rocket-prose - Tumblr blog

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@colleencoover has opened up an etsy shop and she's filling it with original art.

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Comic Book Creator: Ramona Fradon

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i am begging all of the 20something usamericans on this website to understand that “disillusioned with us politics” is a constant state of affairs. you still have to vote. you still have to keep the needle as far left as you can. there is literally no other option and every election has echoes of consequence. please please please just fucking vote

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Henk Kuijpers: Franka

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Brooklyn Nine-Nine S08E10 ‘The Last Day Pt 2′

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Thoughts on giving critiques to comics artists.

Seeing lots of discussion from students about sour experiences with an unhelpful art teacher, so here's a long, long post about giving critiques.

NB: I have no formal training as a teacher, but I was a student, and I've spent decades giving artists feedback on their work.

When someone brings me a portfolio, I like to establish my limitations & clarify my perspective. My work is firmly rooted in traditional US comics storytelling (i.e., not manga or art-comics.) I can give feedback on other approaches but they should know where I’m coming from.

“We've only got a little time for this, so I'm going to spend that time focusing on things to correct. That doesn't mean you're doing everything wrong, or that there’s nothing good here, but it’ll be more helpful if I identify some problems and show you how to fix them.”

Why? Because for many young artists their entire sense of self worth is wrapped up in being good at what they do. (It was for me!) In school they were probably the best artist in their peer group. But now if they're hoping to turn pro, they’re at the bottom.

Sometimes you know what’s up when you see page 1, but try to keep an open mind. Some build their portfolios by sticking new pages at the back & don’t weed out the old stuff up front, so the work gets better as you go. When it’s like that I ask: “Show me your best 8 pages.”

I ask questions: "What's the goal? Do you want to be hired to work on someone else's project, or to get the story you're showing me here published?"

If 1, I steer towards a portfolio that'll showcase hirable skills. If 2, I look for what tweaks will make that particular story more effective.

"Do you have teachers giving you regular feedback? What are they telling you?" Sometimes a student is getting bad advice. In cases like that, I'll do my best to be extra clear WHY I'm giving them advice that's 180 degrees from what they've been hearing.

“What artists are you looking at? Is there someone you admire or try to emulate?” This often helps me understand choices they're making, and I can sometimes incorporate things those artists do into my suggestions.

I ask myself questions about what I’m seeing. First: Is there a narrative? If not, I make it 100% clear I'm not speaking as any sort of expert. I'm good at critiquing storytelling, but don't have anywhere near as much to offer illustrators or designers.

Can I follow the story? Or am I confused about what's going on? Are the characters and settings drawn consistently? If not, is the artist at least making use of tags (distinctive clothing, hair etc.) to keep the characters recognizable?

Does the artist demonstrate a good command of basic academic drawing? If not, Do I think they need it? Do I focus on "how to draw" or on "what to do when you can't draw?" Is the artist putting the viewer’s eye where it needs to be to tell the story effectively?

(At this point I’m usually doing little doodles to go with my instructions. I scribble out ugly little 5 second diagrams that I hope will clarify what I’m talking about. Or they might make me seem demented. Hard to say!)

Is the artist making choices that are creating more work than necessary? Is there a particular weakness? I once spoke to an artist with a portfolio full of great work when he was drawing animals and monsters, but his humans were amateurish in comparison. I spent that critique talking about drawing people.

A crit can be a grab bag. In addition to big-picture advice, I'll point out tangencies, violations of the 180-degree rule, wonky anatomy, weird perspective, places where the artist neglected to do important research, odd choices in how they spotted black, whatever catches my eye.

I also try to make a point of defining the terms, so that jargon like “tangency,” “180-degree rule,” and “spotting black” don't go over their heads. Find simple, concrete ways to talk about these things, & clarify why it's a problem when they aren't done correctly. Draw diagrams!

Recognize that even a perfectly phrased explanation might not sink in. Some lessons can only be learned when a student is ready, and it might take a year or two of work before they can understand what you were saying. It's good to plant seeds.

Are there other artists who are particularly good at solving the problems the student is trying to solve? I steer them towards that artist's work. And I always recommend life drawing & the use of reference to give work variety and authority.

Despite what I said earlier about focusing on what's wrong, I try at the end to find something encouraging to say. And if I’ve really piled on the criticism, I emphasize that I only spent the time and energy to do so because I take their efforts seriously.

If I've done my job right, they'll leave my table with tools to make their work better. And maybe in a few years they'll be looking at some younger artist's work, surprised to discover just how much you can learn when you're asked to teach.

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In 1992, Sinead O'Connor ripped up a picture of the Pope on live television, in protest of the rampant child sexual abuse the Catholic Church was actively covering up.

Ten days later, she was scheduled to perform at Madison Square Gardens, as part of a celebration of Bob Dylan. As soon as she got to the microphone, the audience began loudly booing her, seemingly in unison.

The organizers tasked Kris Kristofferson with removing O'Connor from the stage. He instead went out and put his arm around her and checked in on her and stayed until she'd steadied herself and was ready to perform. When she came off stage, he wrapped her in a bear hug.

"Sinead had just recently on Saturday Night Live torn up a picture of the Pope, in a gesture that I thought was very misunderstood. And she came out and got booed. They told me to go get her off the stage and I said 'I'm not about to do that'

I went out and I said 'Don't let the bastards get you down'. She said 'I'm not down' and she sang. It was very courageous. It just seemed wrong to me, booing that little girl out there. But she's always had courage."

