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.
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_a2Topic 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.
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!]
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.
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