Keith Haring Like Drawing
Subject Matter: Controversial Issue
Media: 18x24 white drawing paper,pencil, color pens
Description of assignment: I chose global pollution topic, because it is a big threat to our wellbeing. I began my composition with Earth, followed by small figures to represent future generations, and larger figures to represent older generations. I drew the larger figures dancing on top of the world, littering, causing pollution, and setting the world on fire. The left large figure are the industries with nasty smoke exhaling from his mouth, while the middle large figure represents the oil companies with oil pouring out of his heart, and lastly the right large figure with a tie represents the big corporations. Top half of Earth are still blue and beautiful, but the bottom half consist only of what remains of Earth, dead land and sea. The future generations are forced to carry and clean up the mess left behind by the older generations, ultimately have to suffer for something they did not do. I accomplished this composition with 3 basic steps, first was to create contour lines with a pencil, then trace the contour line with a black marker, then the final step was applying different colors to specific areas.
Learning Objective: Express meanings through colorful, simple, and creative cartoons on current controversial issue. As well as the proper usage of certain symbols to express the desired meaning through their artwork.
Key points: Symbolism
Pablo Picasso Upside-Down Drawing
Subject Matter: Figure
Media: Pencil, and 18x24 white drawing paper
Description of assignment: Draw the Picasso upside-down with a Pencil, switch from thinking mode to drawing mode, by shifting from use of left brain to right brain. I began on this composition by setting up the grid first, then
flipped the portrait of Pablo Picasso upside down, followed by drawing left to right and up to down.
Learning Objective: To realize the difference between the left brain and the right brain when creating art work. This exercise help us practice the usage of right brain, that consist our creative side. This exercise also help we see the lines, instead of the meaning, such as the whole figure and his features, In other words, the lines will be unfamiliar to our knowledge, because they do not represent anything to our eyes when it is turned upside down. In addition, the grids can help us greatly in determining the positions and getting the correct proportions than without the grids during drawing.
Key points: Contour, the grid, left brain and right brain mode,
Do Not Draw the Bird
Subject Matter: Animal
Media: Pencil,grid, and 18x24 white drawing paper
Description of assignment: Not drawing the bird, but fill in patterns in the background to just give shape to the bird. My choice of secondary subject matter consist of few repeating pattern of men, honeycomb, my name, positive and negative signs. Firstly, I chose the left side of the composition as repeating men in a very symmetric manner. Dancing men at the upper section and men lifting or act as worshippers at the button section. I drew hexagons has inner transition at the bottom section of the composition. Followed by my name on the top right, and plus and negative signs at the bottom right. After creating positive/negative patterns, it will cause the viewers to see the patterns first before seeing the bird.
Learning Objective: To create secondary subject matter, moving away from the main subject which is the bird. Use of positive and negative confusion, by creating dark and light values. This assignment also help us see the “negative” area or background of this composition, such as the bunny, mountain, female breast, and a index finger, and thumb.
Key points: The grid, positive/negative confusion, and secondary subject matter.
Contour Line Texture Drawing (2 people)
Subject Matter: Figures
Media: Pencils, viewfinder, surface textures, 18x24 white drawing paper
Description: Set a new composition from a image of two figures
interacting. Fill in different texture of different surface for the background and the figures. I started by setting the view finder on a photo to begin my composition. I used thicker and darker lines for the facial expressions, and thinner and lighter lines for other features and even more less for the background. I did this to have the viewer focus mainly on the faces which was highlighted. Then I used my practice sheet which I used to test on different surfaces on in my house to create the textures on the figures in my composition. I used leaves to represent organic features of the two figures, and coins to represent their hair and body. Lastly with simple and less distracting patterns for the backgrounds.
Learning Objective: Create different form of art, instead of visual arts, this will an art we can feel, tactile art. Using the grid to create a new meaning, and the use of line qualities. Such as the thickness and thinness, and the dark and light value.
Key points: Use of grid, and line quality.
Value Study Crosshatch Line Seated Boy
Subject Matter: Figure
Media: Pencil, and 18x24 white drawing paper
Description: Create the sitting boy with crosshatching, and no contour line. I began by setting the grid, and cut the paper to match the length of the original artwork in order to duplicate it more precisely without the stretching effect. I began crosshatching lightly to define the boy’s shape with the help of the grid, then slowly applying more and more layers of crosshatching lines to darker areas. I emphasized much on the boy’s face, pants, and his shadow.
Learning Objective: Develop further skill on crosshatching, I learned that to create darker or lighter value, it depends on the amount of cross hatching layers are used. Crosshatching is the proper way of expressing value of a composition instead of shading.
Key points: Use of the grid, value, and crosshatching.
Interior (surface) Contour Still Life Drawing
Subject Matter: Still life
Media: Pencil, viewfinder, kneadable eraser, and 18x24 drawing paper
Description: I started by setting my viewfinder on the still life objects, then draw it with contour lines, but only outline the objects and no other details. I followed after by filling in positive/negative patterns in the background, to have the viewers to view the secondary objects instead the primary objects similar to the assignment “Do not draw the bird”.
