| ART
210 Visual Concepts I [0287] 0101 TuTh.......9:00am-10:50am (FA 113) [0288] 0201 TuTh......11:00am-12:50pm (FA 112) |
Exercises in Relativity Color :: Figure ground
(part 1 of 3)
OBJECTIVE:
To learn color vocabulary and understand the subtractive color wheel
and the relative characteristics of color according to theories by Bauhaus,
Johannes Itten and Joseph Albers. Students will apply the theory of
color pushing and pulling to their own compositions. They will need
to distinguish hue, saturation, and value in order to successfully complete
this exercise.
METHODS: Students will use 1 11x15” illustrations board, creating
2 4x6” compositions (see reverse for sample diagram), X-acto knife,
glue, cutting board, t-square and triangle, pencil, sharpener and eraser,
and a box of Color-Aid, 314 sheets color package, 4x6”. Use the
Joseph Albers “Interaction of Color” in the computer lab,
chapter VI and VII for examples of finished student projects.
PROJECT:
Create 2 side by side figure/ground relationships in order to apply
the following theories.
1. 1 color appears as 2 colors*
Utilizing the theory studied in Albers Interaction by Design, create
two side-by-side compositions in which the same figure color appears
as two distinct colors in each of their relative grounds. Label the
composition 1 color appears as 2 colors (insert color harmony/or color
scheme in the label) Hint: Look at the Interaction of Color on the computer
and study the following: What is the relationship between the single
figure to the two grounds?
2. 2 colors appear as 1 color*
Utilizing the theory studied by Albers Interaction by Design, create
two side-by-side compositions in which two distinct figure colors appear
to be the same color within their relative ground. Label the composition
2 colors appear as 1 color (insert color harmony/or color scheme in
the label) Hint: Look at the Interaction of Color on the computer and
study the following: In most of the examples, what is the relationship
of the two grounds to each other? In most of the examples, what is the
relationship of each figure to its ground?
Exercises in Relativity Color Theory :: Boundaries
(part 2 of 3)
OBJECTIVE:
To learn color vocabulary and understand the subtractive color wheel
and the relative characteristics of color according to theories by Bauhaus,
Johannes Itten and Joseph Albers. Students will apply this theory to
their own compositions distinguishing hue, saturation, value and color
relationships on the color wheel. All compositions will continue to
be objective, abstract in form, utilizing issues of balance, negative
space, etc
.
METHODS:
Students will use 1 11x15” illustrations board, creating 2 4x6”
compositions per board (see reverse for sample diagram), X-acto knife,
glue, cutting board, t-square and triangle, pencil, sharpener and
eraser, and a box of Color-Aid, 314 sheets color package, 4x6”.
PROJECT:
Students will create side-by-side compositions with the following objectives:
1. Vibrating boundaries
Create a composition that utilizes the theory studied in Albers Interaction
by Design to create a color composition that vibrates Label the composition
Vibrating boundaries.
2. Disappearing boundaries
Create a second composition where the boundaries are barely distinguishable.
Label the composition Disappearing boundaries
 |
 |
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| hue
as value |
how
much to how much |
transparency |
Exercises
in Relativity Color Theory :: Value, intensity
(part 3 of 3)
OBJECTIVE:
To learn color vocabulary and understand the subtractive color wheel
and the relative characteristics of color according to theories by Bauhaus,
Johannes Itten and Joseph Albers. Students will apply this theory to
their own compositions distinguishing hue, saturation, value, warm and
cool colors, triadic and complementary harmonies. All compositions will
continue to be objective, abstract in form, utilizing issues of balance,
negative space, etc.
METHODS:
Students will use 1 11X15” illustrations board, creating 2 4x6
compositions per board (see reverse for sample diagram),
X-acto knife, glue, cutting board, t-square and triangle, pencil, sharpener
and eraser, and a box of Color-Aid, 314 sheets color package, 4x6”.
PROJECT:
Create side by side compositions, one of the compositions should be
triadic and both will have the following criteria:
1. Equal hue value (brightness), different intensities
Create a composition where the value (brightness) of at least three
colors is the same. Select a value within the scale of values provided
by Color-Aid. Choose a value that is one step up and one step down (darker
and lighter) from your chosen value. Match colors to the gray value,
not to each other. Label the composition Equal hue value
2. Equal hue intensity (saturation), different values
Do not use full saturation hues, choose a combination of tints and shades.
Create a composition where the intensity (saturation) of at least three
colors is the same. Choose 1 or 2 colors along the same row of your
color chart, or use your eye (and check it against the chart) and then
select 1 or more of the same saturation from the shades. Use your eye,
compare many steps when deciding equal saturation but different values.
Label the composition Equal hue intensity
examples
equal hue value +
equal hue intensity +
additive color [1]
psychology and color [1]
general color links [1]
color cube [1] [2]
principles of color [1]
color scheme tool- very cool [1]
| COLOR
COMPOS ITION FRAMING LOCAL COLOR OBJECTIVE To apply principles of composition through positioning a point of view within a frame. Additionally students will consider the natural world through framing color palettes and see the distinction between local color appearances and subjective color assumptions. MATERIALS Disposable Camera (or other camera where the student can produce 24 photos in a one hour photo processing lab). No inkjets or computer output will be accepted for this project. Hint: avoid using figures or portraits as a focal point. No Sunsets. METHODS Shoot 24 photographs outdoors. The frame of the photographs must consider principals of composition, asymmetry, balance, rhythm, figure/ground relationships, etc. Each of the following color palettes should dominate one of the 24 frames: neutral monochromatic analogous warm cool complementary split complementary triadic primaries secondaries tertiaries Due: 24 4x6” photographs and a magazine (to be collaged) will be Due: the beginning of class. |
Optical Blending
OBJECTIVE
To apply the color theory learned by Joseph Albers into a full color collage from a photograph.
Students will train their eyes to interpret color between materials, they will be able to deconstruct local color through the juxtaposition of its color properties. Students will optically deconstruct their photographs and visually blend near material to create an optical effect similar to the original
image in composition and color.
MATERIALS
Students will use 1 15x20” illustrations board, creating 1 11x15” composition, X-acto knife, glue, cutting board, t-square and triangle, pencil, sharpener and eraser, a magazine and scraps from their box of Color-Aid.
METHODS
Choose one of the 24 photographs to reproduce as a collage. Look through magazines to find color necessary for your collage. You may visually blend color, for instance, if a light gray is in the composition a paragraph of black text on a white ground may visually blend to appear the same value as the gray in the photograph. Use scraps of Color-Aid in addition to magazines scraps.
Due:, beginning of class.