Pick up Work

Class,
Sorry I have been late in getting back to you about the work.
I will put the work out in the hallway on TH after 1pm if I get an email from you that you can pick it up. If I don't hear from you I will KEEP the work and not discard it.

I will return to MassArt in April but it will be safe in my office. If you can come at a later date in Jan. let me know and I will set the work aside for you in the office.

Have a great holiday!

HOMEWORK THIS WEEK

Shazia Sikander
Make 10+ images relating to your response to the book.
Come up with 3 questions you have about the book or your work or your ideas.

****This is a PROCESS your idea may change and if you are truly engaged with the work things will change and EVOLVE. If you have more than one idea that is ok bring ideas to class.

Things to do and bring next week:

- Journal/sketches/notes-As you are reading jot down notes on ideas about the book and anything else you are researching. The ideas you derive may or may not relate to the author’s intended meaning. The ideas are your particular interpretation of the reading. What are you responding to most strongly?

- Collect Source material -collect source/reference drawings from the reading, objects and needed material to express your response.

- List of possible formats and mediums:
Photography, collage digital or traditional Painting
Computer-assisted work Installation

TIMELINE:
M DEC. 3 Individual and Small Group Meetings
M DEc. 10 Final Critique and Project Due

Bones of the Master-Amazon

I hear the MassArt bookstore does not carry the book anymore. If you have not purchased it yet Amazon does sell it. Here is the link: http://www.amazon.com/s/ref=nb_ss_b/102-2571202-3919343?url=search-alias%3Dstripbooks&field-keywords=Bones+of+the+Master&x=0&y=0

Bones of the Master

Project Description:
Develop a project with an idea you have derived from Bones of the Master. The format, media and scale of this project will build on formal elements of 2 design and process. This project will be described through a Series.

Series: A number of similar or related things coming one after another. 3-5 images.

Homework: Read Bones of the Master
Post responses on your blog: Due M Nov. 26

List 15 words to describe the story:

What colors do you see when you read the book?


What specific scene or event stands out for you? Why?


What stands out in your mind when thinking about Tsung Tsai ?

Visually?
Thematically?
or anything else?

What stands out in your mind when thinking about other characters?


Visually?
Thematically?
or anything else?

Timeline:

M Nov. 26 Individual Meetings and Project Proposal (post on blog)
(Bring sketches, Source material to meeting)
M Dec. 3 Small Group Process Critiques
M Dec. 11 Final Critique Project Due

Guidelines:

1. Research- Historical Context of book.

-1945 Treaty of Yalta
-1947 Chinese Declare Inner Mongolian Autonomous Region
-2006 Declaration of Independence of the Nations of High Asia

View Kundun-film about Tibet’s Dalai Lama

Other Sources:

My Land & My People- Dalai Lama
Prisoners of Shangri-La-Donald Lopez
War Talk-Arundhati Roy

http://intermongol.net/diaspora/index.html

2. Journal/sketches/notes-As you are reading jot down notes on ideas about the book and anything else you are researching. The ideas you derive may or may not relate to the author’s intended meaning. The ideas are your particular interpretation of the reading. What are you responding to most strongly?

3. Collect Source material -collect source/reference drawings from the reading, objects and needed material to express your response.

4. List of possible formats and mediums:

Photography, collage digital or traditional Painting
Computer-assisted work Installation

ONE MORE CHANCE TO SEE PAINTER!!!!!!!!!!!!

Tibetan Painter, Pema Rinzin will do his last presentation TH (tomorrow) at 11am in the Brant Gallery.
Topic: Getting Color from Mineral Pigments.

ICA DESIGN LIFE NOW

The objective of this exercise is to explore the exhibition at the ICA:
Design Life Now.
ICA: http://www.icaboston.org/
Hours- Tuesday and Wednesday 10 am – 5pm, Thursday and Friday 10 am – 9pm
Saturday and Sunday, 10 am - 5 pm Closed Mon. Veterans Day

Part I: Choose one work from an artist or design firm from the exhibit.

