Graphics are all around you — print media, Internet, TV, packaging, and the document you’re reading now! As our world becomes increasingly visual, graphics are impacting how information is delivered. This course provides experiences for students to use image, type, color, illustration, and photography to create dynamic media using Adobe Creative Suite. Students will focus on the design process needed to create print and digital media that effectively communication messages and information.
For Project 7 Humane Society Advocating for Animals Posters you will:
Sketch out 2 Posters. You will need to 2 of the 3 different themes:
1. Companion Animal (family pets and service animals)
2. Farm Animals
3. Co-existing with Wild Animals
Post (by Wednesday to GCR for feedback) on your new Weebly Page- Humane Society
For Project 8 Humane Society Advocating for Animals Poster you will:
Create in Illustrator 8 x 10 inches, 2 FINAL POSTERS based off your sketches
ADD text to identify what category they are in both a creative font and in a nicer way (example- Companion Animal- Found their Forever Home/ Found their Forever Friend/ Helping those in need)
You will NOT receive CREDIT if:
You traced or copied an image by not changing it 80% (Plagiarism)
You did not do 2 sketches
You did not turn in 2 finish images created in Illustrator with text
Please make sure that you use the icons in your design indicated in the post from Tuesday- http://skylinehsgraphicdesign2.blogspot.com/2020/04/tuesday-april-28th.html Send me an image today if you want me to give you feedback before you turn it in. Watch to video below for inspitation. Today Topic is Critique and Feedback- As we move forward with our designs, I want to thank you for the amazing jobs you are doing. I love hearing that you are sharing your work with others in your household and that you are listen to the opinions of others. Just like you would with a CLIENT. Nice job! As you know we are not in class, so my ability to give you feedback is limited as well as the Pandemic has effected us all in different ways. I am trying to be very mindful of this. But since I respect all of your collective intelligences, I think we should push forward. So lets dive in.
Metacognition – For example, involving extensive giving and receiving of feedback, and recruiting learners as self- and peer-assessors.
This places learners in the position of having to think metacognitively about the nature of the task and the cognitive processes of the discipline. It is vital that learners move from empirical and experiential understanding to pattern recognition and theory making – in this respect, metacognition is key.
To help explain why I have chosen to approach Art Critique through this lens, I need to remind you that pattern making and recognition of patterns (in testing, the way a teacher teaches, in designs and social situations (pandemics)) in my opinion is one of the best assets creative people have. That is you.
You will look at your WING DESIGN and critique it using the Feldman’s Art Criticism Theory, This is for you won benefit. I do not need this in writing. After you have done this, I want you to go back to your work and rework it if needed.
a)Description Description is the first step in the process of critiquing art (Feldman, 1994). During the description process critics make observations about what they see. These observations must be objective with no inferences or expressions of personal opinion, listing only what is seen without using value words such as ‘beautiful’ or ‘ugly’. What is the written description on the label or in the program about the work? What is the title and who is (are) the artist(s)? When and where was the work created? Describe the elements of the work (i.e., line movement, light, space). Describe the technical qualities of the work (i.e., tools, materials, instruments). Describe the subject matter. What is it all about? Are there recognizable images? (Jones, 2008)
b) Analysis Analysis is the second step in art critiquing process (Feldman, 1994). At this point the critics express their thoughts about the message of the artwork. Analysis relies heavily on the critic’s knowledge of the elements of art and principles of design to articulate in knowledgeable style the information seen in a work of art. To describe how the work is organized as a complete composition the critic should ask the following questions: How is the work constructed or planned (i.e., acts, movements, lines)? Identify some of the similarities throughout the work (i.e., repetition of lines, two songs in each act). Identify some of the points of emphasis in the work (i.e., specific scene, figure, movement). If the work has subjects or characters, what are the relationships between or among them?” (Jones, 2008)
c) Interpretation Interpretation is the third step of the critiquing process (Feldman, 1994). The critics express their opinion about what they think the artist is trying to say by describing what it means to them, how it makes them feel or what expressive qualities the piece has. The critic should ask the following questions: What expressive language would you use to describe the qualities (i.e., tragic, ugly, funny)? Does the work remind you of other things you have experienced (i.e., analogy or metaphor)? How does the work relate to other ideas or events in the world and/or in your other studies? (Jones, 2008)
d)Judgment Judgment or theory is the final step in the art critique process (Feldman, 1994). During the judgment the critics state their own opinion about the work of art. The artwork assessed whether the piece is a success or failure by asking the following questions: What qualities of the work make you feel it is a success or failure? What criteria can you list to help others judge this work? How original is the work? Why do you feel this work is original or not original? (Jones, 2008)
So let's talk about the wings. As you have been watching the videos and making your own Skyline icons, I thought I would give you this image to add. I did not take the photo and I am not sure who did. I made it line art/ blueprint. Feel free to use it.
Please add to you design:
The images below I did take. I think the wind turbine would be a good addition and the Eagle sculpture near the student entrance.
Remember the TEXT on your postcard is part of the overall design and it needs to be impressive.
This means you need to DOWNLOAD a NEW FONT. You can go to dafont.com or 1001fonts.com. Those are just 2 places you can go. There are hundreds of sites for free fonts.
Remember that by tomorrow you should have COMPLETED for the CLP 2 the following: Project 3 you will need to post to your WEEEBLY the following: Screenshots of the 3 Layers (foreground, middle ground, and back ground) and original photograph you are using for your illustration. Project 4 you will need to post to your WEEEBLY the following: A screenshot of the FINISHED postcard. Check for Understanding Survey. You will receive a google form survey tomorrow via email. It is a must for the CLP.
If you really want to try something NEW below is a great tutorial from Spoon Graphics. Enjoy!
Happy National Parks Week! I know that we are all safely at home and can not venture out into any National Parks. I look forward to your designs transporting me to another place.
The above video is of the Grand Canyon and explores the Parchitecture by Mary Colter.
Remember that by tomorrow you should have COMPLETED for the CLP the following:
Project 1- 2 Sketches posted on Weebly. Weebly address posted to GCR and marked done for credit.
Project 2- 2 finished posters done in Illustrator. Screenshots of the 2 posters published on Weebly. Weebly page address turned into GCR and marked done for credit.
Check for Understanding Survey. You will receive a google form survey tomorrow via email. It is a must for the CLP.
Awesome tip for text that would be good for National Parks Postcard Project next week. Happy National Parks week!
