Project 2
Abstract Minds in a Concrete World
On a Conceptual Level
This assignment is designed to focus on the fact that the distinction between "abstract" and "real" is at least problematic if not spurious. Even something as literal as "tree" is actually an abstraction. Do I have in mind a bonzai or a sequoia or a sapling? Only THAT tree there in front of me is not an abstraction. "Tree" is a set of functional and structural relationships.
The requirement that students only use straight lines certainly demands that students think creatively to work around the limitations, but its primary aim is to force students to think visually and structurally as opposed to their default mode of thinking semantically and symbolically.
On a Formal Level
Have students focus on value, repetition and line weight. Most successful compositions are around 50/50 to 60/40 percent light to dark.
Meaning is primarily conveyed by dynamics, emphasis through isolation, unity/variety (emphasis through difference, amplification through unity) & position in the picture plane.
Fine tune the composition by paying special attention to the negative spaces and cropping.
Have them fight the urge to simply "fill space". If elements don't contribute to creating meaning, alter or replace them with elements that do.
On a Process Level
Have students do several drafts of each of the five panels. The first few attempts typically stink, so stress quantity not quality in the early stages. They need to generate visual stuff, even if they have no idea what they are doing or are making random compositions, they need to make drafts. Their knowledge (and all visual thinking in general) is responsive. They need visual info to respond to. Many students find it difficult to invent good solutions, but with a little guidance, almost all can FIND them.
Get line-based sketches converted to shape/value drawings as quickly as possible. Typically the solution for one panel is "hiding" in the sketches for a different one. The students won't see them because they are only accustomed to seeing through the lens of their intentions. Help students to see past their intentions to see potential, and more importantly, to see what is actually in front of them.
Left to their own devices, students usually use only straight lines in their sketches-- bad idea! They can draw all the curves they want they simply have to figure out a way to convert to straight lines in the final piece. This frees up the design process substantially.
This is a whole new way of thinking for many of our students. They will settle on crappy solutions or just give up unless you push them, some fairly hard. Intervene often with excitement and encouragement but also with realistic assessment of their progress.