Adobe Premiere Tutorials

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

Many of you did exceptional videos and animations for the Inside/Out project. Well done! I will post some of them to look at.

If you enjoyed using Premiere, and would like to use it for the Nursery Rhymes project, then have a look at these free tutorials provided by Adobe.

Illusions of space

For all my grades ......
Knowing how other artists create illusions of space in their work, helps us to improve this aspect in our painting and drawing.

Link to 'Illusions of Space' infographic.

Look at the works below, and - using the knowledge you have gained from studying the above presentation - list and discuss strategies used in each work to create an illusion of space.

Venus of Urbino by Titian

Student drawing

Perspective exercise

Dali - Cross of St John

By Thor Lineneg

Renaissance drawing

Kentridge drawing

Magwood-Fraser drawing

Munch - The Scream

Student underpainting

Activity 1:

Make an A3 teaching aid - 'infographic' - to put up in the studio on ONE of the works above. 

• Name the work and the artist.
• Stick in a photo of the work OR make a diagram.
• Using arrows and text chunks, explain the strategies used.

Activity 2:

Using one of your own photos, create an A4 landscape in graphite OR watercolour. Don't forget to show your understanding of the strategies of space creation.

Capture this code to save this page in your phone's browser - 'saved pages' - to work offline.

Congrats on the Vega Vibe Challenge!

Our winners from the Vega Vibe challenge.

Kayley Webster, Julia Strachan, Tamica Govender, Jessica Foster, Siki Madula  and Lauren Coetzee.

Deductive reasoning and the 'unseen' artwork - 2

Here is another question from a National past paper to use with deductive reasoning.
From a past paper ..... Link to November 2012

Craft artists need to be aware of the trends of the time if they hope to make a living from their craft. It can be argued that traditional craft artists are not innovative enough in terms of experimenting with their materials and techniques.

Question 4.1
Do you think it is important for craft artists to be more modern and aware of current trends, or do you think that by being more avant-garde, traditional craft forms will be lost forever?

Refer to the images in FIGURES 4a, 4b, 4c and 4d and write a paragraph (approximately ½ page) in which you debate this issue by considering the following:

• Traditional craft forms still being used in South Africa
• How craft artists have adapted and modernised these traditional techniques
• The use of traditional/modern materials
                                                                                             (6 marks)

FIGURE 4a: Young Zulu Maiden in Traditional Beadwork,
- date unknown.

FIGURE 4b: New York Model Wearing Contemporary Beaded Accessories, date unknown.

FIGURE 4c: Reuben Ndwandwe,

Ukhamba, 1989.

FIGURE 4d: Elliot Mkize, Telephone Wire Bowl, 1998.

We debated this in class.
Roanne spoke about the traditional craft forms she noticed in Figs. 4a and 4c.
Frankie spoke about what she noticed had been changed to be more 'modern' in Figs. 4b and 4d.
Kayleigh spoke about HOW new and traditional materials had been used.

At the end, the class was of the opinion that the application of traditional techniques to contemporary fashion and decor items, allowed the techniques to be learnt by many more people. However, they felt that the message and ritual meaning of these objects might have been lost in the services of decoration and commerce.

Notice that only 6 marks was allocated to this debate! This would be at least 1/2 page, but try and use more than 1 paragraph.

NOW .... write the essay for homework. Please concentrate on your writing style - aim for coherence and accurate grammar.
You could email a digital copy to me, or write it out by hand and submit it by your next theory lesson. 

Go to this post on your smartphone by 'reading' this QR code with the phone's camera. NB! Download the QR reader app first! 

Then work offline by using that option on your phone's browser menu.

Vega Vibe

Well done to our Grade 11 team for rising to the Vega challenge and keeping the trophy at DGHS!

Their focus for the client - Microsoft - was a concept they called 'TeenTagging'. The Vega adjudicators thought that this idea was something innovative and could be the new trend of the future.

So let's ALL start TeenTagging .....

Step 1: Download a QR reader from your smartphone's app store. e.g. Blackberry; Android; Google Goggle;  Microsoft Tag

Step 2: Use this app to snap a photo of the tag on my blog post, and there is your homework on your phone! 

If you want to know about this ....... read more

Deductive reasoning and the 'unseen' artwork

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

Critical thinking is defined as a reflective and reasonable thought process embodying depth, accuracy, and astute judgment to determine the merit of a decision, an object (like a new artwork), or a theory (Alwehaibi, 2012). 

Creative thinking involves analysis, evaluation, and a synthesizing of facts, ideas, opinions, and theories. 

Possessing the capacity to logically and creatively exercise in-depth judgment and reflection to work effectively in the realm of complex ideas exemplifies a critical thinker (Carmichael & Farrell, 2012).

