Class 18_Homework_March 29th

Dear Students
This weekend you will be making work for the Materials that Matter assignment. Please note the following items: 
-As much a possible, use actual materials and objects to make your work. If you can't find, buy or otherwise use an actual material, object, or image, send me a text and I can advise you about finding said material/object/image. For instance, if diamonds are something you wanted to use for a composition about value, it would be nearly impossible to buy real ones in a quantity that would be affordable. Instead, you could buy rhinestones from a hobby store.
-If worse comes to worst and you need a 2D representation of an item, please be sure to scale said item to the appropriate size and to print in color for use in your work. For instance, if diamonds are something you wanted to use for a composition about value, it would be nearly impossible to buy real ones in a quantity that would be affordable. Instead, you could find imagery of diamonds on the internet, use the computer to scale them and gather enough of them for compositional purposes and then print them out in color so that you may cut them out to use in your art piece.
-Don't forget what you have learned about context and its importance. Context is always part of your visual vocabulary and many times it can be the difference between vague and clear visual communication.
-When constructing experimental compositions, be sure to consider audience. Try to anticipate the associations and connections others may make with the imagery you choose to express your content. 
-Materials always matter 
-We need to test our ideas and our imagery as we develop and committ to visual vocabulary that will deliver our content. 
-Think of what we are doing as a kind of test. Part of this test requires us to express what we mean in writing. The other part requires us to express what we mean visually. The way these two components are interpreted ALWAYS matters.
-The artwork you are making should be inspired by or in response to the guiding principle/topic/direction you have written. 
-Your writing should be based and inspired in part by the research you have collected thus far. It should also contain opinions and insights that are unique to you.
-Remember that one of the most important things an artist does is they make the familiar unfamiliar. Ultimately, your message and your imagery must be compelling. 
-Your compositions should be of high quaility. This means your photographs should look as if every part has been carefully orchestrated and planned. Do not let unsilghtly background parts or any other messy or unintentional details become part of your composition! If your background context image isn't big enough, make it bigger. If there is no ground under your items and you can see cardboard or other unplanned surfaces, change or cover said ground.
-Each composition should be different. In other words, try to express your guiding principle in [5] different ways NOT [5] different views of the same composition!



c18_a1
Materials that Matter - [5] Statements of Written Intention 
due: Tuesday, April 3rd
Format: [5] Printed and brought to class to present with your Materials that Matter work. 

Paragraph One-Look at the notes for your most recent writing on Google Drive [I am finishing these as fast as I can!]. Transform any recent advice and commentary into a guiding principle to present with your [5] Materials that Matter compositions. This writing will become the first parpagraph of your writing. The guiding principle for each composition will be the same.
Paragraph Two
-Since you have used different components and configurations for each composition, the second part or paragraph of this writing will briefly describe how your components and said configurations deliver your content. PLEASE do not be confused and simply describe what the composition looks like. Instead, any mention of compositional imagery should be used as an opportunity to talk about said imagery's conceptual significance. Here is an example of the difference:

My photograph has a horse in it. The horse is surrounded by feathers.The horse is barely lit and this creates an interesting effect.... 


Versus

I use horse imagery to convey the untameable nature of intamacy. In graphology, horse doodles may reveal a person's unrealistic expectations in love. I  am intentionally using the horse as a symbol that harnesses that notion. Maribou feathers are evocative of desire and have an alluring quality. I am pairing the horse and feathers to create an atmosphere of romance and mystery. The horse is literally emersed in a field of feathers. This is a visual manefestation of a personal belief: The persuit of love is elusive and dreamlike. 

Please contact me if you do not recognize the difference.   

Class 25_Homework_April 24th

c25_a1
Assignment 1 - Finalized PDF Submission of Installation Work
Due: Friday, April 27th
Format: Submit a single PDF version of assignments above to the Google Drive

All of what you have completed for your final installation work will be transformed by you into a PDF that contains the assignments below. Please keep all work in this order:

• Finalized Installation -  c23_a2
• Installation - Statement of Intention - c23_a3
• Installation Title - c23_a4
• Installation Critique Parameters & Questions - c23_a5

Naming Convention: 
First initial_Last name_FINAL.PDF  
please remember to check that your PDF file opens and functions on a school computer before submitting it. If you have any problems with submission or upload, please contact your professor immediately.

