Drawing Assignment 1

Preacher, Charles White, ink on cardboard
More White: http://collection.whitney.org/artist/1412/CharlesWhite

Part 1:
Read and review Drawing from the Beginning, pages 1-14 in your text
Plus read page 17 in your text- Strategies for Learning to See

Part 2:
Visit a store with a produce section.
Not online, physically go to the store and select a piece of produce.
Bring it home, draw it and bring the drawing to class.

Keep an open mind, show up and respond to the produce environment, respond visually and intellectually....plus respond to your senses and instincts.

In most cases, students have an idea of what they would like to draw. Don't limit yourself to a preconceived idea about drawing and what you want to draw.

I'm aware that I'm not giving you any direct drawing instruction, the objective is to solve drawing assignment 1 the best you can at this point in time,

(there's no wrong answer here).

Up to this point you've viewed drawing examples, covered a section about learning to see and have some context as a result of completing chapter 1 in your text plus your insight as a result of discussing Homer and Kollwitz.

Considerations/timeframe:
Conversely, don't wonder the produce section for hours frozen by indecision. Typically, the visit should be no longer than 40 minutes.

Be critical about your selection and be aware of the reason(s) you chose what you did and be prepared to discuss it in class!

Due: 09/03

Planar Analysis 2019

Read pages 67-70 and complete exercise 4.3 in your text-(modified per post)
to be completed May 7 and 9 2019

Plane defined: http://dictionary.reference.com/browse/plane
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; horizontal plane.

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 also 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.

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, Theispot
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 content of Kelly's mural includes various authors and is displayed as part of the apron between the sites connecting the stores.
If you get the chance to view his mural take note of the overall design, the defined planes and the power of the large scale.

The Barnes & Noble in Vestal does have his mural displayed!! (check it out if you are in the Binghamton area)

Still life should consist of one cylindrical item (bottle) a cube and sphere-
Size: 18 x 24 inches
Medium: pencil

Due: 05/09

Objectives:
Identify and define the major planes
Identify the two major keys
Identify the terminator
Establish sculptural weight

Hat- 2020

Assignment Art 115
Professor Zeggert
SUNY Broome Community College
Spring 2020

Hat:
Create a narrative style drawing of someone in a hat. Your investigation and statement of the subject should be more than just a person in a hat. The hat should explain and help define the subject’s character and/or persona. Keep in mind, when putting on the hat; the subject should reveal a new or different identity all together and it’s this identity or persona that should come through in the finished drawing.

Objectives:
The drawing should consist of visual information and environmental elements
that support and inform the idea.
Look at Delacroix, specifically

Young orphan girl in the cemetery
https://www.eugene-delacroix.com/orphan-girl-at-the-cemetery.jsp
https://www.louvre.fr/en/routes/eugene-delacroix

Correct use of photo reference.
Create a complete picture dealing with the entire composition.

Requirements:
18 x 24 paper
Illuminate your subject with a single light source, (turn off the flash on the camera or phone)
Must use 8.5 x 11 paper format photo reference, B&W
Work life-size

Deadlines:
Photo reference-due 03/31 for a grade-



Final due at the end of class-04/09

Concepts covered in class that should be applied to the drawing:
Realize the entire value range
Achieve sculptural weight
When constructing the drawing, work in terms of general to specific
Remember, the finished drawing is the result successive sittings; this coincides with the concept of general to specific
When shooting the photo reference, your subject should fill the majority of the camera view-finder
Examine and consider an unusual point of view
Make sure you have a clear understanding of the concept you’re trying to achieve with the finished drawing
Let the drawing live as a drawn image
Confirm that the composition reflects the point of the picture

Assessment Form

Assessment Form

Broome Community College

Art 115

Professor Zeggert

Spring 2019

Each category is worth 25 points

Skills:

Is the entire achromatic value range evident in the drawing (0-10)?

Does the composition advance the idea of the picture?

Does the quality of drawing meet and advance the desired level?

Does the drawing represent and advance the academic level of the student?