Category Archives: ASSIGNMENT 3

Assignment 3: Response to formative feedback. (Written notes of video tutorial).

Feedback on project work, sketchbooks development leading to assignment

(1) Demonstration of technical and Visual Skills, Quality of Outcome, Demonstration of Creativity.

When I’m drawing I like two things… solving technical problems in how to observe and draw better (to see, understand and reproduce what’s in front if me – a lot of my annotations are about this) and to engage with what I’m drawing… (which is also, I discovered, helped by on site notes)… that can be by forgetting myself or an emotional attachment.

For me it was interesting to hear from Doris that my most finished drawings were from the sketchbook walk. These were done on site over several hours (a couple of hours for each sketch) and without – in a conscious sense – thinking about what I was doing. It’s like I was having an unself-conscious conversation with the paper fully engaged in the moment. Looking and drawing.

She compares the garden picture to a Lucien Freud etching of his garden… a little!

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Lucien Freud, The Painter’s Garden, 63.5 x 88.6 cm, 2004

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My Garden, 2017, A4

There’s a lot less detail on mine but it has a similar feel.

So, I’ll take that!

She also said a couple of the drawings from the sketchbook walk should come out of the sketchbook, which had never occurred to me. This made me think how they then become stand alone pieces. And the energy and life that needs to go into a stand alone piece is no different to work in the sketchbook… you just take it farther. Rather than thinking of it as a stand alone work, as a completely different thing, and risking it being stiff and still-born!

And that they didn’t need upscaling. It hadn’t occurred to me that a sketch so small could be complete or have value.

This lead to a discussion of how to translate that freedom to a stand alone piece. I think it’s a bit like acting… you do all the preparatory work and when the director says ‘action’ you totally relax and switch yourself off, you listen to the moment and react.

In contrast when I’ve thought of a finished piece of art it becomes something I’m trying to make as good as I can from the outside. Like a test… and it stiffens up. I’m focussing more on what people will think about my drawing than on what I’m drawing.

Which is the total opposite to professional acting and the opposite to my sketchbook work.

So anything… notes… objects… from the real world I can take with me to help me connect are useful… as is the actors imagination putting myself in a scene.

Assignment development:

Doris liked and thought my initial sketches were promising. She commented on my double page spread with annotations and said this could become a format in its own right, drawing attention to Dick Whall’s Return Exhibition.

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Apart from the level of complexity (both of the drawing and the notes – mine being much simpler) and both drawings using notes there are some fundamental differences.

His drawing is much more architectural and finished with most of the notes bounded round the edge. He finishes the bushes and the two men whereas I have no finished drawing.

But the fundamental difference is intent. Reading a comment underneath his drawing I’m struck that this is about using drawing as a means of coming to terms with his death – it is religious as well as academic covering botanic, art historical, literary, archeological and a zest for life. It is erudite and poignant.

Mine is a practical process working composition (both meaning and visual) on the paper… a sort of external version of what was going on in my head.

Bot are unities is as far as my comments are not observations after but part of a process that involved language and drawing. His picture is a unity too… but I suspect his was composed and controlled whereas mine was frantic and exciting!

She then comments on my charcoal sketch:

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… saying she enjoyed the energy, that the drawing unified architectural features with organic foliage and abstract patterns on the river. The tension between the military architecture and the unruly boats making the composition challenging and interesting… which is good, as that’s what I was planning.

And says there’s a far-fetched connection with Jeff Wall’s photographic retake of “A sudden gust of wind” which I might be able to see.

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It’s a feel… maybe it’s the connection of the unruly array of boats in my picture with the unruly paper fluttering out of control in the wind. And the men in suits standing for the order of the colleges. Both in a natural scene.

Dorothy then comments on our chat about the final piece. And the problems of translating the freedom and looseness of the preparatory drawings to the finished piece. She picked up on the building which I struggled with – pastel is not a good medium for military precision and straight lines. In retrospect I should have used mixed media – black ink lines loosely filled with pastel. But at the time it didn’t occur to me as I was still locked into this being a finished piece in pastel.

The result is the college is stiff and wooden.

I had more fun with the bushes and she says these a reasonably translated. The hedges and trees were technically difficult and I discovered the most effective way as I went along. The difference is I have a connection with trees having been brought up in the country and didn’t lose interest.

The most effective and inventive part of the drawing was the handling of the water surface and boats. Here I had a total ball – and basically danced on the paper (not literally, with the pastels!). I didn’t feel confined by any limits and used the pastels in different ways and made marks intuitively. As an actor I love character so doing the people was a joy.

Doris said the two parts of the drawing don’t integrate and I agree.

This is partly because I’d made a mental divide between collages and town. And feel much freer in the town… this psychological/emotional state affected my drawing. A bit like acting – how you feel and think – consciously and subconsciously – affects your voice and posture… and it must be the same for art.

Whereas when I did the charcoal I didn’t approach them as two separate areas but as one.

