1- Starting
Jan 15 - Research Project (20%) individual research/presentation
(cultural aspects of colour)
This
project runs throughout the semester. Students are asked to study and present
the origin and use of a particular color in environment (physical and cultural)
and then expose their colleagues to the findings. This project is focused on
extending the understanding of historical, cultural, symbolic, gender,
emotional, political and other relevant properties and application of colour. Time
(5-10 minutes per student) + five minutes is budgeted for discussion/critique.
2- Jan 22 -
Colour Interpretation (20%) collaboration between two students
(perception and identification of colour)
In this
study, students will examine achromatic, monochromatic and chromatic colour
values (tone saturation and hue). Students are asked to study colour from other
sources (drawing/fine art, ceramic, textiles, video, photography, etc.) and
apply the palette extracted from the original to create an effective painting
composition consisting of two variations of the same work (one in grayscale and
one in full colour) by using black and white and pure colours. Acrylic on gesso
cardboard.
3- Feb 26 -
Colour Theories and Wheels Study (20%)- individual
(theories, systems & interactions)
Students
are asked to study a color theory/wheel and value study by mixing key colours
and analyzing application methods of their most important/favorite artist or
style (pointillism, fauvism, impressionismŠor individual artist: Kandinsky,
Mondrian, etcŠ). Learning will be applied to faithfully render the original
painting composition inspired by the source. Oil on canvas.
4- Mar 12 -
Personal Colour Theory (20%) – individual project
Following
lectures, discussion, and reading about the colour, this exercise requires
studies of natural and manmade, contemporary and traditional colour systems.
The findings will be used to create personal response, manifested as personal
theory and method of using colour. Students will construct the formulae for
colour applications and produce the painting to reflect their scheme. Mixed
media.
5- Apr 02 -
Conceptual Painting Strategies (20%) – group project 3
students
(universal and multidisciplinary painting strategies)
The final
project consists of working with the team in creating the composite work of art
based on contemporary (conceptual) painting methods. Students will learn how to
combine several creative disciplines (language & text, materials &
processes,) and formulate the artistic statement to support their creative
idea/process. Mixed media
Presenting strategies (Research Project)
Please
consider answering to the following questions:
What are the
keywords to describe your project/research?
What is the
general scope of ideas?
What parts of
the general scope are specifically covered by your project/research?
How to
introduce your project/research?
What are your
intents for the project?
What is the
starting point for someone experiencing the research/project?
What does your
research/project provide that other similar projects do not provide or provide
differently?
Please do some
investigation on:
What are the
resources available to you today for this project?
What are the
missing elements for your project?
How do you
describe application of your ideas/research?
Please be free to contact me anytime if you have questions
Colour
Interpretation (20%) collaboration between two students
(perception and identification of colour)
In this
study, students will examine achromatic, monochromatic and chromatic colour
values (tone saturation and hue). Students are asked to study colour from other
sources (drawing/fine art, ceramic, textiles, video, photography, etc.) and
apply the palette extracted from the original to create an effective painting
composition consisting of two variations of the same work (one in grayscale and
one in full colour) by using black and white and pure colours. Acrylic on gesso
cardboard.
This work involves collaboration between 2 students, by sharing resources & findings and working together and individually in order to create 2 paintings based on colour analysis- starting from black & white to limited colour palette.
Strategy:
Each student will find one coloured artwork (any medium) and break up its colours into a palette based on the amount/quality of present colours.
- Identify and extract 4 main GRAYS and at least 4 BASIC TINTS and present them as individual tones/colours on the palette.
Process:
Share the findings (exchange the sketchbooks and ideas). Exchange the ³palettes² (both B & W and COLOUR) and use them to create the new DYPTICH composition.
- Each student will create two paintings consisting of 2 panels (preferably acrylic on cardboard). Students are free to choose size and shape of the panels.
Production:
After applying gesso, you will paint the first panel using the TONAL SCALE and second panel following the LIMITED COLOUR palette.
- Both paintings should (somehow) be related to each other. Also, it will be desirable to continue developing the project by creating collaborative composition (merging works with your partner).
Presentation:
Please be ready to present the process including the selected initial work, extracted palette(s), working sketches and final product-diptych. Emphasis of this project is on collaboration, sharing and resolving painting/composition by communicating ideas and messages.
Deadline:
Project presentation and in-class critique is on January 30th
Personal
Colour Theory (20%) individual project
In this project, students
will invent and formulate their own colour theory, starting from subjective
interpretation of colour and finishing with practical application of their
findings. Students are asked to study colour from the environment and to find a
way to fabricate pigments and/or dyes which will be used to make a
painting.
Strategy:
Each student will find & extract main
tones/colours of their palette. It is important to keep track of records of the
process, which will be presented as the ³manual² of your colour theory,
together with the finished product (painting).
Process:
Read some texts on pigment and dye origin
and making (use internet resources such as http://www.naturalpigments.com ) . Make list of your preferable colours
and their eventual sources in the nature/environment. Test and make pigments
out of various materials for example: soot; coal dust; black and grey ash from
burnt paper; brown ash from burnt coal; charcoal; chalk dust; talcum powder;
ground up seashells; baked soil; powdered rust; pulverised brick or plant pots;
slate; paprika; turmeric, chilli powder, paprika and ginger (from 'Herbs and Spices' at the supermarket);
powdered graphite; red and yellow ochre; house dust, plant extracts, etc...
etc.
Production:
Grind, extract and mix your paints with
binder (water or oil based ³glues²) and create painting in the manner of the
³desert island² (or ³survivor¹s art). Find appropriate support (wood, fabric,
found materials).
Presentation:
Please be ready to present the process
including research process, the original materials, extracted palette, working
sketches and final product.
Prepare and present the ³manual² or
explanation of your colour theory.
Deadline:
Project presentation and in-class
critique is on March 20th.
Conceptual
Painting Strategies (20%) – group project- 3 students
(universal and
multidisciplinary painting strategies)
The final project consists
of working with the team in creating the composite work of art based on
contemporary (conceptual) painting methods. Students will learn how to combine
several creative disciplines (language & text, materials & processes,)
and formulate the artistic statement to support their creative
idea/process.
Strategy:
Read some texts on conceptual art in
order to understand better terminology and strategy of this project. Choose an
essay written by critic (i.e. A. Danto) or artist (i.e. R. Smithson).
Process:
This is a group project, which consists
of close collaboration between individuals. This means, each student will
present its part of the process and highlight the contribution to the final
product. Students will divide duties and responsibilities based on personal
preferences.
Production:
Each student will focus on separate work segment.
For example, one will carry out language & text (theory), second will
elaborate and test materials and third will attach additional aspects to the
project (performance, installation, etc).
Each student will be expected to blend,
juxtapose and mix several disciplines with painting.
Presentation:
Please be ready to present the project
including research process, ³theoretical backup² in the form of written
text/essay, together with additional aspects of the work including installation
and combination with other media. It is very important in this work to test and
extend painting using other disciplines, (time based and other) and find ways
to ³extend² painting beyond its present limitations.
Deadline:
Project presentation and in-class
critique is scheduled for class on April .
It will be crucial to keep track of the
process. Each session some time will be borrowed to check and discuss project
development.