Title: _______________________________________________________

Artist/s______________________________________________________

a. Immediate Response-What are your immediate responses? (These are uncensored, irrational, un-self-conscious impressions of the work; what you notice first, what stands out.)

b. Objective Description-Describe the work to a blind person.

c. Formal Matters-Use 2d Principles and Vocabulary (Refer to Vocabulary list-use 4-6 minimum words)

e. The Story It Tells-Does the work tell a story?

f. The Work in the World-How does it connect to the rest of the world/art/history?

Answer these Questions (Refer to page 126 in The Critique Handbook)

POST ON BLOG: 4 paragraph minimum.
DUE : Mon. NOV. 12


g. Make 10 sketches, drawings in response to the work.
( no smaller than 8x10)

Part II: Studio Response
You will respond to the artwork you chose by expanding the idea of the original work or creating a different response to the same idea, or working in “the style of” your artist. You may work in a traditional medium or digital or a combination of both.

-Create 3-5 images for this studio response.

-Journal, Notes, Sketches-PROCESS WORK
To be presented with studio work

DUE: Mon. NOV. 19

THE SUBJECT IS COLOR

The objective of this exercise is to explore and expand Color in the original artwork from the Gardner Museum. You will deconstruct color in the image and create a completely new image inspired by the color in the original work.

Part A: Research

1. Scan High Resolution (300dpi) Gardner Museum Image from a book.

Name of Book:

Artist:

Title of Artwork:

2. Create a grid of swatches sampled from the work you have chosen.
For example: you could have a grid of 12, 9 colors or 6 but not less than 6.

3. Organize these swatches in a way that represents dominance or larger areas of color in the composition.

4. Print Out Image (8x10”) and Post on Blog.

Part B:

1. Locate surfaces and colors in the natural environment that correspond to your color sample. These surfaces can be created with paint, pencils, pastels or pens. Surfaces can also be found, ie walls, book pages, plants etc.

2. Create a grid of these color samples.
If you have a grid of 6 in Part A, make a grid of 6 in this exercise.

3. Organize these swatches in a way that represents dominance or larger areas of color in the composition.

4. Bring to class.

Part C:

These exercises have helped you decide how color is working in your original image and this will inform how you approach creating a completely new image with color as the subject.

1. Create a new image outer dimensions at least 11x17.
2. Image can be created traditionally, on a digital canvas or a combination.


DUE: MON. OCT. 29: 2 GRIDS AND 1 NEW COMPOSITION

COLOR VOCABULARY

Color-The visual response to different wavelengths of sunlight identified as red, green , blue etc…
Pigment-Substance or matter used as coloring, many are derived from minerals and plants
Hue or Chromatic Hues- Name of the color
Value- Lightness or darkness of a color
Intensity- Colors purity or grayness
Temperature- Its warmness or coolness
Warm Colors- Red, Yellow, Orange on the color wheel. Warm colors tend to advance visually.
Cool Colors-Blue, Violet, Blue or Green. Cool colors tend to recede spatially.
Monochromatic- Anything having a single hue
Neutral or Achromatic Hues-Color resulting after two compliments have been mixed that neither color is evident.
Primary Color-preliminary hues that cannot be broken down or reduced into other colors.
Secondary Color-Color produced by a mixture of two primary colors.
Subtractive Color- Sensation of color that is produced when wavelengths of light are reflected back to the viewer. Color in Painting
Subtractive Primaries: RED, YELLOW, BLUE
Subtractive Secondary: ORANGE, GREEN, VIOLET
Additive Color-Colors whose hue is established by combining monochromatic light sources
Additive Primaries: RED, GREEN, BLUE
Additive Secondary: CYAN, YELLOW, MAGENTA

ATTEND ONE LECTURE

Pema Rinzin
Artist in Residence/Workshop
November 6-8, 2007

Workshop Topics & Times:

Tuesday Nov. 6 Intro. to Tibetan Painting 3-4pm
Wednesday Nov. 7 Color from Mineral Pigments 11-12pm & 3- 4pm
Thursday Nov. 8 Tibetan Painting Traditions 11-12pm