She points me in the direction of John Piper’s prints of buildings and landscapes, specifically the, “… marvelous lithography of the Dordogne”.

Besse, Dordogne 1968 by John Piper 1903-1992

John PiperBesse, Dordogne     1968

I love his work and prints – thank you Doris!!!

This is a screen print – I don’t know anything about printing but am saving up for a course as I like the images they produce… so I don’t know how it was produced. But it’s bold, organic, loose, characterful… yet has weight and shape and form. It’s imposing and strong and the drawing works as a whole in its natural environment.

It’s brilliant!!!!!

Research/Learning Blog:

Context, reflective thinking, critical thinking, analysis

Doris likes that this section is full of critical enquiry – assessment of artists with reasons – and that I engage with art works through comparison.

I find this almost as useful as the drawing… assessing my own and other people’s work honestly helps me to realise what I’ve learnt and apply it. I often don’t realise what I’ve done until I analyse it… it helps me to see mistakes and strengths, and things I might be able to use.

This then puts me in a different position to start the next work. So it’s like a continual evolutionary process.

She likes that I’m reading an art primer on early 20th Century art.

I love it and it’s giving me a sense of what art is – and it’s possibilities – in a wider society/world context. Art is almost a thing… a sea… full of corals and fish, sharks and turtles… pollution and drag nets.

Suddenly to become aware of this is wonderful – and is already radically changing the way I look at the world around me (and I now see ‘art’ in the strangest places… and all around me) and how I view art in a gallery.

It’s different to the acquiring of skills, like drawing what’s in front of you in a life class… but will, ultimately, inform my art and help me find a voice.

Suggested reading/viewing

Context

The recommendation here was Ruskin’s Elements of Drawing Volume 15 which I downloaded as a PDF and skipped through the drawing section.

Very interesting… what I got from a brief look was the importance of the shape… that he recommends an outline even if none exists in ‘real’ life  (though I would think that depends on the context of your drawing)… how you can break a tree down just as you would a body…

Sketch the trunk, branches, leaves… and then put it all back together. Understand how a ‘tree’ works.

And that every tree and every leaf is an individual. You can’t just draw generic leaves to order, it will look dead. Which (in as far as you can’t study every single leaf on a tree or indeed that a drawing in not necessarily a copy like a photograph). That the ideal is to draw several leaves on and off branches and then be aware that each is living and individual as you draw – and this will inform your practice.

Pointers for the next assignment

To work in series and extend the course… and think of the final drawing as an extension of the preparatory work not separate from it – as I did with the last exercise!

In acting you do all your prep then when the director says action you turn off yourself and time stops. You are in the moment. It is not a performance or a test… you’re not aware of anything… it’s more akin to being somebody else outside the restrictions of your own personality.

It’s real.

But is based on all the work you’ve done to that point building the character, understanding where he is in his day/life… how he comes to that scene.

Never ever is it a judgement. It is living.

So too, with my final pieces I need to do enough work so that I live the drawing and am not thinking of it as a test to see if I can pass this module.

I think that’s a very important point.

Timed drawings were also suggested.

I think it depends on the purpose but I’m certainly going to mix in timed drawings to my practice as they focus the mind and capture different qualities.

She also suggests longer poses in context (and mentions Emil Bonnard – who is one of my favourite artists!!!!)… it helps gets the foreshortening right and also says something about the sitters personality. (Depending how posed it is!)…

Finally Doris says that longer poses would give me a good chance to use pastels – I think that’s what she means by continuity of learning – and suggests I buy pre-coloured Ingres paper A1 size.

I hadn’t thought of this but it might be a good idea for my final piece?

Cost of materials is an issue so I’d have to be well prepped as I bet A1 shaded pastel paper costs a bob or two!!!!

Great feedback and very useful.

 

 

 

 

 

 

 

 

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Assignment three

A1 Paper, pastel.

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(1) Technical and visual skills:

Part three deals with trees, landscape, composition, perspective and townscape. So I am referring my assessment to these.

Materials: I chose pastel as I wanted the softness and fluidity of charcoal (for a ‘country scene’) but with colour. I think this worked well with the vegetation and trees. Less so with the building as pastel is not suited to fine lines… maybe I could have used a different media here… pencil crayon which would have given me control. And for people pastel had positives and negatives… it was good for modelling and tone but not good for any fine marks… creases in clothes or details of faces.

But given that the drawing is mainly water and vegetation it was a good choice.

Techniques:

I had to overdraw quickly and boldly as the paper had limited bite and not constantly rework… the colour goes grey and the pastel slides over the top. This meant looking and thinking hard before applying the pastel.

Another technique was laying a light blanket colour (say black). Then working in vegetation and building up quick layers of pastel. Finishing by adding hard black for the darkest shadows, working over the edges and adding highlights. This was what I did for the trees and bushes learning as I went along. I think the technique worked well.