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New video by Leila del Duca featuring tips from me and my studiomates at @helioscopepdx. "What is one thing you've learned that you use at the drawing board every day?"

If you want a more in-depth explanation of my tip, you can find it here on tumblr.

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A painting process.

This is by the same guy who draws horses in his funky style (videos here and here)

[eng by me]

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René Péan

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Thoughts on giving critiques to comics artists.

Seeing lots of discussion from students about sour experiences with an unhelpful art teacher, so here's a long, long post about giving critiques.

NB: I have no formal training as a teacher, but I was a student, and I've spent decades giving artists feedback on their work.

When someone brings me a portfolio, I like to establish my limitations & clarify my perspective. My work is firmly rooted in traditional US comics storytelling (i.e., not manga or art-comics.) I can give feedback on other approaches but they should know where I’m coming from.

“We've only got a little time for this, so I'm going to spend that time focusing on things to correct. That doesn't mean you're doing everything wrong, or that there’s nothing good here, but it’ll be more helpful if I identify some problems and show you how to fix them.”

Why? Because for many young artists their entire sense of self worth is wrapped up in being good at what they do. (It was for me!) In school they were probably the best artist in their peer group. But now if they're hoping to turn pro, they’re at the bottom.

Sometimes you know what’s up when you see page 1, but try to keep an open mind. Some build their portfolios by sticking new pages at the back & don’t weed out the old stuff up front, so the work gets better as you go. When it’s like that I ask: “Show me your best 8 pages.”

I ask questions: "What's the goal? Do you want to be hired to work on someone else's project, or to get the story you're showing me here published?"

If 1, I steer towards a portfolio that'll showcase hirable skills. If 2, I look for what tweaks will make that particular story more effective.

"Do you have teachers giving you regular feedback? What are they telling you?" Sometimes a student is getting bad advice. In cases like that, I'll do my best to be extra clear WHY I'm giving them advice that's 180 degrees from what they've been hearing.

“What artists are you looking at? Is there someone you admire or try to emulate?” This often helps me understand choices they're making, and I can sometimes incorporate things those artists do into my suggestions.

I ask myself questions about what I’m seeing. First: Is there a narrative? If not, I make it 100% clear I'm not speaking as any sort of expert. I'm good at critiquing storytelling, but don't have anywhere near as much to offer illustrators or designers.

Can I follow the story? Or am I confused about what's going on? Are the characters and settings drawn consistently? If not, is the artist at least making use of tags (distinctive clothing, hair etc.) to keep the characters recognizable?

Does the artist demonstrate a good command of basic academic drawing? If not, Do I think they need it? Do I focus on "how to draw" or on "what to do when you can't draw?" Is the artist putting the viewer’s eye where it needs to be to tell the story effectively?

(At this point I’m usually doing little doodles to go with my instructions. I scribble out ugly little 5 second diagrams that I hope will clarify what I’m talking about. Or they might make me seem demented. Hard to say!)

Is the artist making choices that are creating more work than necessary? Is there a particular weakness? I once spoke to an artist with a portfolio full of great work when he was drawing animals and monsters, but his humans were amateurish in comparison. I spent that critique talking about drawing people.

A crit can be a grab bag. In addition to big-picture advice, I'll point out tangencies, violations of the 180-degree rule, wonky anatomy, weird perspective, places where the artist neglected to do important research, odd choices in how they spotted black, whatever catches my eye.

I also try to make a point of defining the terms, so that jargon like “tangency,” “180-degree rule,” and “spotting black” don't go over their heads. Find simple, concrete ways to talk about these things, & clarify why it's a problem when they aren't done correctly. Draw diagrams!

Recognize that even a perfectly phrased explanation might not sink in. Some lessons can only be learned when a student is ready, and it might take a year or two of work before they can understand what you were saying. It's good to plant seeds.

Are there other artists who are particularly good at solving the problems the student is trying to solve? I steer them towards that artist's work. And I always recommend life drawing & the use of reference to give work variety and authority.

Despite what I said earlier about focusing on what's wrong, I try at the end to find something encouraging to say. And if I’ve really piled on the criticism, I emphasize that I only spent the time and energy to do so because I take their efforts seriously.

If I've done my job right, they'll leave my table with tools to make their work better. And maybe in a few years they'll be looking at some younger artist's work, surprised to discover just how much you can learn when you're asked to teach.

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Seattle Public Library is doing this awesome program called Books Unbanned that allows teens and young adults (ages 13-26) access to their collection of e-books and e-audiobooks from anywhere in the USA. All you need to do is fill out a simple form and you get their Books Unbanned card. Please share this information far and wide. I know they're not the only ones to have done this, but the more the merrier!

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American Domestic Violence Hotlines

National Domestic Violence Hotline - call 800-799-7322

Rape, Abuse, and Incest National Network (RAINN) - call 800-656-HOPE or message responders on the Safe Helpline

The Anti-Violence Project - for LGBT people, call 212-714-1124 (Spanish available)

LGBT National Help Center - for LGBT people, call 888-843-4564 or 800-246-7743 for youth

The Network La Red - for LGBT, poly, kink/BDSM survivors of abuse; call 617-742-4911 (Spanish available)

love is respect - for youth and young adults, call 866-331-9474 or text “loveis” to 22522

The Northwest Network - for LGBT people, call 206-568-7777

StrongHearts Native Hotline - for Native Americans, call 844-762-8483

Manavi - for South Asian women, call 732-435-1414

More Resources

Domestic Violence Shelter Search Tool