Google Folder to Submit Final Work:
https://drive.google.com/open?id=1pFXggQqQ0hQI7gqFqDRREnYZKQZ_ux5G

Class 17_Homework_March 27th

c17_a1
Comparison and Metaphor Search
Due: Thursday, March 29th 
Format: Label with the proper heading in the left-hand corner and place in the Logbook Homework section of your binder.

Completing this assignment explores how others make comparisons and associations that may relate well with your overall idea and, potentially, your perspective. Language is complicated. Often authors use analogical structures like exemplification, comparisons, smilies, allegories, parables, and metaphors to explain complex ideas and processes. Use your topic and direction to find published comparisons related to the way you are thinking about your topic and direction in words. Sources should include magazines, books, and poetry in addition to any google searches that you can think of to employ. If you get stuck go to the library and speak to the librarians about how you might successfully find examples. 

Find at least three analogical structures [exemplification, comparisons, smilies, allegories, parables, and/or metaphors] that can be related to your overall idea.  Print each out and store in the Logbook Homework section of your book for class.

c17_a2
Topic and Idea Refinement - Guiding Principle as Statement of Intention
Due: Thursday, March 29th 
Format: Type up and upload to the Google Drive in Excel Spreadsheet (Link provided). 

Based on the writing you did for homework and my notes about said writing, use c16_Worksheet2 to create another version of your declared topic of interest by going through [Worksheet 1]. 

Think of this writing as a vehicle that will help your audience see the world through your eyes and as a map that will remind you of where you are going conceptually. We will use this document as a basis for talking about what you make in the future. Eventually, the bulk of this writing or guiding principle will be the stable portion of your idea that carries on throughout future assignments. 

Even though you are using one or more of the categories of the worksheet to help shape your idea, you need to remember to keep certain elements of what you have developed thus far in the next version. Specifically, please keep your perspective/opinion and how you developed said perspective/opinion, research points that support or refute your idea and opinion, and any explanation needed to describe things that might not be known by your audience. You will know whether or not what you have writing is successful, if a reader is able to step into your experience and perceive your topic and direction [guiding principle] as you do. You are being required to explain your insight and perspective in a thorough manner that will help your audience understand the ‘how’ and ‘why’ you have used to craft your opinion and overall message. Please remember that liking, disliking, and entertaining your audience is not an appropriate rationale for this writing, nor should you include plans for making media based compositions. Instead, go for in-depth descriptions of what has inspired your idea/s/and opinions. Offer your perspective/s/ with evidence that supports your view/s/. It should be evident that external research was used to create your rational and support your point of view. You have at least seven articles by now, helping you achieve this end and you can do some independent research to add more. The writing you formulate will become the foundation for the Materials that Matter exercise below.

When you are done with your writing, insert it into the appropriate column of the Google Sheet document using the link below by your name:
https://drive.google.com/open?id=1vyiKdqSot1_agf_6TruMqgnTUI5i3aAdK0ZQvxkKDm4
**Shoot for about 250-400 words**

As always, if you have trouble uploading anything, please email it to me instead.




c17_a3
Visual Vocabulary List - A Resouvior of Elements and Principles To Compose
Due: Thursday, March 29th 
Format - Physical Items that you bring to class 

This assignment has 2 phases:
Phase One
Consider what you have written for the assignment above [c17_a2
Topic and Idea Refinement - Guiding Principle as Statement of Intention] and look through your List of Points sheets to see what objects, materials, images, contexts, and processes might work with what you are trying to communicate conceptually. Find each of these objects, materials, images, contexts, and processes in some visual form and bring to class. Please bring all of the following to class:

• as much as possible, try to bring actual items, not 2D representations of them
• If you must use a 2D resource, be sure it is in color and that you have it in different sizes.
• buy and bring poster board or some other cardstock with you to make stands for any 2D elements you may have
• bring in scissors, glue, tape [masking/packing], something to prop up floppy things that can be easily hidden from camera view, a clamp light with a working bulb, and an extension cord 
• a box that is cut to have three open sides [like the one I had in class]. You should make sure the inside of this box is one color or has no writing
• Large printed items that can be used as a floor or background on the bottom and inside of your cardboard, three-walled box [contexts!]

