Thursday, October 4, 2018

Drapery study


One of sixteen drapery studies by Leonardo da Vinci



Analysis of folds:

We will identify the basic/general types of folds and the characteristics that are associated with them.

In order to make your drapery study successful, it’s critical that you apply what you’ve learned through out the term. Consider the study of value, and light as the foundational aspects used to construct your drawings, as well as the fundamental elements that support the realization of drapery.

Key points:
Folds are impacted by the underlying form or structure. (ie, clothes on a figure, clothing draped over the back of chair, etc.).
The point of impact is also called the
 point of origin; fabric at the point of origin will have tighter, more taut and even possess linear characteristics.  Conversely, the further away from the point of origin the more the fabric will billow out, appear open and flow(ie), and subsequently less linear.

At its core, folds will take on the shape of a triangle. As a fundamental practice (tool) adhere to the concept of general to specific, and one would seek out triangular shapes to help establish the initial phase of the drawing.

Types of folds:
·       Gravity inspired (pipe-like)
·       Dual points of origin (diaper fold)
·       Half lock
Dead fold

Gravity inspired has a traditional look and feel and is best described and identified as having a tight and defined point of origin.  As the fabric flows from the point of origin the individual folds resemble a pipe or half-pipe shape. (ie, window drapery, fabric cinched at the waist, think pleat or waist area of a dress or simply, a piece of fabric hanging from a nail on the wall).

Dual point or diaper fold, I prefer to use the term dual point. Historically, the dual point was referred to as the diaper fold, either works.  A dual point inspired fold has the same origin and properties as a gravity inspired fold but with two points of origin.  Typically, between the two points you’ll encounter unusual qualities, somewhere between tight and linear folds plus a billow. This is often called a Half lock, which I’ll cover next.

The primary characteristic of a Half lock fold is that the fold turns in on itself and acts as a strong indicator that something has changed.   A common place to find half lock folds is inside the bend of an elbow, back of the knee, bend at the waist.  The half lock possesses hard and soft edges plus tight characteristics that slightly billow out.

Dead fold is as it sounds, maybe the toughest fold to tackle, it consists of a bit of everything with limited direction.  Many dead folds are lumped piles of fabric with various folds responding to and acting as points of origins. (In short, it's defined as a mess).

https://www.metmuseum.org/blogs/now-at-the-met/2015/neoclassical-drapery-studies

Drawing folds:
As mentioned the fabric should be correctly illuminated revealing to you the value pattern of the fabric, it also allows you to see the pattern and characteristics of the folds. The energy and anatomy of the fold is a direct result of compression and expansion of the fabric.  Note the pipe folds resemble a wave like pattern, one portion compressing the other expanding; this pattern should correlate with a light/dark pattern.   As you investigate and discover the patterns, look for the characteristics that identify the action of the fold.  Also be cognizant of the recurring theme of change and respond to it.
A great indicator of compression and expansion is to sit or stand up straight and bend side to side.  One side of your torso will expand and the other will compress. This exercise resembles the energy of the folds you're describing.  
Review 
Draw from general to specific: Address bigger, basic forms first- 
A core requirement of painting from observation requires the artist to investigate the subject with the goal to see and analyze the subject.  It's reasonable to say that we will understand the subject better after continued study especially in contrast to the immediate response, (ie, your brain will have more visual information after two hours of observing the subject compared to five minutes of observation).  This observational concept supports the idea of drawing from general to specific.

Being mindful of changes is a good rule (tool) of thumb when establishing major planes or shapes and defining values from observation.  The core idea is that you identify and react to the subject that you're painting.  In most cases if you identify a shift in value, seek out a planar change or change of direction. Conversely, if an element has changed, seek out a shift or transition in value. The changes or shifts could be a result of the subject turning away from you based on your position in space or it could represent a change in the physical structure of the subject.  Regardless, something has changed, respond to it and use the information defined as changes to help describe your subject and achieve sculptural weight.


Contributing source: Drawing drapery, Vilppu

Sunday, September 30, 2018

Open studio


Everyone welcome!!!

Location: Room 205 Old Science building

11/02-11:00 am-2 pm
11/30-11:00 am-2 pm
   

Tuesday, September 25, 2018

Fall schedule 2018 (update 1106)

Week 6
10/02- Finish Skills and visit drawing spot
HW: Read planes defined post and text
10/04- Class 1: Studio still life (drape): 30-60 minute lecture, (take notes)
In studio: Objective is to match value and state desired folds.
Subjects-chair, apple and drape including gravity and half-lock folds

Medium: Stonehenge paper plus Nitram and white charcoal
HW: Draw a paper lunch bag- bag on bag 9 x 12 inches- examine and state the value structure with the primary goal in mind- In addition, describe the folds, wrinkles, creases, pleats, etc. Due-10/11
Read: pages 74, 75. Begin to re create figure 4.28 in your text. Size: 9 x 12. Due-10/18

Week 7
10/09-Class 1: No school
10/11-Class 2: Bag crit. (Drape cont.): 
Objective-match value. Chair, apple and drape including gravity and half-lock folds.

