograph 5 Examples of line in your environment

SHAPE- Shape is the result of a line closing in on itself.

1.Construct shape in an environment
>Use UNCONVENTIONAL materials
>Make 5 examples:

>Photograph 5 Examples of your Creations.

2. Observe shape in your environment.

>Photograph 5 Examples of SHAPE in your environment.
TOTAL: 20 Photographs on Storage Device

Guidelines:
-Use A/S Settings on your Camera (from Assignment #2)
a. Choose High resolution on your camera, SHQ=high res, 3072x2304
b Use A/S setting on main dial.
c. Choose WB (white balance setting), set to “kind of light”
d. Set ISO to 400, sensitivity of camera to light
e. Set Drive, for single pictures
f. Set Metering, for average metering, reads all parts of the frame

-Vary your environment from urban to natural setting and vice versa

-Read: On Line-Peter Halley
-Write down 5 comments or questions regarding the reading in your notebook.

-Post 2-paragraph response to line/shape on BLOG

HOMEWORK TIPS

SMALL APERTURE SETTING


Large Aperture Setting

When you are taking the same photo and changing your aperture make sure there is a wide enough range between the settings.

For example:
F 2.8 (large setting, less depth of field)
-If shutter speed is below 1/30 you need to have a tripod or put the camera on a steady surface.

F8 (small setting, greater deth of field)

EMAIL ME WITH QUESTIONS.
lhpaluay@mac.com

REMINDER

Post Response to Homework this week.

QUESTION

Hey Lisa,
I just have a quick question about using the aperture setting on the camera. I started to do the assignment and I couldn't seem to get the aperture setting to go to 16 the largest number it goes to is 8 and I've been using that for the other photos that are saposed to have the same aperture. I looked up the manual online and it doesn't seem to help. Thanks :)
Trina Urrata

Trina,
Some of your shots may not go up to F16 because of the lighting conditions. So don't worry about it. The Camera will give you a range of Fstops depending on the lighting situation.

Hope that helps. If not let me know.

Lyssa

Homework: September 17, 2007

Due: September 24, 2007

His self and the sun were one
And his poems, although makings of h is self
Were no less makings of the Sun
-Wallace Stevens, ?The Planet on the Table?

Objective: The Objective of this exercise is to observe your relationship to your environment, light and time by using the digital camera. Analyze and describe your photographs using vocabulary of 2D Design.

Methods: Introduction to camera functions and Imagery Development.

Practice:
a. Choose High resolution on your camera, SHQ=high res, 3072x2304
a. Use A/S setting on main dial.
b. Choose WB (white balance setting), set to ?kind of light?
c. Set ISO, sensitivity of camera to light
d. Set Drive, for single pictures
e. Set Metering, for average metering, reads all parts of the frame

-Make 3 digital photographs of the SAME space/landscape/room, which was the subject of your previous drawings.
-These 3 photos will have the SAME aperture.
-Photograph this space 3 different times of the day: early morning, mid-day, sunset or evening

-Make one photograph with a small aperture f 16
-Make one photograph with a large aperture f 5.6

Total: 5 photographs **Do Not use Flash Setting**

Do this exercise in FOUR different places.

Total: 20 photographs (Put on storage device)

2. Describe:
-The quality of light, objects, space etc. during these different times of the day.
- Describe what is happening in the space during each of these times.
-If a person were blind how would you describe the most interesting time of day to them?
-What is the difference now approaching this space with a camera instead of drawing?

Total: One written response Blog Post: Post Response

Materials: -Digital Camera -Digital Storage Device -Composition Notebook

3. Analysis:
-Choose 5 of your photographs.
-Describe image using:

Seven Principles of 2D Design: Composition, Emphasis, Balance, Movement, Scale, Proportion, Unity/Variety

(Based on Mon. Night?s lecture)

-Be specific as to WHY you are describing the image in the way that you do.
-Write Responses in your notebook.
- Bring notebook to class.

MISSING CAMERA ALERT

Class-
A Camera was not returned after class on Mon. See me in my office today after 12:30 if you accidently took one home.

POST RESPONSE TO SEEING ON BLOG

SYLLABUS

Visual Language I SF 182-01 Lyssa Palu-ay
Massachusetts College of Art lhpaluay@mac.com 617.879.7782
3 credits-Fall 2007 Office Hours: Wed. & TH 11-12:30
3rd floor South Studio Foundation
Visual Language I

Emphasizes
2D [two-dimensional] Design Imagery Development by studying and applying 2D Design Fundamentals (Elements and Principles) and Vocabulary to assigned projects.

Introduces
-The basics of Digital Art Technology (Digital Photography and Photoshop), and Construction Processes (both tactile and digital) are introduced.
-Conceptual Development
-Research
-Critique & Critical Thinking

Course Description

Visual Language I will isolate a series of topics for examination, discussion, and development. These topics are fundamental to all of the disciplines within the fields of art and design.

