Personal Geographies

For my Grade 11s and 12s ........

Step 1: Concept Development
Evidence .... e.g. mindmap

Overview:

Our perceptions are lenses through which we view the world. i.e. they are PERSONAL.

Hence, 'Personal Geographies' - the project title.

We will be looking at the idea of people (human figures) .....

...... existing in a landscape

...... in relationships based on our perceptions of POWER

“We must look at the lens through which we see the world, as well as the world we see, and understand that the lens itself shapes how we interpret the world.”

― Stephen R. Covey, The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change

Geography:  "The study of the earth and its features and of the distribution of life on the earth, including human life and the effects of human activity."

The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company

What does the 'geography' of your school look like? Sketch some ideas for the following mind-map......

Now create an illustrated mind-map discussing the above statements and your journey in the school environment. Your final artwork will be an A1 pastel or A2 pen and ink drawing. If you would like to try other media, then speak to your teacher up front.

Your teacher will show you how to make this mind-map in 45 minutes + homework!

Step 2:  Photographic Research/investigation and Thumbnails drawings
Evidence: Shared album - collection of photos

We will be photographing our school to get inspiration for the landscape - 'schoolscape'.

1. Begin by studying the  AYV shot composition link
2. Work out your 'photoshoot' before you go out! (your rough composition sketches will count as your thumbnails)
3. Photograph at least 6 of our schoolscapes bearing the tips from the link above in mind.

Our 'schoolscape' - some of Mrs. Moore's photos

Step 3: Reflecting on step 2 and editing photos
Evidence: Written reflection on some photos

• Upload your photos into Picasa and 'share' the album with your teachers.
• Write (in Google Docs or Slides) about how you have applied the AYC compositional tips to your images. Share with your teacher- even if not complete - the file is editable.
• You may need to use Photoshop (on the desktop PCs) or Pixlr Editor (for online netbook work), to edit your photos and improve the composition.
• Remember to use screenshots to record each editing process. (to create a screenshot press the “Print screen button” (PrntScr) and then click on paste in a Google Doc.
• Don't forget to include your sketched ideas (scanned or on paper)
• 

Step 4: Research Illusions of Space
Evidence: Research and diagrams headed 'Illusions of Space'

• Work out and research strategies to create illusions of space that emphasize your feelings of empowerment OR disempowerment in our school environment.
• Use Mrs Moore’s Link to 'Illusions of Space' infographic OR other referenced sources
• Include research & diagrams in your sourcebook.
• Tutorial on 6 illusions of space: http://thevirtualinstructor.com/illusionofspace.html

Step 5: Process drawings and experimentation

Evidence: A4 or A3 drawing

• Research and Experiment with various mediums (pastel or pen and ink)
• If you would like to try other media, then speak to your teacher up front.
• http://www.artgraphica.net/free-art-lessons/pastels/pastel-landscape-art-demonstration.html
• http://www.artgraphica.net/free-art-lessons/pastel-art-lessons.html
• http://www.artinstructionblog.com/pen-and-ink-drawing-tutorial-how-to-draw-bark
• http://www.artinstructionblog.com/pen-and-ink-drawing-techniques
• Select  one of your photographs to use as source images for your experiment drawings.
• Create a small drawing (A4?) that demonstrates what you have learnt about Illusions of space and your chosen medium in your drawings. This is your 'schoolscape' drawing.
•    

Step 6: Creating Figures for your drawing

Use the tracing paper provided to create small figures (or one figure?) that fit into your schoolscape. The idea is to focus on  perceived ideas of some people being in power, and others not. You may use exaggerations and distortions to create these situations. They don't have to match the scale of the 'schoolscape'. e.g huge head looming over the top of the stairs?
• Make use of your pencil & eraser to make these figures, and use the 'mannikin' method that you will be shown. 
• Tutorial ..... Mannikin tutorial

Below is a link on various poses for people.

http://digital-photography-school.com/posing-guide-photographing-women-2

Note : You could also create Figures by cutting them out of magazines or previous artworks.

Frolic 1 Amy Jo Windt

image from: http://www.kznsagallery.co.za/exhibitionimages/showtime_new_works_by_amy_jo_windt.htm

  

Shaft, 1987 by Sam Nhlengethwa  image from : http://paxlupo.com/2010/12/23/reeducation-unreconstructed/

Read Sam Nhlengethwa's artists bio by clicking on the link below:

http://www.artthrob.co.za/03oct/artbio.html http://www.artthrob.co.za/99dec/images/sebidi01a.jpg

Helen Sebidi

Mother Africa 1988

Pastel and collage on paper

162 x 128 cm

Wangechi Mutu

Step 7: Digital Collage Experiment and Adding Figures to your drawing
Scan your drawings of figures and landscapes at 300ppi, and save it in your Art General Folder as a .jpg or upload it to your Google Drive as a 72ppi .jpg

Put your figures into your schoolscape to express your intention. You can use EITHER a printed physical collage method or a digital 'cut & paste' method.
Below is an example of a figure on tracing paper that has then been scanned. It is based on a mannikin figure.

Step 8: Experiments

• Make postcards (A6 size) showing the techniques you would like to use. These are ideas - you may not use them all. Work efficiently by copying some images and working over them with different media.
• Use small chunks of paper (like Post-It notes) to reflect on the various postcards you have produced and processes you have undertaken.
• Assemble your notes and samples onto A4 OR A3 pieces of card or scan to store digitally.

Step 9: FInal Intention

Create an image (A6 or A5) of your final composition that you will be using for LO2.  Write about why you have chosen this particular arrangement and environment. Look at the requirements for LO2 and make sure that your idea allows you to score well on this rubric.

THE ARTWORK (LO2)

CRITERIA

Choice and use of materials/techniques 10 

Use of formal art elements 10 

Overall impression of work – originality, creativity, innovation 10 

Interpretation and practical implementation of research 10 

Completion and presentation of artwork 10

TOTAL 50

Link to LO1 ..... self-evaluation

Add this to your sourcebook by creating an A3 poster or digital link.

Step 10: Presentation and Self- Evaluation

Add your headings and content page to your sourcebook and bind it into book format.  (OR combine your digital files into ONE)

Click on the following link to assess your sourcebook. Make sure you have covered all aspects of the project.

 SOURCEBOOK (LO1)

CRITERIA

Concept development 10

Research, investigation, experimentation, et cetera 15

Process drawings 15

Presentation and overall view 10

TOTAL 50

Link to LO1 and LO2 rubrics - self-evaluation

Step 11:  Sourcebook hand in DATE: 17th February

Give your completed sourcebook in to your teacher or email/ share the link to your digital sourcebook. Make sure your teacher has received your work.

SUMMARY - your goals for your sourcebook

You are looking at AT LEAST 6 x A3 pages or the equivalent.

You MUST work in class; at home; in Open Studio - before the deadline.

You can now bring in the materials for LO2 that you have been collecting. You will find that you have made a lot for LO1 that is usable for LO2.

Make sure you take into consideration any ongoing feedback or comments your teacher has made during LO1.  

Step 12: Final Artwork hand-in DATE: 1st week of Term2

Please complete this self-evaluation when you have finished LO2.

SELF EVALUATION - LO2