Four Possessions Portrait assignment:
Includes a drawing (18 x 24 inches) and two written statements typed/printed to be completed for a grade.
(Each element worth 100 points)
HW: Bring to the next class four Possessions that represent who you are as person, a crate size box, drape (color, size) your choice and your clamp light (optional). 
Due at the beginning of next class: First statement-based on study/research of French painter, Chardin, 1699-1779.  Type a 300 word statement profiling Chardin's life and work. Investigate and describe something you discovered about the artist related to still life painting/drawing and how it could be applied to your next assignment. 
Second Statement (reflective) due 10/25 at the beginning of class and it must be typed, min. 300 words. 
Content should include and define choice of objects, the drawing process, use of value and your ability to articulate the desired folds. Discuss problems, solutions, successes and failures.

10/16- Class 1:  Four Possessions, in studio
10/18- Class 2:  Four Possessions, in studio

Week 9
10/23- Class 1:  Four Possessions, in studio
10/25- Class 2:  Four Possessions, in studio (Drawing due at the end of class)

Week 10
10/30- Portrait lecture- must take notes
Terminator discussion -
Studio set with sphere and planes of the head
HW: Re create Pat with idealized light- 9 x 12, due 11/01
HW: Must bring mirror to next class
11/01-Self Portrait, 18 x 24, must bring in a mirror and large pad
Objectives:
Obtain likeness- physical attributes
Convey the essence of the subject
Explore and state the entire value range
Draw life-size
Have fun
https://www.louvre.fr/en/routes/eugene-delacroix
Examine how Delacroix describes the body language of his painted subjects, in turn conveying the the emotion of the scene and the emotion of the subject.
Assign Hat Project


11/06 Self Portrait, 18 x 24, 
11/08-Self Portrait, 18 x 24, must bring in a mirror or Begin Hat project- 

11/13: Hat in studio-photo due
Assign Final
11/15: Hat in studio

Break

11/27  Hat in studio due at the end of class
11/29: Non-linear project
Thumbs due

12/04: Non-linear project
12/06: Studio TBA

12/11: Studio-work on final
12/13: Final due

Wednesday, September 19, 2018

Plane defined

Read pages 67-96, pages 86-91 (Ink wash content is optional)
noun
1. a flat or level surface.
2. Geometry. a surface generated by a straight line moving at a constant velocity with respect to a fixed point.
3. Fine Arts: an area of a two-dimensional surface having determinate extension and spatial direction or position:
Oblique plane: a plane that is not parallel or a right angle. 
Biomorphic plane: think in terms of organic in shape.
Recording planes:
Understanding the planes that make up the subject will help you identify and record the structure, mass and value of the it.  Identifying the planes should happen in tandem with your ability to see value.  This should occur as a result of observing the subject, the discovery of planes and value is associated with the idea of drawing from general to specific. 
A core requirement of drawing from observation requires the artist to investigate the subject with the goal to see and analyze the subject.  It's reasonable to say that we will understand the subject better after continued study especially in contrast to the immediate response, (ie, your brain will have more visual information after two hours of observing the subject compared to five minutes of observation).  This observational concept supports the idea of drawing from general to specific. 
Being mindful of changes is a good rule (tool) of thumb when drawing planes and defining values from observation.  The core idea is that you identify and react to the subject that you're drawing.  In most cases if you identify a shift in value, seek out a planar change, and conversely if a plane has changed, seek out a shift or transition in value. The changes or shifts could be a result of the subject turning away from you based on your position in space or it could represent a change in the physical structure of the subject.  Regardless, something changed, respond to it and use the information defined as changes to help describe your subject and achieve sculptural weight.

Review Duchamp's work:
Figure 4.16 and 4.17 in your text are solid examples of recording and describing planes and values and should be reviewed.
Pastel by Gary Kelley
The above image by Kelley, a contemporary illustrator, demonstrates defined planes and value shifts.
Kelley's work is often informed by Cubism and can be viewed at several Starbuck/Barnes & Noble locations.
The Barnes & Noble in Vestal does have a Kelley mural displayed!! (check it out if you are in the Binghamton area)

Tuesday, April 24, 2018

Chardin- gray scale


Jean-Siméon CHARDIN (Paris, 1699-1779), Self-portrait with Spectacles 1771
http://www.louvre.fr/en/oeuvre-notices/self-portrait-spectacles
Self-portrait with Spectacles by Chardin is created with pastel and in color.  I included a gray scale conversion allowing us to see how the color transforms into value. 
As mentioned before, in essence your brain should be converting the color of your subject to gray scale while you discern the value pattern as a result of mass being illuminated. 
Also, it’s important to recognize even though we are recording the degree of light and dark color does possess inherent value and needs to be considered.   With Chardin’s Self-portrait with Spectacles he creates form and structure through various passes applied through hatching which is evident by the visual stroke of the pastel.  He applied and built up successive layers resulting in establishing solid form or sculptural weight.  View the image under the full screen setting provided by the Louvre and examine how the form was established and how line was used or not used.  In addition, note that there are no hard-edged, contour closed lines or shapes.  Moving forward, create your drawing from the inside out, not from the outside in. This type of mass building concept forces you to establish structure and fight the need to outline elements.  If line is required to make your drawn statement, use the broken or fractured implied line.