Thursday, 23 January 2014
Liam Spencer.
Spencer was born in 1964 in Burnley, United Kingdom. He attended St Theodores RC High School then after completing high school, moved on to Burnley college and also the Manchester school of art and now studies at Manchester Metropolitan University. Spencers paintings are mostly focused on Greater Manchester and North West England. He has painted other parts of the world such as New York City. A popular format of his works is 'Panoramas'.
His style is very realistic yet exaggerated, I like how he has done the reflections of the lights and buildings in the roads, the brightness of his paintings make them stand out a lot. I like the brush strokes he has used to create the right textures for the roads and buildings.
John Virtue
John Virtue was born in the year 1947 in Accrington, United Kingdom. He specializes in monochrome landscapes. He studied at The Slade School of Fine Art from 1965 to 1969. During 1971 he moved near Haslingden and did paintings of Landscapes for 2 years then he abandoned painting for pen and ink drawings, his work was inspired by Samuel Palmer. He worked as a postman from 1978 till 1985 to work as a full time artist, he then lived in Devon from 1988 till 2000. He see's color in work as an 'Unnecessary distraction', therefore he uses black and white. He is well known for his London paintings which were displayed in the National Gallery.
I particularly like these two examples of his work as they look quite gothic, considering their color and texture. I find it interesting how he hasn't used any sense of color. From the paintings the mood seems quite depressing yet calm.
Monday, 20 January 2014
David Farren Townscape.
Davids work stood out to me becaue of how realistic and expressive his work is, I like the way that he has done the lighting in his work, I like how the lights reflect onto the ground and create shadows.
Nathan Fowkes, Townscape.
Nathan is my favorite of the townscape artists I have chosen, I like how his work looks quite realistic but also looks animated at the same time, it reminds me of Dreamworks films which inspire me.
Wednesday, 15 January 2014
Cindy Sherman
I liked this photographers work as is it very bizarre and does not really make sense, which is why I like it.
The Lion King Remake.
I used photoshop to cut out Danielle's head using the freeform select tool then I copied and pasted her head into another image and scaled it down to the right size to recreate a humorous Lion King.
Tuesday, 14 January 2014
Using Illustrator shapes.
I first used the pen tool to draw out some shapes which diddnt work out very well, then I used the shape tools whilst holding down the shift key which shaped them perfectly.
Wednesday, 8 January 2014
35 mm SLR Cameras
The Camera
This
camera is one of the most highly developed of all cameras; the digital SLR is
based on the camera. The basic idea is
using a hinged mirror to reflect the image formed by the camera lens onto a
viewing screen, until just before the moment of exposure. In a digital SLR the sensor displays the
image on a screen until just before the data is saved to the memory.
The
SLR viewfinder system uses a mirror to turn the image the right way up and a
pentaprism (basically a 5 sided block of glass, silvered on 3 faces) to correct
the left to right reversal. The
pentaprism also offers a compact, but comfortable long optical path between the
screen and the eyepiece, which are really only an inch or so apart. This reduces eyestrain and the need for
complicated wide-angled eyepiece optics.
With the SLR there is a wide selection of interchangeable lens, focusing
screens and viewfinders.
The greatest single
advantage of the SLR camera is total absence of parallax error. You can see exactly what the lens will place
on the film, the precise distance focused and by stopping down the lens, the
limits of depth of field and as lens are interchanged the new field of view is
automatically visible on the screen. The
camera can be attached to a telescope or microscope or be fitted with diffusers
and masks over the lenses and you are still able to see the precise image the
lens will produce. The SLR camera also
has solid state through the lens metering, zoom lens and motor drives. There is an ever-widening equipment system
built around the SLR camera.
A
basic SLR camera consists of a lens and a body, which incorporates a
viewfinder, film speed dial, shutter release, film advance lever, exposure
counter, rewind knob, rewind release button, mirror, focusing screen,
pentaprism, and built in through the lens metering system.
Operation of the 35 mm
SLR CAMERA
1.
Set the ISO number on the Film speed dial
usually on the shutter speed mounting.
2.
Look through the viewfinder, turn
focusing ring on lens barrel until important subject material in view appears
sharp.
3.
Select appropriate shutter sped or
aperture according to visual requirements, i.e. to stop or accentuate movement,
or to increase or decrease depth of field.
