DIGITAL COLOUR THEORY

DIGITAL COLOUR THEORY

This collection relates to the 2010 Ontario Curriculum Grade 9 Visual Arts documents in the following specific expectations:

A2.2 Students will apply elements and principles of design to create art works that communicate ideas and information. pg. 120

A3.1  Students will experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works (eg. experimenting with contemparty art-making methods and materials; incorporate found objects, digital images, and mixed media into their art work...)

pg. 121

B1.2 Students will identify, on the basis of examination, elements and principles of design used in various art works, and describe their effects (eg. ....the use of colour to contribue to mood, depth, and/or unity) pg. 122

This collection is based on colour theory and explores the use of non-conventional art materials to create an interesting piece.  Complimentary, monocromatic and analogous colour schemes were explored using found materials to create an intreging still life.  The use of a digital camera incorporates technology into the piece and the colour exploration is based on the elements and principles of design which is a focus in the Grade 9 Visual Arts curriculum documents. 

BURRIED ALIVE

BURRIED ALIVE

This piece relates to the 2010 Ontario Curriculum Grade 10 Visual Arts document in the following specific expectations:
A3.1  Students will explore and experiment with a variety of materials/media, including alternative media, and traditional and/or emerging technologies, tool, and techniques, and apply them to create art works (eg. Use recycled, found, and/or handmade objects to make a mosaic or assemblage.....) pg. 128
A2.1  Students will use various elements and principles of design to create art works that express personal feelings and/or communicate emotions to an audience (eg. create a mixed media self-portrait....) pg. 127
B2.3 Students will identify and describe ways in which creating and/or anaylsing art works has affected their personal identity and values (eg. with reference to their self-concept......their ability to express their emotions) pg. 130
C3.3 Students will demonstrate an understanding of how the production and presentation of art works can affect the environment, and apply environmentally responsible practices when creating and presenting art works (eg. use recycled materials where possible...) pg. 132

This piece uses scrap materials as a drawing surface.  I collaged cardboard from cereal boxes and added newspaper to create an unconventional drawing surface for my self portrait.  I was trying to convey an environmental message and demonstrate a mood in my portrait.  I wanted to create a self portrait that shows my concern with environmental issues and the ruined (ripped paper) state of our world.  There is a focus in the new curriculum with environmental awareness and using found object and recycled material in artwork.  This piece adds a deeper meaning to a traditional self portrait.

ONE SKY

ONE SKY
This collection reflects the 2010 Ontario Curriculum Grad 9 Visual Arts document in the following specific expectations:
A2.1 Students will explore elements and principles of design, and apply them to create art works that express personal feelings and/or communicate emotions to an audience (eg. explore the use of colour, texture, and/or space to express specific emotions) pg. 120
A3.1 Students will explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools and techniques and apply them to produce art works (eg. experiment with contemporary art-making methods and materials...digital images, and mixed media into their art work; use alternative painting surfaces and implements) pg. 121

For this collection I worked with a variety of mediums, beginning with metalic spray paint.  I experimented with using spray paint on watercolour paper then applying watercolour paint over top to create a patina.  From there I used acrylic paint to create the clouds and finally some oil pastel in some cases.  I chose to use a monocromatic blue pallet to create a mood in my collection.  I used digital photographs as a starting point but relied on my design sense for the compositions.  The paintings are meant to evoke an environmental awareness and I chose to do a collection of skyscapes based on my concerns with pollution in the air.  This was another reason for my colour choice, the clouds can also be seen as smog or smoke. This subtle reference to pollution takes the paintings from observational to meaningful pieces.  

FRAMED TRAVELS

FRAMED TRAVELS LINO PRINT
This piece reflects the 2010 Ontario Curriculum Grade 9 Visual Arts document in the following specific expectations:
A1.1 Students will use a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of art works (eg. use research, synetic charts.......use notes and/or thumbnail sketches to develope their plans...) pg. 120
A3.2 Students will use appropriate practices to prepare their art works for presentation (eg. complete all aspects of their art works; sign and date and/or number their works and prepare appropriate labels for them...) pg. 121
C1.2 Students will use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works (eg. brayers....) pg. 124
B2.3 Students will identify ways in which creating and/or analysing art works has affected their personal identity and values (eg. with reference to their self-perception.....)

For this lino I started with a mind map to determine who I consider myself to be.  I began with words and then added small sketches to represent who I am. 

From there I created thumbnail sketches using the words that I felt represented me.  I decided to draw an abstract map to represent my love of travel as well as an abstract partial frame for my love of art and galleries.  I then combined the sketches to create an abstract drawing which was transfered to a piece of lino.  By experimenting with colour on my sketches I was able to decide on a warm, analogous colour scheme. 

I then used the proper tools to produce a series of abstract prints that represent myself.  Finally I properly signed and titled my edition.  This piece is self reflective as well as process based. It allows one to think about who they are and how they would like to be represented and is an interesting way to begin an abstract piece of art.

SERVING a SCULPTURE

SERVING a SCULPTURE
This piece can be linked to the 2010 Ontario Curriculum Grade 9 Visual Arts document through the following specific expectations: 
A3.1 Students will explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques and apply them to produce art works (eg. experimenting with contemporary art-making methods and materials; incorporatie found objects......) pg.121
A1.2:  Students will use exploration/experimentation, reflection and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, and printmaking pg. 120
A2.2 Students will apply elements and principles of design to create art works that communicate ideas and information pg. 120

For this piece I have used found objects to create a collection of three sculptures that are unified through the elements of colour, texture and shape.  Creating three dimentional pieces allowed me to work with both the positive and negative space and reinforced the elements and principles of design such as shape, texture, colour, contrast, repetion, balance, unity and form.  The theme of cooking or serving is also repeated throughout the pieces.  This repetition of theme also creates a unified feeling amoung the pieces.
The environmental factor of creating artwork from found objects is an important part of the piece.  Using materials that may otherwise be forgotten or dumped in a landfill can change the meaning of the piece from a story about cooking and serving food, to the idea of reusing what we already have and finding new purposes for old objects.