I discovered the paper left pinpricks of white paper even when heavily chalked… it was like another colour… and had to decide whether to leave these in, or blend over them using a finger – which softened, evened and greyed the tone – or a stump (but it tended to scrape away the pastel and left it shiny and unworkeable).

Colour hygiene was vital… wiping finger, stump and pastel before applying as they all picked up colour easily.

Finally, I put the paper on a drawing board and worked from the top downwards so the falling chalk didn’t spoil my previous work. Constantly blowing to remove the dust.

All of these, though not mastered, I think I coped with well.

What I didn’t realise was that I couldn’t pastel over the pencil… so that’s a technique I’ve yet to master!

I don’t know how I’d draw this directly with pastels????? Or whether there a way of sketching it first that you can easily colour over?

Observational skills:

Difficult for me to say but I think I observed the shapes and colours well.

Visual awareness:

Not sure how this differs from observational skills?

Design and composition:

I’m quite pleased with this… I decided to split my drawing between town and gown… the colleges with their ornate gardens and manicured hedges, money and ancient buildings. Nature tamed and controlled… academia and study. And the other half the town… tourists having fun, open, wild, uncontrolled with random punts.

I used the building and gardens for the college and the river and people having fun on the punts for the town… the university bound by the wall (which slices the drawing in two) and the river unbound.

This meant I couldn’t use the river for perspective (I only had one bank) so I used the river wall for linear perspective.

There is aerial perspective in the people and trees getting smaller and losing detail. The colours on the people are less bright in the distance.

In the composition I wanted no people on the university side and the river to be full of people… and those people to tell a narrative… lots of little stories going on.

Also the people on the river are having to work – they are not rooted – as soon as they stop punting they would get washed away. Whereas the buildings are much more permanent… not skating but almost part of the land.

In terms of design I’ve got half the drawing dominated by lines and colour and the other much more monochrome and random. Which I think works well.

Finally, this is a much simplified and altered view. I’ve taken out a bridge – removed hedges and flowers – moved boats around – put somebody on the bridge.

(2) Quality of outcome:

I think the final piece realises my basic concept well without overstating it.

That is, the drawing works as a pleasant drawing of the river Cam and the punts and can be enjoyed on that level.

But the eye is constantly flickering between the colourful ‘gown’ and the busy ‘town’ and you tend to view each other separately. But they are connected.

However, each time you visually switch you have to cross the boundary, the wall, which is a metaphor for the very real boundary between Cambridge city and the universities. You can’t look at them both together. I think this works really well.

Less effective, are the narratives of the people on the boats. They are recognizably people but the detail isn’t good enough for the viewer to read their stories.

(3) Demonstration of creativity:

It’s difficult to judge your own creativity!

But… I think it’s quite creative to take a traditional format… a view of the river Cam. Drawn with a traditional medium. And subvert it to make a political drawing.

Political in that Cambridge is a divided city – with animosity on the town side for the power and privilege.

And to find a way to put that into a ‘pretty’ drawing is creative.

(4) Context reflection:

I’m really enjoying reading ‘concepts of modern art’ From Fauvism to Postmodernism by Nikos Stangos. I’m about half way through on Abstract Expressionism.

What really hits me is that art, post photography, is not a linear progression.

But (at least in the period covered by this book) a series of attempts to give a soul to art. It seems very ideologically based… as if the artists had to have a manifesto worked out to justify and validate their art. The artworks then became a reification of their theory.

When one theory failed or reached a dead-end another was born like seeds in sand. To use a biblical reference, they quickly blossom and die.

What this means is they can’t be ‘copied’ because without the underlying understanding (of the manifesto) the paintings won’t be ideologically coherent. But then the manifestos were often fluid, driven by a single powerful individual, and changed over time. So, although we might intuitively know an American Abstract Expressionist painting when we see one… it might be difficult to state in exact terms precisely what that is.

And then, you’re also into the arena of who determines which definition of, say ‘cubism’, is ‘correct’?!

They may be useful labels but seem to be more about the history of the psycholgy of art and artists than useful artistic terms.

However, as I go through the course I’m trying to relate my practice and works of art I see to the different ism’s. The ideas in the ‘isms’ are useful for understanding how a particular approach might work… just not useful as a straight jacket!

My conclusion (at the moment) is that art is as multi faceted as humanity. It affects the viewer because of the human element they recognise and connect with… be that an emotion, a social point, aesthetic beauty, surface ‘reality’, the spirit of the age… anything which makes up a human is the matter of art.

So, all the ‘ism’s’ could be seen as an existential crisis. Artists putting themselves in ideological boxes to give their art meaning, a meaning that was robbed by photography… when, quite simply, humanity’s soul is art’s soul.

With this in mind, I’m trying to give my Assignments a meaning.

In the context of modern art I don’t see this assignment as belonging to any ‘ism’ but in the nature of all art – I’m thinking of plays, film, music… it is both entertainment (a pretty picture) and has a meaning (shows us the divided nature of a city).

See below for preliminary sketches:

 

 

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