Phase Two

Use the Visual Vocabulary List sheet that I passed out in class to list the items you have collected above. Be sure to fill out the corresponding columns for each compositional element you bring in. Bring this with you to class.

c17_a4
Materials that Matter - [5] Compositional Material Studies for a Finished Piece
Due: Tuesday, April 3rd
Format - [5] Printed photographs, at least 8"x 10" each, each in color, brought to class to pin to the wall.

Step 1: Consult your guiding principle. What are you trying to express to an audience? Think of this intention as a prompt that will direct you to the appropriate imagery and materials for making a composition. 

Step 2: Bring in the imagery on the Visual Vocabulary List - A Resouvior of Elements and Principles To Compose that you chose for the assignment above. Have the handout filled out for each item you bring in.

Step 3: Using said conceptual writing and imagery, create test compositions that explore the idea/s/ you have written about. Use Rapid Idea Sketching to create [5] visual artifacts that attempt to communicate the message or spirit of your writing. This work will not be loose like the first prototypes made in the group making segment of the course. The overall craft of what you make should be similar to the care you would use to make an actual art piece. All of what you use to make the work should intentionally convey meaning. Please understand we will use your compositions and your writing to run critique. In other words, your message described in words + your message described as a visual composition/prototype/artifact should align with one another. The main focus of this exercise is to see whether or not the inherent meaning of materials and imagery create meaning in ways you anticipate. The writing is the means for figuring out how well you have accomplished your communication intentions in the end.

Class 16_Homework_March 22nd

Dear students,
Today, we tried putting our topic into words that describe a specific focus we intend to convey to others. Eventually, this description will include your perspective or opinion and may even be expressed as a succinct question or statement. Distilling your interests into words will be an ongoing exercise and your professor expects what you have written today will change and evolve as the semester moves on. If you got stuck and could not think of what you would like to make work about or how to put your creative intentions into words, I would like to propose and promote another strategy that will lead to an idea and/or guiding principle you can work with. This strategy involves seeking out and researching living, internationally recognized artists that make work that connect to your topic of interest as a means to help get you going [aspirations and inspirations assignment]. If you can find an artist's artist statement and/or critical writing about a given artist's body of work, you may use this writing [their creative intention] as a prompt for making work until you figure out how to craft and direct your work using words of your own. This doesn't mean that you are making copies of a given artist's compositions or visual vocabulary. It does mean that you are using their creative intention and ideas to express what interests you in a way that is unique to you. For those of you interested in using this method: Be sure that you print out copies of any writing that describes what the artist's work is about and examples of the work they make too. This will help your professor help you when you run into trouble. If you can't find an artist who makes work connected to your idea/s/, ask the librarians for help. They would love to see you.

Much of the homework below was done in class. Please contact me with any questions if you get stuck and do not forget to sign up to meet with me during office hours next week [see the last blog post for details].

Finally, thank you for turning in your Logbook binders for a grade. I will likely have these ready to return by next class or Monday afternoon for those of you who will be meeting with me.

Sincerely,
Professor Urrutia


c16_a1
Expand [1-2-4-8-16-32-64] and Structure: First Draft Guiding Principle
Due: Tuesday, March 27th
Format: Physical pages [expanded list of words, worksheet, sheet] stored in the Logbook Homework section of the binder. Typed paragraph, 250-400 words uploaded to the Google Drive.

We are beginning to craft our guiding principle. Sometimes I will categorize this as putting your creative intentions into words. There are several parts to this assignment. Please read carefully.