Boston, MA. ---The Brant Gallery at Massachusetts College of Art is pleased to host Pema Rinzin, a master Tibetan tangka painter, as our Artist- in- Residence. Rinzin studied Tibetan tangka painting from 1979 to 1983 in Dharamsala, India. He also taught painting at the Tibetan Children’s Village school in Dharamsala from 1984 to 1992. From 1995 to 2004, he was an artist-in-residence at the Shoko Temple and Institute in Japan, where he completed eight major Buddhist tangkas for Yuko Miyasaka, the abbot of the Shingon Temple in Nagano, Japan. After completing his residency, he traveled to Bamberg, Germany, where he had his first European exhibition at the City Gallery.

Pema’s most recent project is a large mural installation of the Four Great Guardian Kings at the Rubin Museum of art in New York city in conjunction with the exhibition entitled Take to the Sky: Flying Mystics in Himalayan Art..

“It is my hope that by witnessing the process by which Tibetan tangkas are made, viewers will gain a deeper appreciation and understanding of the art of the Himalayas, both from a historical perspective and as it is practiced as a living tradition.”-Pema Rinzin

ART MATTERS RESEARCH

SHAZIA SIKANDER
SALLY MANN
ROMARE BEARDEN

ART MATTERS RESEARCH

PHILIP GUSTON
NIKI LEE
LUIS GONZALEZ PALMA
LAYLAH ALI
KIK SMITH

ART MATTERS RESEARCH

KARA WALKER
HANNA HOCH
GUERILLA GIRLS
GEORGE GROSZ
ELLEN GALLAGHER
DAVID WOJNAROWICZ

ART MATTERS RESEARCH

CHRISTAIN BOLTANSKI

CARRIE MAE WEEMS


BARBARA KRUGER


ANA MENDIETA

MISSED CLASS & HOMEWORK

IF YOU MISSED CLASS HOMEWORK IS BELOW OR EMAIL ME WITH QUESTIONS.

Homework Assignment this week OCT. 22

Hanna Hoch
1. A Portrait of this Time…. Continued

-Choose 2 Collages to improve or expand idea.

Think about: Scale, How to clarify ideas, How can use of color play a role?

-Print out 2 Collages Due: Mon. Oct. 29

2. Value and Color Research

PART A (VISIT MUSEUM FIRST)

Museum Visit:
1. Visit IN PERSON an artwork in the:
The Gardner Museum, 280 The Fenway Boston, MA 02115
Tuesday-Sunday 11 am-5 pm, Free with MassArt ID

2. Title: __________________________________


Artist:____________________________

3. Answer these Questions (Refer to lecture hand outs on Value and Color)

a. Immediate Response-What is your immediate response in relationship to color?

b. Objective Description- Objective Description-Describe the work to a blind person.

c. Formal Matters- Describe the work using properties of value, color-value, hue, intensity, temperature & texture and any other 2d principles.

d. The Story It Tells-Does the work tell a story? How does color reinforce this idea?
PART B

View On-Line: http://www.gardnermuseum.org

4. How does the on-line color reproduction differ from the original? Be specific.
5. What color characteristics in the original are or are not translated on-line?
6. What stands out in your mind about the different viewing experiences?
7. Which way of viewing the work do you prefer? Why?

Due: M Oct. 29, 2007 POST IMAGE & RESPONSE ON YOUR BLOG
1 page minimum response. Answer all questions.

MISSED CLASS TODAY

If you missed class today please post your homework on your blog. And bring in printed out images next week.

A Portrait of this Time

CONTENT-If you made a portrait of this time, what would it look like?

This may be interpreted in any way you choose. It may be a personal portrait, political, historical or any other way you feel you can best respond . Create 5 images.

Medium: Collage n 1 : an artistic composition of fragments of materials
pasted (glued) on a surface

COLOR: Color n 1: a phenomenon of light or visual perception that enables one to differentiate otherwise identical objects

How will color function in the work?
How will color help to reinforce or help express what you are trying to achieve?

