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Selling a Metronomy Ticket for the 28th July!

If you would like to buy it or know someone who would be interested, please let me know! :)

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Week 11- Everything and nothingness. Time based art. Mouth moving but no sound actually coming out.

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Week 8-10

The topic explored was alien methods, a method used that is foreign, that we are unfamiliar with. The course outline also mentions this could take the form of using someone else's conceptual process in order to learn about our processes and appreciate it and maybe even develop it further. 

Who are the aliens?I'm not talking about extraterrestrials but if I think about the world of creative arts, the aliens are the ones who use unconventional methods to create a work, they are the ones who usually cause the controversy and unrest, which I find quite amusing! Such as the dadaists, cubists, monet, the conceptual movement, body art, similarly, just using methods and techniques one wouldn't think of. Alien methods can come quite easy if you thinking about it. For example, methods I consider alien are:

Drawing with my mouth or my toes

Playing piano with my toes

Constructing something with one hand or no hands 

Or even things such as life drawing ( draw from imagination, scientific methods, 

In class we had two tasks. In week 7 our homework was to try an alien method and I chose to draw with my mouth, it required patience as I had to find out how to maneuver my head properly to draw a simple flower!

The second task was to use 'earthly' means to fabricate an extraterrestrial message. I chose to work with sound, as it is the most interesting, although I couldn't upload it from my phone and even if I could I couldn't manipulate it so then I though of my sisters nintendo ds which does manipulate sounds and it was really fun to play around with. When she's not home (she doesn't like me touching the ds) I'll see if I can upload an audio file. 

This is an example of playing piano with toes, not my me but by this chinese boy who has no arms!

http://www.youtube.com/watch?v=2MJ-NeXRcEk

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Week 6-7

Creativity is the foundation of any artistic practice, it allows us to think outside the box and experiment with different possibly ideas and develop our own style. However, in these two weeks we are exploring the polar opposite- uncreativity and use methods such as copying, cut and paste, remixing etc. Uncreativity, in a sense can can strengthen a message or even conjure a new perspective of something.

Why do we want to be uncreative? Some one in class suggested it's because people are running out of ideas so they try to reinvent the old. Maybe in a way that is the case but it could also be, as I mentioned previously, to strengthen a message and develop a new perspective.

We were given two tasks for these two weeks. In week 6 we were put into groups and our task was to recreate a scene from a movie or an ad, in 30 seconds. If I remember correctly our group chose a scene from mean girls:

Karen: If you're from Africa, why are you white?

Gretchen: Oh my God, Karen, you can't just ask people why they're white.

We just re-enacted the scene, we probably could have done more but everyone was quite hungry and couldn't think properly.

In week seven we carried on with the topic of uncreativity and I don't remember if we had a class task but for homework we had to create a collage which was posted before this! I just made a collage on travel.

Here are some examples of uncreativity:

The first one that came to mind was the Jack Byruns remix!

http://www.youtube.com/watch?v=gX26fDlqIkg

http://www.telegraph.co.uk/news/worldnews/asia/china/3096599/The-stars-of-Chinas-booming-art-market.html

Marcel Duchamp- Fountain

http://www.youtube.com/watch?v=vh84g8rC2oA- a Disney cut and paste

http://www.youtube.com/watch?v=KQeTlxhhmEo- Disney mean girls! The dialogue from the movie is used over the scenes from different movies.

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Week 4 and 5

Thinking Through Media

I was present for week 4 but not week 5 but it was the same topic. This topic allowed us to think why we associate different media to convey different ideas. For example (one provided in the course outline) why is a feather used to represent lightness? Because the material of the feather is light so it's easier to make comparisons for what we feel, like when we use the phrase 'I feel light as a feather'. 

But what happens when we use the direct opposite material to describe this concept? This term is called an antithetical material. In class we were asked to go to the library and pick any book and try to represent that concept using contrasting materials. I did pick out a book but I didn't actually generate any ideas, probably because I was sitting in the sun! But when I came home I randomly thought about the story of the three little pigs and the materials they used for their houses,which were typical materials for house building. Then thought the most impractical material to make a house with would be paper. There are houses made from paper, not large scale houses though :L Paper can be easily destroyed by all earthly elements and even if we laminated it to protect it from water it's still light and can be blown away. This eliminates the idea of a home and a place of safety and comfort.