Part 1: [Started and potentially completed in class]
On a piece of paper, create a series of words [1-2-4-8-16-32-64] in an attempt to describe your idea and what you want to express about it. Add the assignment number and title to the left-hand corner of the paper and label it Part I. 

If you did not finish this in class, you only need to add to your existing list. So for example, if you already have the 1, 2, 4, 8, 16 rows of words, you can add to this existing list until you end up with 64. These can be words or phrases, but do not worry about making sentences or correct grammar until you are ready to transform this work into a paragraph.

Part 2: Guiding Principle Worksheet 1 [Started in Class] 
The worksheet handed out in class, filled out on a separate piece of paper according to the explanation and directions therein. Please add the assignment number and assignment title to the left-hand corner of the paper and label it Part 2. 

Use part 1 and part 2 to complete part 3. Part 3 will be a digital file that you add to Google docs.

Part 3: Transform part 1 and part 2 of these in-class exercises into a brief, typed paragraph that summarizes what you intend to address or communicate to your audience when you eventually make art.

Directions: Use everything you have generated in words to create a short typed paragraph (250-400 words) that refines said lists and phrases into a succinct statement describing what you are interested in pursuing in regard to content and why. In other words, briefly, write a statement of what you are pursuing conceptually that is similar in spirit to the guiding principle that guided you through making your last composition.

Type your draft and save it as a PDF file with the number and title of this assignment in the left-hand corner and the naming convention: Lastname_Drft1.pdf. Save your document on the google drive: c16_a1 first draft guiding principle



c16_a2

Three More Topic Articles
Due: Tuesday, March 27th
Format - Printed out and stored in the Logbook Homework section of the binder. Each article should have evidence of highlighting, circling, and underlining with a corresponding List of Points sheet, categorizing what you find in said article.

Now that you have a clearer understanding of what you want to pursue conceptually, find three new articles to inform how you think about your current idea and idea description. Go through these articles in the ways you were taught to do so and record your results in a List of Points sheet.


c16_a3
Materials that Matter - Compositional Material Gathering 
Due: Tuesday, March 27th 
Format - Physical artifacts that you will bring with you to class

Step 1: Print a copy of what you have submitted for c16_a1 first draft guiding principle. Think of this writing as a prompt that will direct you to materials and imagery to use for making a composition. 

Step 2: Look at all the List of Points sheets you have filled out thus far and consider the prompt that you have made for yourself in the writing above. Pick as many images, materials, objects, processes, and contexts that you can reasonably connect to the written statement in step 1 and put them in a new List of Points sheet. At the top of this new sheet write, "For First Draft Guiding Principle Test".

Step 3: Collect as many things as you possibly can from your "For First Draft Guiding Principle Test" List of Points sheet and bring these with you to class. These items need to be physical. For instance, if you are interested in diamonds as a material about your topic and you don't have diamonds, it would be appropriate to buy some good quality stones from a hobby store that mimic physical qualities of diamonds to use for this assignment. You may use things that are 2D, but these should be printed in color and you should be prepared to make some kind of stand or bring in other devices that can be used to help the 2D image stand alone in case you want to use it for a composition.

Next week we will be talking about a new prototyping that we will use to test the strength of our newly formed guiding principle. It is called Rapid Idea Sketching. Please be prepared.

Class 15_Homework_March 20th

Dear Students,
A word about midterm

This semester has been a strange one since we missed the first week of school. In the interest of giving students more time to finish work, there are still many grades that need to be entered in the grade book to give a good understanding of where you stand in the course. For this reason, I ask that each of you meet with me in person during office hours next week. There are only [9] students so this should be very easy to do. My hours are Monday and Wednesday from 3:30-4:30pm and Tuesday and Thursday from 4:30-5:30pm. Please go to the google doc sign up sheet and set up your meeting time for next week [click here]. If you have a personal issue that prevents us from meeting at the times listed, please see me in person after next class so we can work out an alternate plan.This meeting will allow you to know EXACTLY where you stand in the class according to grades [there are a lot of you with zeros right now]. Please understand that most work can be made up, but that make-up or late work starts at 70%. The individual making segment of the course is very demanding and strenuous. Please be sure to do ALL assignments on time and to the letter so that you earn the grade that you desire.

