Friday, November 21, 2014

Color_End of Term (Final) Grading.

Final Grading- Color Foundations

For your final, you will be turning in a folder on the server, which will include

1. scans, or photographs of all your finished projects since midterm,
2. your artist research papers

You will also be handing in your sketchbooks so i can review your progress on in class exercises, research, note taking, and overall organization. Sketchbooks will be graded for overall content and construction.
You will label your folder with “lastname_firstname_final” and place it in the folder labeled "Color_Final" in our classroom folder that is found by accessing the server.  You will also place a copy of this folder in the classroom dropbox.

To begin: 
1. Scan and/or photograph your images   Because of the size, you will have to PHOTOGRAPH the harmony (midterm assignment) and you will also have to PHOTOGRAPH you final project (4 Seasons) 

2. Edit and adjust the images to make sure they look professional using Photoshop of the photo editing software of your choosing. Your images should be 300 dpi and sized about 8x10.  You will need one image per weekly assignment.

3. Create a folder (on your desktop or somewhere handy).  Drop your four word.doc artist research papers in the folder, then your edited images in the folder as well.  Each image should be named “Lastname_Assignment_P#_Project Name”

FOR EXAMPLE  "Green_Thomas_P05_Harmony" "Green_Thomas_P06_Travelposter" and so forth.

You should have images for the following.

5. Color Harmony
6 Travel Poster
7. Altered and Limited
8. Interaction and Transparency
9. Bezold/Mood
10. Four Seasons

All you projects along with your papers and the sketchbook (400 points total) will total 2700 points.   Scanning, Photographing your work and properly naming and placing the files on the server for the final will count as 100 points.  

You will also need to place the final artist research papers on the server as well.  If you completed 4 papers (at midterm), did the writing with the Travel Posters, then you need a total of 3 to complete the semester's work. 

Sketchbooks are due at the end of class on Thursday for Tue/Thursday classes, and on Friday for the Friday class attendees. 

Wednesday, November 12, 2014


Color Studies Final: Four Seasons
In Class Exercise and Outside Assignment
• Create four related images that express, visually, the idea of the four seasons. The idea of the seasons is to be communicated through the use of color and is not to rely on illustrative content. Bare branches in winter are an example of obvious illustrative content and are unacceptable. Inspiration can be derived from the natural world, culture (as in seasonal holidays) or personal associations. It may be helpful to revisit the altered palette projects and use combined saturations (prismatic, muted, chromatic gray) to create an overall seasonal tone or mood. Avoid seasonal color clichés. Pastels for spring; blue, white and gray for winter, and grade school leaf colors for autumn are all examples of seasonal color clichés. Again, these colors can be used in the work, but they are not allowed to carry the piece. Artwork relying on seasonal color clichés and obvious illustrative content to convey the idea will receive a failing grade.
• Do not use a color more than once in each piece
• Materials: Gouache, Color-aid paper and Bristol
• Mount your 7x10” studies on 9x12” Bristol. Use a 1” border. Craft is important. Keep border clean.
In Class Assignment:  Brainstorm ideas about what you might want to include in the composition.  You might want to abstract nature, or use relevant and subjective subject matter, or employ an entirely abstract design.   Make a list of 10 ideas in your brainstorming process.  From this you will choose 4-5 ideas/concepts you have for the project.

Create 4-8 sketches on each the various ideas that you have.   You should have a minimum of 16 sketches in your sketchbook. Better planning makes for a better final design.  Consult your instructor for help and reflection into more effective, interesting, and unique ways to express the concept both visually through design and with the incorporation of color using various theories or explorations you have learned during the semester.

Monday, November 3, 2014

Interaction and Transparency Assignment

Color Studies: (Albers) Color Interaction

“In visual perception a color is almost never seen as it really is—as it physically is. This fact makes color the most relative medium in art.”   Josef Albers

In Class Exercise: Experiment with color interaction studies using color aid paper in your sketchbook.  You should complete the following by placing a squre within a square or a strip within a rectangle
One value becomes two
Two Values become one
One color becomes two
One color becomes two hues of the same value
One color becomes very visibly different in both hue and value
Two colors become one

In class exercise: Experiment with transparencies (median and dark transparency) using gouache and color-aid paper in your sketchbook.

The objective of this exercise is to create the optical illusion of transparency with opaque color and is not to be confused with literal transparency.  The illusion of transparency enhance the appearance of spatial depth in a 2D design.  This illusion is produced by one shape overlapping another and thereby forming a third shape that seems to be a part of each.  Imagine two translucent rectangles superimposed at right angles to form a cross.  Emerging at the intersection of the cross is a square, with the color of the square determining the effect of transparency.
There are two distinct categories of transparency, median transparencies and dark transparencies.
In Median Transparencies the hue and value lie precisely halfway between the hue and value of the parent colors.  Median transparencies work well when the parent colors differe in value.  Parent colors that are close in value make for poor median transparencies.

With Dark Tranparencies the intersecting hue is darker than both of the parent colors.  Dark transparencies work better when the parent colors are close in value, but they do not work well when both parent colors are dark and equal in value.

Outside Assignment: (Albers) Color Interaction
Required Materials: gouache, brushes, palette, color-aid paper, bristol board, glue stick or matte medium, sketchbook, graphite pencils, water container, metal ruler, exacto knife and paper towels.

Recommended text: The Interaction of Color (Revised and Expanded), Josef Albers, Yale University Press, 2006 (on reserve in the library).

• Create two related 7x10” designs using geometric or organic shapes, or a combination of each.  Use a different palette of colors in each. Use at least 15-20 shapes and at least 5 to 6 colors. Use each color more than once.

In one composition, exhibit the interaction of color by using a common color on various background surfaces to create the illusion of different values, hues or saturations.  In the other composition, exhibit the use of transparency in the composition.

-You should include a median and a dark transparency in the transparency composition.    You might want to use a background or try and keep the composition simple, as transparency has a tendency to get confusing with too many shapes and intersections.

-Exhibit the interaction of color by using a common color on various background surfaces to create the illusion of different values, hues or saturations.

• Mount your 7x10” studies on 9”x 12” Bristol. Use a 1” border. Keep border clean. Craftsmanship in the execution of the studies and presentation is important.  Use equal parts of Gouache and color aid paper.

Saturday, November 1, 2014

Student work from Interaction and Transparency


Here are some examples of student work dealing with the theme of transparency.