The topics will include learning about the terms and concepts common to all the visual arts (for example, composition, space, content, color). We will be exploring materials, media and presentation skills (traditional and digital technologies), initiating a historical and contemporary context for art and culture and furthering a students’ own sense of direction in the arts.

Course Content:
➢ Language (vocabulary) introduced that applies to all art disciplines.
➢ Project Development: concept, idea generating, problem solving, research & execution
➢ Critique: evaluating works of art for concept, content & context
➢ Materials used: Digital Still Cameras, Apple g4, flatbed scanners, digital projectors
➢ Programs: Photoshop & Scanning software
➢ Lecture Series, Where: Tower Auditorium
When : 7:30-8:30 Mondays: 9/17, 9/24, 10/1, 10/15
Projects:
-Individual Student Blog (10-12 entries minumum)
-Research Presentation
-Image Development
-Color Analysis & Palette
-Extracting Interpretations

Required Text:
The Critique Handbook-Kendall Buster & Paula Crawford
Bones of My Master- George Crane

Grading Procedure:

Sign in before every class and if you are late write the time you arrived next to your name. More than 30 mn late = 1 absence; More than 2 absences = NC [no credit]; you may withdraw from the class if before the deadline. If you cannot attend class call or e-mail to let me know. Medical excuses will be required.

Your grade will be determined by class attendance, successful completions of ALL assignments, participation in class, improvement and grasp of materials and ideas presented as well as overall craftsmanship and content of your work. After two weeks, projects not turned in are grounds for failure.

A Pass, No Pass, or Honors grade will be assigned to your completed body of work at the end of the semester. Honors will be given if the work is exceptional consistently throughout the semester(work beyond expectations for every assignment, consistent attendance & class participation). If you receive an incomplete at the end of the semester it is up to you to contact me to make up the work.

Homework:
Expect to work at least 4.5 hours outside of class time

Project Deadlines:
All work due on time [get assignments from classmate / or class website or blog if you miss] Extensions can be given if discussed with the teacher before the class the project is due. [if not, it’s considered late]. 3 projects handed in late equals a no credit for the course

Revisions:
Faculty will ask students to revise and redo projects that do not meet the standards of the course. Faculty will offer specific deadlines for this work to be completed.

Text Assignments:
All written assignments must be typed and Spell-Checked !

Materials Needed:
1 Composition Notebook
1-4 CD RW (rewritable cds)
1 Flash Drive or other portable digital storage device

Drawing materials-charcoal, colored pencils, paint
Materials determined by individual project by project

* The above information is subject to change.

SEEING

Visual Language I
Lyssa Palu-ay SF 182

Homework: September 10, 2007
Due: September 17, 2007

“Turell’s work allows us to see ourselves “seeing”. Whether harnessing the light at sunset or transforming the glow of a television set into a fluctuating portal, Turrell’s art places viewers in a realm of pure experience.”


Objective: The Objective of this exercise is to “see ourselves seeing”. Observe and analyze your relationship to your environment, light and time. This will be done through a series of drawings and written responses.


1. Research:
-Choose a space/landscape/room, which will have available light from the outdoors coming into the area
-Go to this place 3 different times of the day: early morning, mid-day,
sunset or evening
-Describe the place, the time of day, objects, space etc. during these different times.
- Describe what the light is literally doing. How does the light describe the place, objects, and space?
-If a person were blind how would you describe the most interesting time of day to them?

Total: 9 written responses Post ONE of these responses on your blog.
Write the other responses in your notebook.

2. Analysis:
-Go to the place 3 different times of the day: early morning, mid-day,
sunset or evening
-Make a drawing in this space with the SAME attention to framing and composition in each drawing.
-The difference will be how you describe the light in this place.

3. Do this exercise in THREE different places.

Total: 9 drawings

Materials:
-Composition Notebook
-Charcoal and/or Pencil
-Sketchbook paper and /or newsprint (no smaller than 8x10”)


Methods: Contour & Value



Read: The Critique Handbook- Chapter 5 pages 93-119
-Write down 5 questions about the chapter in your notebooks.
Resources:
www.abelardomorell.net http://www.pbs.org/art21/artists/turrell/


Contour Drawing

>Involves observing and recording the edges and boundaries of the shapes and the space between solid forms

>Requires accurate observation of all details and variations of the subject

Plain Contour-Look back and forth from the place to your paper to check the shapes and proportions

Blind Contour-Draw a single, continuous line that describes the edges of a form. Look only at the place (you are drawing) not the paper

Negative Space Contour- Draw the negative space contours (the open areas (air) around and in-between solid masses or shapes

Value

>The relative degree of light and dark

>Translates the effect of light