Task 1: Reflect on what you have learned in this course (think of your greatest achievements as well as some of the learning challenges you overcame) and set goals for future learning with this fresh course experience in mind (think of what skills related to drawing composition and media you wish to continue to develop in the future and how).
This course was a challenge for me – not because I am not used to drawing, but because I was not prepared to be pushed to better what I believed was my best.
In this course, I discovered the power thumbnails really have to help in the composition process. I knew from DRAW 100 that I don’t enjoy working on compositions without personal meaning; if I cannot assemble still life with objects of some significance or theme, I quickly bore of the project. What I did not realize was how many possibilities I could come up with for the same concept and that each new thumbnail presented opportunity for adjustments in composition that ultimately saved critical time and frustration in the process of completing my work.
I enjoyed working on my mimic piece of the master work. Using the grid method really assisted me in seeing the image in lines (marks) and values, rather than as a whole. It was fairly simple to create duplicate marks – – except where my master haphazardly penned them in quick, random strokes. I did, unfortunately, discover that printing the image resulted in distortion that I was oblivious to until I compared my work to the digital original. By then it was too late to repair the deep set marks I’d charcoaled into my paper.
I struggled greatly with the poster. It continues to be the hardest part of my drawing process. I don’t like dark and fight deepening my tonal values. I also have difficulty identifying the intensity of core shadows in this stage.
I failed at the reductive techniques – partially because I chose a space that lacked a true midground and background, partially because I didn’t use my understanding of atmospheric perspective to push back the structures furthest from my point of view. I definitely need to work at developed environments.
I learned to trust suggestions. Having feedback on work in progress moves the process forward and helps identify potential.
Task 2: Respond to the following statement based on what you learned and experienced in this course so far:
Process is less important than presentation. The final product is all that matters. Product is what sells, and how you arrive at that point is not important. Getting caught up in process only hinders productivity and marketability. Real artists focus on the business and not on the process. The way to create true artists is to simply encourage them to work on how to sell their final product. Clouding their minds with techniques and procedures in the name of “craftsmanship” will only hinder them.
I believe that art is a process. While a profitable artist may not always explain his/her process, there certainly were steps taken to creating the final selling piece. Artists develop techniques through trial and error – working in various mediums to see what they prefer and what produces the best results. An artist has to make critical decisions in selecting paper and mark making tools (medium) even before they begin. Then there are considerations for the size of the piece, the planned composition, and the message to be conveyed.
Presentation is important. A fantastic final piece shown without regard for background, clarity, and lighting will not be shown at its best. To market work as a product, one must be aware of potential clients’ tastes. And there are specific questions to consider: Should it be framed? Is the photograph taken of the work presenting it in accurate light? Is the piece seen in true color and resolution? If shared in a portfolio, the work should be clean and organized cohesively with other work.
I’m not sure art is really “teachable.” I learned in my Master of Education classes that students embed tasks into their process best when they have techniques or steps modeled for them and then they practice mimicking the steps in their own work. Based on this method, I would teach by showing as many techniques as possible to my students and allow them to experiment with each. I would also want to present examples of stellar work in a variety of mediums and styles. Exploring these might inspire them to delve into unfamiliar arts. Presentation techniques, then, would be best reserved for after the art has been created (unless, of course, we are referring to an installation piece where the presentation is the art.).