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Week 3

At this point, you will probably realize these posts are not exactly chronological, but, I only just recently have had time to update it! 

In week 3 I was in fact absent but from what I gather from the course outline is, the class was on convergent thinking.

Convergent thinking is more specific and refined thought process. I googled convergent thinking and opened up the link to the all knowing wikipedia. Basically, characteristics of convergent thinking are speed, accuracy and logic, and is often used to aid in decision making in order to make the most accurate and best decision.

http://en.wikipedia.org/wiki/Convergent_thinking

Convergent thinking isn't commonly associated with the fine arts as divergent thinking is, although, it is often used in conjunction with divergent thinking. Artists tend to have quite a few ideas and the creative block tends to develop when they cant choose. It's great to have so many ideas but when you cant even choose one, well. this can be very unsettling and this is where convergent thinking comes into play. By using this thought process an artists can then eliminate the ideas they feel are weak and develop the ones they like and finally end up with one idea they have developed strongly and can then start to create.

I think convergent and divergent thinking processes are both fantastic methods, although these thought processes used isolated from each other tend to not be as effective as when they are used in conjunction with each other.

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Brainstorm online with bubbl.us. Easily create colorful mindmaps to print or share with others. Almost no learning cur

When asked to define what a map is, you may agree that there is an array of definitions, though it can probably be admitted that the first image that flew into your head was the typical geographical map.  Although a map can be so much more, it can be purely conceptual; it encapsulates a concept and shows the different relationships and notions, arranged in a way so it is comprehensible. However, the obvious difference is, a conceptual map expands on an idea and allows one to explore various possibilities, go into depth, and initiates a divergent and more creative thinking process.

Initially  I was researching about maps in general; my thinking was initially kind of ‘in the box’. In my research I came across the typical grid map as well as road maps, climate maps which use colours to differentiate the temperature, a political map showing boundaries of the nation and state, an economic map which shows economic and natural resources.  Although this may seem typical, London artist Lucie Conoley has taken the map to a new level; one which makes a statement, using bold colours and large prints and even personalising them by using the areas or individuals information.

http://www.mirror.co.uk/lifestyle/going-out/artist-lucie-conoleys-paintings-map-1931900

A map is an excellent way to document how much something has spread such as disease, fast food outlets like McDonald's or even other places people like to eat. I also thought back to my studies of ancient history and how maps were used as a tool to devise strategies in order to conquer the opposing army.  Although I wanted a concept which I felt was unique so I could construct my own map. I then discovered the idea of a concept map was not developed until 1972 by a man named Novak who essentially wanted to understand the changes of a children’s knowledge of science. Since then, the conceptual map has progressed from basic text to works of art as it allows the mind to be more creative in thinking and strengthening the concept.

My mind started to unleash more creative ‘outside the box’ thoughts on the idea of mapping. I began to think of other concepts I could potentially map out and how I could go about presenting it for assessment two. The concepts included music, type of genres, artists and their origins and the effects of different music, alternatively the comparison of sound waves showing the rise and fall of pitch of two different songs. In contrast I thought of the concept of travel and constructing an informative and visual map which will reveal customs, beliefs, dress, gestures and etiquette and the do’s and don’ts in different countries. I also thought about other types of travel such as transport, time travel and space travel; adventures!

Finally I began venturing towards two main concerns that the majority of society have today; lifestyle and food. I’m trying to decide whether to focus on the concept of lifestyle which will undoubtedly include food or I could also just focus on the concept of food.  There are artists who literally map food such as Stephanie Herr but I want to create a map which will provide the viewer with both benefits and/or repercussions of different life styles and foods and how they affect the individual. I’m thinking about creating a graphic and textual mind-map or flowchart as I feel it will bring the concept across with clarity. These concepts have been developed further in the mind map above, which I thought was the best way to start thinking and map out ideas. I don't think will use a mindmap for assessment 2, it may become chaotic and and confusing!

http://www.webflakes.com/design/the-analytics-of-food/maps-up

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Week Two:

Today’s topic was on divergent thinking. This thought process is a spontaneous used to generate different creative ideas as one may go off into a tangent and explore other possibilities. It is also used with convergent thinking which is more specific, but this is often used to refine ideas. In class we brainstormed what divergent thinking is as well as its advantages and disadvantages and then had to exercise this thought process with an activity.  We had to choose a book ( preferably one we hadn’t read) and make a mind map on what it could possibly be about. The create something from the mind map. These drawings are the groups response to our mind map about ‘A Storm of Swords’. I haven't read the series, although I have watched the TV series which was adapted from this book but our mind map did go off on a tangent not even related to the book in some cases and our drawings reflect this tangent.