Research:
Collage Artists- R0mare Bearden, Hanna Hoch, Robert Rauschenberg
POST 2 paragraph response on BLOG: Mon. Oct. 20

Step 1:
Write a minimum of a 2 paragraph response to the question:
What is your “Portrait of this Time”?
Post on Blog: SAT. OCT. 20

Step 2:
Collect source materials you will need to articulate your ideas. (text, objects, drawings, photos, etc.) Determine supplies: glue, tape, paint, illustration board, wood, string etc.

Step 3:
Construct ONE collage using TRADITIONAL methods.
Begin to construct your collages. The scale is up to you.

Step 4:
Construct FOUR images using DIGITAL Photoshop and scanning tools.
Use a minimum of 3-5 scanned source materials for each image. This means you will be using a minimum of 3-5 layers in Photoshop.

Think about SCALE: How small or large will your images be?

***All COLLAGES WILL TRACE THE SAME IDEA***

DUE: MON. OCT. 22
-1 traditional Collage
-4 Digital Collages (PRINTED OUT)

VISUAL ANALYSIS of PINHOLE EXHIBIT

Due: October 8, 2007 EMAIL TO: Lhpaluay@mac.com

PINHOLE WEBSITE

http://www.bostonpolishpinholephotography.com/

“Drawing is making life out of a line.” Gretchen Neff (Pre-semester 2007)

Homework: October 1, 2007

Objective: The Objective of this exercise is to use photos from the line and shape assignment and organize them on a digital canvas using Photoshop tools.

PART A:
1.Use 20 Photographs from line and shape assignment

2. Copy images of line/shape from the photograph.

3. Paste on new Canvas.

4. Do this with all photos.

(20 photographs will be presented on one Canvas (like a Grid) .

5. Ready Image for Print output:
-Image Size 8x10” (outer dimensions)
-300 dpi
-Save as PSD file format
-Print out this ONE image.

6. Ready Image for BLOG –screen output:
-Image Size H 250 pixels X_______________
-72 dpi
-Save as JPEG file format
-POST Image on BLOG.

TOTAL: 1 photo printed, 1 posted on blog

PART B:

1.Use 5-10 Photographs from line and shape assignment

2. Crop out line/shape from the photograph.

3. Paste on new Canvas and create a NEW composition/design.

4. Ready Image for Print output:
-Image Size 8x10” (outer dimensions)
-300 dpi
-Save as PSD file format
-Print out this image.

5. Make 3-5 NEW compositions from your photos.

TOTAL: 3-5 Photos printed, 1 posted on blog

Due: October 15, 2007 Bring all files to class on storage device

Research-Visual Analysis

Homework: October 1, 2007
“Know the world is a mirror from head to foot…..” Bill Viola

Objective: The Objective of this exercise is to describe an image in the Polish Pinhole Photography exhibit using 2 D principles and vocabulary.

PART A
1. Choose one image to describe.

2. Title: __________________________________


Photographer:____________________________

3. Answer these Questions (Refer to page 126 in The Critique Handbook)

a. Immediate Response-What are your immediate responses? (These are uncensored, irrational, un-self-conscious impressions of the work; what you notice first, what stands out.)

b. Objective Description-Describe the work to a blind person.

c. Formal Matters-Use 2d Principles and Vocabulary (Refer to Vocabulary list-use 4-6 minimum words)

e. The Story It Tells-Does the work tell a story?

f. The Work in the World-How does it connect to the rest of the world/art/history?

Guidelines: -One Page minimum.
-Include Photographer and Title of Photograph
-Typed and Spell Checked.

Due: October 8, 2007 EMAIL TO: Lhpaluay@mac.com

PART B

3pm , WED OCT. 3 BRANT GALLERY
POLISH PINHOLE Curator/Artist Talk

-Post 2 paragraph (minimum) response to talk on your Blog.

Due: October 8, 2007 POST RESPONSE: ON YOUR BLOG


**If you cannot attend artist talk choose TWO photographs to describe for PART A.**

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