4.
Select mid tone grey of subject avoiding
incorrect readings caused by very dark or very light areas.
5.
Adjust either shutter speed or aperture
until 'floating' indicator needle in viewfinder is centered between the plus
and minus indicators. (Some cameras will have lights rather than a needle –
green light is correct). The camera is
now set to correct exposure.
6.
The picture area covered corresponds to
the edge of the viewfinder frame.
7.
Check focus, compose image and gently release
the shutter, then wind lever through to next frame.
Camera lens.
Camera Lens
The aperture controls how much light hits the film. The aperture is the hole that lets the light
in. The bigger the hole then the
greater the amount of light that is let in.
By irony the system for indicating the size is the larger the number
then the smaller the hole, therefore f4 is larger than f11.
Shutter Speed
The shutter controls how long the light is allowed to
strike the film. This is usually in
fractions of a second.
Exposure
Correct exposure is a balance between
how much light is allowed to hit the film and how long it is allowed to hit the
film. This means that there are several
correct settings for any light level.
This can allow for a choice in the combination of f-stop and shutter
speed.
The figure project brief sheet.
The Figure Project
Date for final assessment Units 2,3,5,&,6:Feb
25nd 2012
Interim
assessment Units 2,3,5,&,6:Dec 17th 2012
Project
theme: Figure
Project
title: Narrative Photography
UAL
project units: Unit
2: Introduction to research skills. Unit
3: Introduction to critical & contextual awareness.
Unit 7: An
integrated approach to time based problem solving.
Assignment
Tutors:
Kim Stuttard, Carlton Watt.
Rationale and assignment
This project encourages
you to experiment with film photography as a tool to explore narrative,
responding to the theme of the Figure. You will expose, develop and print your
photographic images. These outcomes will be translated into small tasks to help
you form and develop a personal workbook, plus portfolio work.
Task 1
To help inform your practical work you need to research historical/contemporary photographers
who explore narrative photography in their work. See list of potential
contextual sources.
Task 2
Chose a theme you want to explore in
your work. Think about any props you may need, camera angles and locations. Record
your developing ideas.
Task 3
Using film photography produce a
selection of photographs exploring your chosen theme. These can involve
experimentation with various shutter speeds and need to capture your chosen
narrative. Record your working processes.
Task 4
Develop your film and print
the most successful photographs. Include in your workbook all examples of test
strips etc and record your working processes.
Task 5
Mount the most successful
photographs and produce an evaluation analysing your practice and influences.
Work needed for assessment
Sketchbook work visually recording your practical development and
experimentation, analysis of your ideas and practical investigation and annotated
contextual research. Final mount and evaluation.
Critical and contextual references
To support your research and development of ideas
you are advised to refer to some of the following:
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Unit Assessment Criteria
Unit
2 Introduction to research skills in art & design
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Unit
3 Introduction to critical and contextual awareness in art & design
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Assessment Criteria
The candidate can:
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Assessment Criteria
The candidate can:
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1.1 Critically compare a range of research tools,
methods and skills
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1.1 Critically compare a range of critical
perspectives that influence the analysis of art & design
1.2
Apply
knowledge of critical perspectives to the analysis of a range of art &
design activities
1.3
Apply
knowledge and understanding of a range of critical
perspectives to support own art
design
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2.1 Critically
compare a range of primary and secondary research sources
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2.1 Critically compare a range of contexts within which art & design
is positioned
2.2 Apply an
understanding of a range of contextual parameters to support own creative
development
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3.1 Apply research tools, methods and skills to
record and interpret information and develop ideas for creative outcomes.
3.2 Evaluate the effectiveness of research
tools, methods and skills to develop ideas for creative activities.
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Unit 7: An integrated approach to
time-based problem solving in art & design
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Assessment Criteria
The candidate can:
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1.1 Analyse the requirements and parameters of a time-based
problem in art and design
1.2
Apply research activities to support solutions to a time-based problem in art
and design
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2.1 Demonstrate the ability to plan, organise and prepare
solutions to a time-based problem in art and design
2.2 Apply practical skills, understanding and methods to solve
time-based problems in art and design
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3.1 Analyse the
effectiveness of solutions to time-based problems in art and design
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