Today we talked about breaking down individual words and articles using the Strategies for Discovering Influence process and List of Points sheet. You will repeat these strategies using your own idea/s/ for homework tonight. Be sure to follow the worksheet and the steps outlined in class for full credit. As it stands, many of you are not doing everything that is being asked when you complete assigned work.

If you have questions or you cannot get to the drive to do your homework, be sure to contact me immediately [text] so you can do your homework ontime.

Note: At this point you should have 3 separate idea clusters. Focus on one and do the homework below. If you loose interest for some reason, you will have two other options to work with instead.

Sincerely,
Professor Urrutia

c15_a1
Strategies for Discovering Influence - Dictionary and Thesaurus

Due: Thursday, March 22nd

Format - physically present and complete with markings as indicated in class. Store in the Logbook Homework section of your binder with the proper heading.

Note: Dictionary definitions and Thesaurus words must be printed and physically present in your binder. At least one List of Points sheet needs to be filled out for these collectively to recieve full credit for the assignment. In other words, write your discoveries in the columns of the sheet provided in the way you were shown in class [Ideas for visual vocabulary objects, materials, processes, etc]. 

Directions: Use the dictionary/thesaurus strategy described in the lecture to expand and collect more information for words and/or phrases in at least one of your clusters

Part 1 Dictionary: Choose five or more words from one or more of your Thought Clusters to do this exercise. For each word find, then print out, its definition [you may have more than one definition/thesarus entry on a page]. First read the definition for comprehension. Next, look for literal/implied/impulsive objects, images, contexts, materials, etcetera references that could be used for making artwork in the future. Circle, highlight, underlight and make notes in the margins as we covered in class [you may do this on the print out]. Record these findings using the columns on the List of Points handout. You may find you need to printout more than one handout for this exercise in case you run out of room.

Part 2 Thesaurus: Focus on common place words or idea in your cluster. Use at least three  to look up in a thesaurus. For every new word you find to replace the common place or cliche term, repeat the dictionary strategy in part 1. Do this at least three times so that you have 3 new dictionary inquiries to add to the five you did above [8 total]. Be sure to print each thesaurus entry so your professor can easily see the common place word/s you had to work with.

c15_a2
Strategies for Discovering Influence - Articles Pertaining to Your Idea
Due: Thursday, March 22nd
Format: [2] articles, physically present and complete with markings as indicated in class. Store in the Logbook Homework section of your binder with the proper heading.
Note: Articles must be printed out [at least 2] with underlining, circling, highlighting and color coding according to what you learned in class. Please consult the handout to review and compile your work into a list on a List of Points worksheet.

Directions
Find 2 articles that connect to a specific idea or cluster you are pursuing. Print each article out and read thoroughly. After you have read them for information, comb through each for ideas, materials, objects, and contexts, etc. as we did in class. Specifically you will circle, highlight, handwrite in the margins, and underline according to the handout you recieved in class today. When you have finished doing this work in the body of the articles, transcribe your results to a List of Points work sheet. This process will be ongoing and expected whenever you do research from this point forward. Putting what you find into written list form will create a repository for later use when you need to make compositions.

Class 14_Homework_March 8th

Dear Class -
GREAT JOB presenting your ideas to the stakeholders and audience today!!! Congratulations! You should all feel really good about the progress you have made over the last few weeks. For homework, you will wrap up the design thinking phase of the course by photographing your final prototype(s) and writing project conclusions based on all of the stakeholder and audience feedback and final design considerations. See details below.

