Project Descriptions:
Collaged Hue: Using their own black and white images, students mapped out values in the figure and background and applied a hue to those values. Using a self constructed value chart as a key, they then collected print media of the same hue to match the values they needed to reconstruct the images. Emphasis was put on the relationship between the subject matter of the image and the images/textures/colors/ in the found print media.
Lightfields: Students divided their paper into three sections and were asked to record the overall light quality above eye level, at eye level, and below eye level. They were relegated to using color pastels and told not to draw any objects or recognizable forms.
Abstraction Through Value: Student used their own image of a iconographic figure to map out value in two ways. First, they simply needed to divide the entire picture into six values by referencing a value chart they made. Second, using a grid, tessellation, or other pattern, they assigned values to units independent of the picture, thus abstracting the image further.
Mapping: Student were asked to create a map/diagram/schematic of a specific data set. They were encouraged to move away from traditional ideas of mapping and think about other ways to symbolize statistical information.
Body Extension: Students were asked to make an extension of their own body, which could aid or inhibit normal function. They were asked to consider how prosthetics work as well as the potential narrative that could be built into their concept.
Cardboard Replication: Students were asked to recreate an object at least five times bigger than the original object. They were required to build interior armatures and encouraged to explore different methods of joining.
Floating Sculpture: Students were asked to create a sculpture designed to float in the campus pond. They were encouraged to think about the sculpture as the floating object itself and discouraged from approaching it as if they were building a sculpture on top of a floating platform.
Essential Object: Students were asked to theoretically break down a specific object or concept into its essential parts and create an object that acted to illustrate those parts.
Embodied Meaning: Students were asked to illustrate the meaning of single words using the words themselves. They were encouraged to look for formal qualities integral to the word as opportunities for illustration.
Animating a Sound Narrative: Student were asked to build a frame animation designed to match a sound composition they had put together previous to this project. They were restricted to using frame animation tools in Photoshop. They were introduced to 4D principles of design and asked to consider staging and timing in a 30 second timeline.
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| Essential Object Project 3D Foundations 2013 Wire fencing, paper mache, cloth, cardboard cones, latex paint 59″ x 18″ x 26″ |
| Essential Object Project 3D Foundations 2013 Wood, latex paint 45″ x 27″ x 27″ |
| Embodied Meaning Project 2D Foundations 2012 Digital print document |
| Animating a Sound Narrative Project Digital Imaging 2013 Frame animation produced in Photoshop 32 seconds |
Ariel Lavery 