Reflection Of Visual Art

Art is how you express yourself, and everyone does it in their own way, in their own style. I chose to write about the two following art works because I believe they have so many similarities but are done in completely different ways. For this comparison and contrast assignment the two works of art I chose to write about are called; End “Mixed Media” by: Terry Peterson,shown in the art building at Shasta College, and Forlakeph “Mixed Media in a Glass Jar” by: Gioia Fonda, also shown in the art building at Shasta College.

Bram Stoker utilizes point of view, imagery, and tone to illustrate Lucy’s pre-transformative phase through a diary entry, giving further context to various symbols in Chapter 11 of Dracula.

Art had played an important role in building up civilizations from all over the world through thousands of centuries. It is and will always still the way of projecting artists’ ideas and thoughts into meaningful and tangible objects which we called “work of art”. In addition, It was the path through all these years that dug its way to reach to our current century to show us the beauty of every single era starting from the Upper Paleolithic Period of time (42,000 – 8,000 BCE) reaching to our contemporary artists of today.

The children will review the elements of art, specifically focusing on shape. They will be encouraged to identify the various shapes in Paul Klee Conqueror. Also the children will be introduced to my own original art that represents the element of shape. Together we will review the various shapes that are observed and have a discussion. For instance, we will discuss Klee’s use geometric and dramatic shapes. Then the children will be asked to make their own creation inspired by Paul Klee Conqueror. As they engage in the activity we will discuss the shapes they observe in their artwork.

Hemmis, Pat in Introduction to Design thinking [PDF Document]. Retrieved from Lecture Notes Online Web Site: https://ay13.moodle.umn.edu/course/view.php?id=4023

The principles used in this design include figure/ground relationship, asymmetrical contrast and repetition. Out of all these principles, contrast and repetition stands out most. In this work, there is contrast and repetition in colors. Color changed as it has moved one triangle to another. In addition, rhythm and repetition played important part in this design because the geometric shapes repeated more than once. Furthermore, there is also contrast in the size of the type and triangles. For instance, the title "The 2010 Shepley Bulfinch Summer Design Fellowship MMX" used bigger in size than other text. In this work, the figure/ground is well-balanced as well as positive and negative space. These triangles in primary colors and secondary colors are considered as figure and the white part in each rectangle considered as ground. The primary focal points are the triangle in red, blue and yellow. Then the secondary focal point is the triangle that colored in purple and light orange. At last, the tertiary focal point is the texts and the white background of the poster.

(Contextualizing): The student will interpret and apply visual arts in relation to cultures, history, and all learning.

This visual analysis will discuss formal elements and universal principles of design. The formal elements will include color, line, and shape. The universal principles of design will include proximity, Rule of Thirds, balance, and composition.

I used many elements and principles of design in my work to draw interest to my piece and effectively convey my message. I used a variety of colours in the collage photographs to make the work stand out. The 3-D objects also add a sense of form to my piece, making the work unique and interesting. The used book is slightly yellowed, representing society’s antiquated stereotypes about illiteracy, while its text filled the negative space between collage photographs. I used materials which worked together to create contrast and variety.

I selected Engaging the Adolescent Mind: Through Visual Problem Solving to analyze for its curricular components written by a veteran art educator named Ken Veith. Veith’s goal was to create a book for art educators to use as a resource to initiate visual problems skills and incorporate the importance of critique. Inspired by art theorist Elliot Eisner, Veith (2005) believes writing a curricula that transforms consciousness opens the door to the imagination and is necessary to inhabit an environment conducive for learning (2). Eisner argues a similar thought, the school should be the environment to create a culture to prepare students to use their imagination and explore the senses through art. Furthermore Eisner expresses, (2006) “A major aim of art education is to promote the child’s ability to develop his or her mind through the experience that the creation or perception of expressive form makes possible” (24). This form of consciousness allows the student to awaken an interest in the world around them. In other words, when teachers create a curriculum, which provide the opportunity and space for students to develop a visual language, they are nurturing the student’s mind (Blasco & Veith 2014; Eisner, 1996; Eisner, 2006).

