2D design -  spring 2011

karl conner johnson

january 20, 2011

unit i - “the frame”

objective

to understand and apply the principle of theframe as it applies to two-dimensional art, and to practice translating visual information into cohesive verbal statements through critique.

materials

white 8½” x 11” printer paper, ex-acto knife/scissors, tape

project overview

your goal is to create a composition by cutting a window into the piece of paper and carefully selecting the visual information from your environment that will be contained within your newly fashioned frame.

process

1. explore the immediate (within 2 minutes) vicinity and find an image/scene/object that you consider fit for framing.
2. cut a hole in your paper, any size or shape as long as the paper forms a continuous, unbroken frame.  think about how your frame will best exemplify your chosen subject.  will the picture within your frame look best in a horizontal or vertical format?  will a diagonal format make it more exciting?  is more information better or should you edit some out by cutting a smaller hole?  etc.
3. preserve your composition by affixing your frame to the surface with tape.  as always, craftsmanship counts (so make it look nice).
4. return to the classroom and be prepared to lead the class to your composition.  you should be able to explain what attracted you to your subject and why you chose to frame it the way you did.
5. as a class we will critique each piece individually.  topics for discussion should include (but not be limited to) use of formal elements (line, shape, color, texture, value), content (is it representational?  non-representational?  abstract?  does it effect the viewer emotionally?  intellectually? physically?!...), overall composition (is it pleasing to look at?  why or why not?  does it successfully convey what the artist was going for?  how could it be improved?) and success in regards to solving the given problem.

assessment

c - artist found a subject and framed it with a paper window.

b - composition shows thought and attention to ideas discussed in lecture and in the book.  artist contributed to critique.

a - artist exceeded the expectations of the assignment, showing an extraordinary level of thought and creativity.  contribution to critique was well thought out, cohesive and constructive.