PLEASE, PLEASE, PLEASE remember that we are sprinting now. You need to plan your time very carefully so that you get your homework finished and turned in by the appropriate dates. Use your calendars! If the due date is given in advance, use the extra time to develop and execute your project as well as you possibly can. If you don't understand something, come to office hours. As always, if you have ANY trouble uploading your work to the Google drive, email it to me instead so I can do it for you BEFORE the deadline. I use the time stamp of the drive and of emailed work to see whether or not your assigned work is on time.

Have a WONDERFUL break!
Professor Urrutia



c14_a1
Photograph prototype(s)
Format: JPG uploaded to the c14_a1Prototype Photographs on the Google Drive
Tuesday, March 20th [PUT THIS DATE IN YOUR CALENDAR]

As an individual, photograph your final prototypes. Include a series of 5 photographs of the prototypes. Your photographs must be in focus, clear, readable, and framed well. Image quality counts. Consider backgrounds/staging and zooming in/out.

Final images should be named Lastname_Firstname1.jpg, Lastname_Firstname2.jpg, Lastname_Firstname3.jpg... in the folder titled c14_a1_Prototype Photographs in your team folder. Click here for the link in the folder: https://drive.google.com/open?id=1fmP1McT8T7ysg7VHqfbl-8FLeFEyb9dc

c14_a2
Design Thinking Project Next Steps & Conclusions
Format: Type-up and save as a PDF and upload to the c14_a2DesignThinkingNextSteps_Conclusions folder of the Google Drive 

due: Tuesday, March 20th [PUT THIS DATE IN YOUR CALENDAR]

As an individual, write a narrative that summarizes the feedback from stakeholders + next steps and conclusions for your project. Reference your notes from today's user-testing session (and notes from user-testing round #1 if still applicable). 

Use the outline below to craft this statement:

1. Write a narrative of conclusions on your design concept that summarizes the feedback from the stakeholders and concludes on project results and ideas for moving forward. List the ideas that were well received as well as those that were not and summarize why. What is working? What is not? 
2. Expand on this narrative to discuss how you could improve your concept? What are some new ideas that came about from discussion and feedback? Add notes on new things you learned and things that should be expanded on if you were to move forward with the project. 
3. Identify "holes" in your concept that would need to be researched and included to actually implement the project. Include some thoughts on the logistics of implementing the work. What steps may need to be defined in order to implement your design concept? 
4. Consider the sustainability of your project from an economic, environmental, and social perspective in your conclusions. How would your project be managed over a longer duration of time?

The final narrative should be named:
Lastname_Firstname.pdf 
and 
submitted in the folder titled c14_a2DesignThinkingNextSteps_Conclusions folder.

c14_a3
Design Thinking Group Evaluation

Format: Type up and email save as a pdf. Email to lurrutia@mca.edu.

due Tuesday, March 20th [PUT THIS DATE IN YOUR CALENDAR]

As an individual, write a personal evaluation (anonymous) that outlines your contributions to your team through the design thinking project. Highlight your strengths and weaknesses as a contributor to the group. Make sure to highlight all contributions from all phases of the design process:

1. empathy: interviews
2. define: constructing your POV
3. ideation: brainstorming & sketching
4. prototyping: 3D making
5. testing:  presentation & conclusions

Begin with your own evaluation and then go through the same process for each of your team members. List their contributions, strengths and weaknesses. Grade yourself and your group mates based on this written evaluation. Use the handout provided. Save using the following naming convention: Design_Think_Group_Eval_FirstInitialLastName.pdf

Class 13_Homework_March 6th

Dear Class
Great job working through today's exercise to begin brainstorming your ideas for individual development! For homework, complete your brainstorming ideas and create at least 3 thought map clusters. We will review this work on Tuesday of next week. See details below. 

Best, 

Team IPC


c13_a1
Brainstorming Potential Ideas for Topic
Due: Thursday, March 8th
Format: Logbook Homework section

Come up with 3 potential ideas, topics, prompts or themes you are interested in pursuing for the semester. Write these 3 potential ideas, topics, prompts or themes on a page in your logbook. If you find yourself at a loss for ideas, look through some of your answers from the self-investigation exercise (c11_a3) and pick topics from there to work with. 