Walking into the gallery toward Untitled #9, the work looks to me just like a dirty canvas, particularly in contrast to the pristine white of the gallery wall. So my first instinct is to look at the work, dismiss it and look away. But since I have made a commitment to stay with this work, I try to ignore the surrounding paintings composed of vibrant color and movement that my eye gloms onto.. It's hard to pull my gaze back to the Martin work, but I do and then start to take notes on its components(the process of which has provided somewhat of a diversion from the daunting blankness of the canvas). It is a rather large, square work; I read that it is six feet by six feet. As I get closer I see that the square is divided into 9 squares high and 6 squares wide, each square divided into 8 narrow rectangles. It reminds me of the notebooks French students use , perfect grids to aid in Cartesian analysis - clarity as a means of finding truth. Like the notebooks, the grids on the canvas start to create a clarity and peacefulness in my mind.

The relationship with my patient was built upon communication. As my patient didn’t speak much English, I was able to speak to him throughout clinical in Spanish. The Spanish language was an imperative aspect of our relationship, being able to speak in this language allowed my patient to freely talk to me without difficulty. Our relationship was like a book, as each time I spoke with him about something new, I would be turning to a new page with a different passage being read. Each of these pages are read in Spanish, as I spoke to my patient in this language. The pages represent something I said in Spanish to my patient during clinical.

The treatment relationship is the crucial factor of therapy, which is invisible but exists; it is expressed on paper in an abstract form. During the initial phase of art therapy, there might be various feelings in transference and countertransference, which could be hostile or amicable. Each adolescent is different in their personalities and attitudes. Although there is an individual difference in accepting therapist’s care, the role of art therapist is constant. I put various colors of ___ to express each adolescent and a silver color of ___ for a therapist’s energy. The art media for the background is watercolor; watercolor is difficult in controlling the amount of water and paints and requires an intense attention to maintaining clear color expression. The process dealing with this art material conveys a metaphor that an effort of a therapist towards adolescent clients who is resistant and uncooperative. The art material is difficult to handle and takes time, but is possible to create vibrant expression. Adolescents also can be changed and brilliant by a therapist. Between two colors, there are vague boundaries, which means that it brings mutual influence between two people. Two different colors meet and then smear each other. The red color in the center symbolizes an adolescent who is supported by a therapist, the blue color. The blue surrounds the red and provides a safe place to express oneself. The red is gradually smeared by the blue while it emits its energy at the safe place thereby becoming smoother. The blue also is influenced by red. The gradation between two colors indicates that the treatment relationship is not a unilateral relationship. The very different two people meet, and they influence each other. My artwork shows that the clashing colors can be harmonious; the appropriate treatment relationship would

The existing literature on visual art education proven that there is little evidence of how teaching practice happens in the classroom (Mitchell, 2016). Mitchell (2016) also argues that although there are several types of research that provide the important information on the foundation of art educations, there is barely any information that proves how learning effectively occurs in the art education. This approach might include building a positive relationship (Keeffe, Lovejoy, Spenser-Jones, & Prain, 2013), the usage of technology in the classroom (Patton & Buffington, 2016), applying student-centered learning (Andrews, 2010).

The shapes that were used are geometrical shapes and organic shapes. Geometrical shapes in this composition are circles, squares, and triangles. By using them to create implied lines this way it would look different and would stand out from all the other lines that surround the circles. The balanced that was used in this composition is asymmetrical. Asymmetrical balance, how two sides of the paper aren't identical. For instance, on the right side of the composition, there is squares and spiral lines but on the other half of the composition (left side), there is cross-hatching and shading. The materials that were used in this composition are a pencil and a ruler to create a very fine line throughout the artwork. First, I began drawing the shapes I wanted to add such as the geometrical and organic shapes. Afterward, used the ruler to create the fine lines to a perpendicular, diagonal, and vertical lines. Finally, I darkened a few parts of the composition. The idea I in mind about the artwork that I created is a drawing of just random shapes and lines all in one