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WEEK ONE:

In week one, we were introduced to the conceptual process. To comprehend this, we at least need to know the basic definition of the word concept; an idea. The process is how we arrive at this idea, what we did to develop and strengthen it. This is a process practicing artists go through all the time as it aids them in their creative process and finally to the complete artwork. Concept was embraced to the extreme in the 1960's and 70's due to the conceptual movement. The concept was the most important and intriguing aspect the artists work as it allows people to question and reflect how the artist arrived to the final outcome. Although I should note this movement was quite controversial as most works were void and simple  and sometimes not even fabricated by the artist themselves, but, that was the concept. It wasn't about the final out come but by the concept, which was considered more important. This essentially allowed these artists to be innovative with their artistic expression.

Conceptual process is something we do without even realizing. It's, in a way, a type of problem solving as it allows us to explore different ideas and possibilities. For example, research is the most common method used to develop conceptual process, most of us do this all the time, as it aids in developing our thought process and even develop new thought processes. In class we brainstormed various conceptual process and research methods. I heard of just about everything the class brainstormed, but had never considered them to be something in the realm of conceptual and this was actually a refreshing outlook. Also we brainstormed different concepts in which were to choose from and then interact with to create something. The concept i contributed was distortion, however, I ended up choosing destruction.

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These are some awesome clouds! Although they are covering the sky, the textures and forms seem like an artwork.

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Week 8:

So I walk into class on Monday and everyone is using salt to create pictures. Although very random the use of salt demonstrates the concept of erasure as we are removing parts of the salt to create features or just putting it back into a pile to create another image. This is what I made during class. The image below was manipulated with a neon effect on a program call Picasa. This effect essentially removed the white space (salt), the mass amounts to reveal just the outline or silhouette.

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Erasure + Editing

Hello :)

In week six our class was working with the concept of erasure and editing. We all had to make an image and we swapped numerous times and we essentially erased other images in order to add to it. It was a very interesting task as it allowed us to be creative in a completely different way and create something new.

Erasure and editing in this case was in the forms of cutting away, scribbling out, pasting things on tops, folding, tape or even just drawing over something.

These are the artworks as a result of erasure and editing.

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Mark making over time

The videos below are developments of the previous lessons idea of the emphemeral. Our group worked with video, chalk pastels, water and stop motion to convey the idea of the ephemeral. Working quickly through our ideas meant we had to get straight to the point and convey the message and purpose in a way the audience would understand easily. It also allowed us to experience such a tight deadline which in a way, sparked creativity as well as focus.

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animation created in our group interacting with motion and the ephemeral using water and chalk

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group work - experimentation with motion 1

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My Mark Making Assignment

I decided to document my kitchen, the things that are used most.

The Fridge: I took a photo of the outside of the fridge and cut it to make it look like it opened. The inside was drawn, as well as labels from the actual products were stuck on.

Tea and coffee: Beverages that we cannot live without! I painted the tea and coffee cup with actual tea and coffee. I also drew where the objects are placed on the bench and created characters to show the effect the coffee and tea can have on us.

A basic aerial view of the kitchen. I can't remember which lines are which, but two different coloured lines marked my eye movements and the other two coloured lines mark my sister and mums movements.

Stove top hot plate: I carefully places a piece of paper on low heat and allowed the paper to burn a tad and when we were cooking I left the paper there to be splattered on.

A recipe I always make- Choc chip cookies :3 I made the tray from the cardboard. I baked the cookies and when I took them out, traced around some on the tray on the baking paper and stuck the baking paper on the make shift tray and stuck the recipe on top. After staring at it a while, I made a character from the cookies.