Learning Objective: To create secondary subject matter, to see the meanings of shapes in the background of the main objects. Usually we focus on the surface of art, instead of the background. This assignment is to help us to see both.
Key points: Positive/Negative, and secondary subject matter.
Black Paper White Chalk "Honest Abe"
Subject Matter: Face of a Figure
Media: White chalk, and black paper
Description: Draw Lincoln with a white chalk as he is slowly emerging from the dark. Without any use of any contour lines. I rotated my white chalk on the black sheet of paper to highlight the lighter values and drag the side of the chalk to create outline of the face, then I slowly work my way around the face. As I gradually develop the figure’s face, the face of Lincoln slowly emerge from the shadows.
Learning Objective: To reverse the overused concept of pencil creating dark value on white paper to bright value on a dark paper. I learned how to create art with white chalk, and use sides of the chalk to rotate and drag to create values instead of the end of the tip for contour lines.
Key points: Value contrast, value pattern, and value emphasis
Neutral Ground still life with crosshatching with white chalk
Subject Matter: Still life
Media: Pencil, kneadable eraser, 18x24 drawing paper, and white chalk
Description: I started by creating a neutral background, it is neither dark or light. I used a kneadable eraser to create the lighter values, and pencil to create darker value by crosshatching. After creating the values, I used a white chalk to highlight the light areas where the main source light is coming from.
Learning Objective: To used different media to create an art piece, especially the use of neutral background and how to take advantage of it.
Key points: Neutral ground, surface contour
Neutral Ground (Blue Figures) Crosshatch/Charcoal
Subject Matter: Figures
Media: Pencil, vine charcoal sticks, white chalk, 18x24 drawing paper, and kneadable eraser
Description: I began by creating a neutral ground, then use a kneadable eraser to create light value on the neutral ground. Follow by crosshatching of pencil to create darker values. In the final steps I utilized the vine charcoal sticks to darken the background and areas with dark values, and white chalk to highlight the lighter value.
Learning Objective: To see the lines, shapes, and value of the art, then make use of multiple art tools we are introduced to in the class to accomplish this composition.
Key points: Multi media
Subject Matter: Figures
Media: Vine charcoal stick, and 18x24 drawing paper
Description: I began by creating “wires”, the central line like the basic skeleton structural of the figures, but more basic as simple sticks, After creating the wires, I ended by creating bubbles to represent the muscles of the figures. Each took about 2 minutes or 5 minutes to complete.
Learning Objective: To draw figures by seeing the inner structural, such as the skeleton with use of the “wire” method, and learn the technique of bubbling and implement it in my artwork.
Key points: Bubbles, wire
Cityscape Perspective
Subject Matter: Cityscape
Media: Pencil, 18x24 drawing paper, ruler, yard stick, and point perspective wings
Description: I created a cityscape with the use of 1 point perspective, and 2 point perspective that I was introduced to in class. I created roads, buildings, sidewalks, street lights, pyramid structure, and a structure containing an arch. As well as overlapping, size variation, and vertical placement of the buildings. I ended by shading some areas to create the 3-D illusion.
Learning Objective: To practice usage of 1 point and 2 point perspective.
Key points: 1 point perspective, 2 point perspective, 3-D
Mask Texture Documentation
Subject Matter: Mask
Media: Clay, clay tools
Description: I would most likely use geometric textures for
designing my mask. There are 2 sculpting
processes, additive and subtractive. The
additive process in art, is when adding
materials to the art piece. The subtractive
process is when removing materials from the
art piece. However in this clay medium relief
sculpture assignment, the material being added
and removed are the clay.
Relief Sculpture Features of the Face
Relief Printmaking
Subject Matter: The Wolf
Subject Matter: Mask
Media: Dead wood barks, rocks, dead leaves, and rubbish cement pieces.
Description: I made sure I recored the big changes while I was working
on the surface of my mask. I did, but there was not a huge
change while I work on it, majority of the areas I changed
constantly was the eyes and the mouth section, other than that
I did reshape my mask or like that.
Key points: Addition, Subtraction
Relief Printmaking
Subject Matter: The Wolf
Media: Linoleum block, carbon paper, trace
Description: I was excited but nervous when I began carving, partially
because I am afraid to wreck my block, I know that it is not
editable. At first I struggle to carve thin lines on my block
caused by moisture effect of warm and hot temperature, it took
me awhile to figure out how to solve this problem by turning on
my air-condition. It was much easier to carve after, and no
more unwanted rubbish. I was really getting into carving, time
gone by extremely quick and next thing I know it I was done
with my work. However I had to make changes to my block due
to lack of patterns, which resulted a poor print on my paper. So
I went back to my block to add more textures and patterns
around my wolf. I am not sure how long was it, but it fairly
quick from my sense. I think I was really enjoying it myself and
lost track of time.
