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In the last unit of art class, I did the final project. Ms. Rebecca (my art teacher) didn't set any limit, neither theme nor drawing method. I need to create a work of art that based on my objective. I chose to build a tiny earth that have multiple colors on it. My object is to engage my audience to think about the problem of racial discrimination. However, I didn't make the model look like a mini earth. Despite the failure on the shape, I believe I have created the meaning of my artwork successfully. The meaning I expressed in this artwork is the existing racial conflict and discrimination. Three colors (yellow, black, and white) represents the major facial colors of human, and red represents the blood and conflict in every time when people merge together.
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In this unit, I and my classmates first created many piece of artwork by screen print method. After those painting dried, we cut many pieces out of those artwork then put it on a big white paper. The collaboration of the whole class make a big artwork which consist of all kinds of color and value. Later, each of us get assigned one poem from teacher, then we need to take video on the painting and find parts that fit our poem the most. In this unit, I use tool of visual communication to engage my audiences to think in the danger of drunk driving. The place I put my artwork is in patio area which is in front of the school. The reason I put my artwork there is to let the student's parents, who usually come to patio area to pick their children, to see my artwork and think the meaning of this artwork.
In unit 4, we focus on performing art and a quarter project which is use performing art to show the everyday action of teenagers. This project aim to cause the audience to think in a new way which can bring them different perspective and idea. This project contains a video/GIF, a hand-drawing story board, and a storyboard with actual picture in the video. In the planning process, I decided to use durian skin to show the spirit of teenagers. The spikes on durian shows the sharp edge of our personality, while the soft meat represents our heart. Each scene represent the most frequent activities and experience of teenager, which are playing on the phone, talking to friend, blame by parents, and addict to game, respectively. Through these images, I want to emphasize that the spike or the sharp edge of teenager's personality can be either a weapon for attacking and defense, or a mask for hiding. In this unit, the course focus is shading and value under the shade. To identify the value of darkness, we first created a value finder, which is the bar under the text. Then, we studied about the value, which is a tool of visual communication, and how to use value to communicate the shape/depth/form of the drawing. Also, we studied the different type of shade and the place it should be in, and identify the type of shade on our own drawing. In this unit, the course focus on the use of lines, including hatching, cross-hatching, stippling, scumbling, etc... The topic of this unit is to use line as language and a tool of visual communication, while one of the theme of last unit, descriptive vs expressive content, also take a part in our drawing. In the beginning of the unit, we practice the use of different kind of line, and observe a few masterpiece. Later on, we start to create our own product, which is drew the plants. In this unit, we get to learn the line and the way to use it. In the first unit, we studied about observational drawing vs conceptual drawing and descriptive vs expressive content. The course focus on both drawing style. Then we created a drawing which consist both characteristic of imagination and reality. So, in this self portrait, we drew ourself by our own memory while add our personality or habitat inside it.
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