So - let's use a question from a National past paper to look at the technique of deductive reasoning as it applies to the 'unseen' artwork.
From a past paper ..... Link to November 2012

Fig. 3a - Jane Alexander Untitled 1982

Bone, plaster of Paris, wax, paint, wood & steel.

Fig. 3b - Paul Stopforth Death in Detention 1978 (Life-size)

Plaster bandages, wax floor polish, false teeth.

QUESTION 3: 

ART AND POLITICS: RESISTANCE ART OR PROTEST ART

Mute, yet menacingly threatening in their presence, the sculptures presented in FIGURES 3a and 3b, 'silently' suggest both violence and helplessness.

3.1 Study the images in FIGURES 3a and 3b and write a short essay (at least ONE page) in which you discuss the message/meaning of the sculptures by referring to the following:

• The manner in which body language suggests power, violence and/or helplessness

• The disturbing appearance of the figures

• The title of the work and what it communicates to you

• The deliberate use of distortion in the works

• The relationship of the figures to each other and the space within which they are exhibited

    (10 marks)

We will use the guidelines above to arrive at the meaning/message communicated by these two artworks. These guidelines help you to think about the 'unseen' artwork and deduce possible meanings by identifying visual clues and reflecting on them. You MUST mind-map as you think!

Please use the 'chunking' method to construct a mindmap for your rough plan.

Look at the link to the presentation used in class....... LINK

You could work on the blank sheets provided, if you prefer a digital mindmap.

THEN .... write the essay for homework. Please concentrate on your writing style - aim for coherence and accurate grammar.
You could email a digital copy to me, or write it out by hand and submit it in 7 days. 

Snap this QR code with your camera phone to get your homework!

Perceptions of Power

For my Grade 9s ........

“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

Overview:

Our perceptions are lenses through which we view the world.

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

...... existing in a landscape 

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

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

Step 1: Our 'schoolscape'

AYV shot composition link

• Photograph our schoolscapes bearing the tips from the link above in mind. Work out your 'photoshoot' before you go out!
• You may need to use Photoshop (on the desktop PCs) or Pixlr Editor (for online netbook work), to edit your photos.
  
  
• Work out and research strategies to create illusions of space that emphasize the feelings of empowerment OR disempowerment in our environment.
  Link to 'Illusions of Space' infographic.
• 
  
• Draw ONE of your scenes using some of these strategies.
  Use a 2B pencil. Format size: +/- A4
• Scan your drawing at 150ppi, and save in the class folder as a .jpg with your name as a filename.

Step 2: 

• 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

Step 3:

• Put your figures into your schoolscape to express your intention. You can use EITHER a physical collage method or a digital 'cut & paste' method.

Surreal egg paintings

For the Grade 10s ..........

We will start our surreal egg paintings by creating  illusions of form and space using one set of complementary colours and white. (A 'monochrome' painting) This is a very old traditional technique used by Vermeer.

Girl with a Pearl Earring - monochrome copy

Link to a tutorial

Here is another tutorial using fruit (persimmons)
Fruit tutorial

However, we will use acrylics for our monochrome because it dries faster. Mix your own chromatic greys - try and avoid using black. Remember to work into both figure and ground.

We will work over the monochrome (the 'grisaille') with  local (representational) colours. Lastly, we will use oil paints to blend and adjust the colours and tones.

Nursery Tales - a PAT5 brief

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

I have set this brief as a Practical Assessment Task (PAT) before, so please look on my website for some background.
Link to old brief - Nursery Stories

Interesting new post on 'The three little pigs'

Link to the Studio 2-41 blog

Remember - there are TWO parts to this PAT - your process work (LO1) and your artwork / product (LO2).

Grade 12: Your LO1 deadline is 2nd August
Grade 11: Your LO1 deadline is 9th August

Your rubric for LO1 - your process work - is below. Your artwork / product could range from a literal illustration for a child's book, to a sophisticated allegory. Make sure you emphasize the relevance of the story/rhyme to our contemporary life.

Your tonal drawing should show what your composition will look like. Don't forget to consider your  elements and principles of art & design.

There is a new rubric for LO1 attached to the latest Matric final exam. Let's give it a try.

Your response will be on-line and will automatically go to the Term 3 mark spreadsheet.

Evaluate your sourcebook HERE ....

or use the QR tag with your phone (if you have downloaded an app like Google Goggle  or Blackerry Code Scanner)....

Follow the link above and click on the button for your rating. This will give you a rating out of 25. This will be automatically doubled to 50. 
Let's do this together in class .....
Screenshot below .......

Link to LO2 self-evaluation
Your self evaluation will provide the foundation for the teacher evaluation, so analyse your work thoughtfully - it is in your own best interests.

Art & the Spiritual Realm for Grade 11

For my Grade 11s ....

Link to PowerPoint

Virgin & St Ann by da Vinci - Renaissance