Next, pick and focus on 1 of the 3 potential ideas you have identified and come up with a combination of one hundred words, phrases, and/or images that expand your original idea, topic, prompt, or theme like we did in the brainstorming activity and techniques from class [original sheet in _Course Resources folder]. Use sticky notes when doing this on your own (so you have the ability to hang these up later) for each word, phrase or image you come up with. Images for your brainstorm can be drawn, cut out from other sources, or photocopies. Take this 100 word/phrase/image sticky note collection and put what you don't use for the second part of this assignment into a clear plastic baggie to be stored in the large binder folder in your logbook. Label the baggie as: c13_a1 

c13_a2

Create (3) Thought Clusters
Due: Thursday, March 8th
Format: Logbook Homework section + Add to Google Drive Folder

Spread all your brainstorming sticky notes out so that you can see everything at once. Look at all the words, phrases, and images you have brainstormed from the previous part of the assignment. Pick items on sticky notes that resonate with you. Use these to create at least 3 thought clusters [I created about 4 in class]. Use a wall or door to put these clusters up.

transferring clusters into your logbook

Student Example

Transfer the clusters you develop into your logbook. You will use one page to record one cluster. In all you will have 3 separate clusters in the Logbook Homework section of your book with this homework's number and title as a heading in the top left corner. If you are using a wall or door of your room to make mapping clusters, take a clear photo of said cluster and print it to put into your logbook. At the bottom of each cluster page, write a synthesis of how you are thinking about what you have placed there. 

After you made and transferred at least three thought clusters and wrote a short synthesis at the bottom of the page for each (one per page), photograph each cluster/page as image files. Make sure the writing is legible and visual is clear. Combine your image files as a single multipage PDF (you will have 3 pages total) with the naming convention: 
Lastname_ThoughtClusters.pdf 
and 
include in the google drive folder c13_a2 Thought Clusters: 
https://drive.google.com/open?id=13oPPQFu2zoa5_8iaF8NsDG2WeWZr0m7I

Class 12_Homework_March 1st

Dear Class
Today I introduced the individual maker segment of the course. For homework we will be conducting research, collecting the works and words of living and well known contemporary artists, to study and dissect why artists make what they make as I showed you in the example for class [Damien Hirst]. In addition, you have been tasked with creating a composition using a developed guiding principle and visual vocabulary to try your hand at expressing something written as something visual. I look forward to seeing what innovative work you come up with!

Today I gave you a calendar for dates. Please be sure to always check your calendar dates against blog dates. If you have questions or see anything irregular be sure to contact me immediately. I make mistakes at times.
Sincerely,
Professor Urrutia

c12_a0
Logbook Binder
Format: Turned in to professor
due: Tuesday, March 8th
I will be evaluating your Logbook binder for a grade. Please be prepared.


c12_a1
Aspirations and Inspirations
Format: Google Drive Submission (PDF)
due: Tuesday, March 20th
Find no less than four [4] visual artists whose work exemplifies or connects to ideas of what you want to express as an individual art maker.

For each artist above include:
*Examples of their work
*Statements authored be each artist that describes what the work means
*Critical writing about said artist’s work that describes what the work means

Compile the document (in the order outlined) as a multipage PDF and include in the Google drive folder: https://drive.google.com/open?id=1tRZNotj6svYBPQLtdtJY0fO6DAWAZbla

Use the naming convention Lastname_AspirationsInspirations.pdf


c12_a2
Guiding Principles and Visual Vocabulary Worksheet and Composition
Format: A physical artifact brought to class
due: Tuesday, March 20th

Use the guiding principle, creative direction, visual components, processes, materials, contexts, and imagery to create a composition that expresses said written guiding principle and creative direction. You may use 2D, 3D, 4D elements to do this work. Your final work should be composed and presented in such a way that is clean, clear and professional looking and it can be in any format or a combination of formats. In other words, what you make could be a painting, a comic, a drawing, a sculpture, a video, a photograph, etc.