Movie posters are designed to promote films and attract audiences. Students created posters for movies as part of an assignment. The posters showcase the students' design skills and creativity in visually representing different films.
This document provides guidelines for an assignment to create an alternate movie poster for a selected film. Students are instructed to choose an actual existing movie and design a poster that utilizes principles of visual design, including balance, repetition and variety, effective use of color, and simplicity. The poster must have a visual hook to catch viewers' attention quickly. Any photographs used must be significantly altered and no pre-existing art or clip art from the internet beyond basic symbols can be directly copied. The poster is limited to 2-3 color hues.
The student is assigned to create 3 animated GIFs using paintings from art history as source material. Each GIF must be created using a different animation technique: 1) adding extra elements that move across the image, 2) sequentially altering the color of each frame, and 3) applying filters that change from frame to frame. The finished GIFs should have 8-12 frames each and their URLs will be posted to the class blog.
Poster art is a form of graphic design and image making intended for advertising or announcements. Posters are designed to be eye-catching and convey information quickly to those passing by or glancing at them. The style and content of posters varies widely depending on the purpose, but they aim to attract attention and communicate their message succinctly through the use of images, text, color and design.
The document provides information on various 17th century European artists and their works, including Bernini, Caravaggio, Artemisia Gentileschi, Velazquez, Rembrandt, Vermeer, and others. It describes key sculptures and paintings such as Bernini's Ecstasy of Saint Teresa and David, Caravaggio's Calling of Saint Matthew, Artemisia Gentileschi's Judith Slaying Holofernes, and Rembrandt's Anatomy Lesson of Dr. Tulp and Night Watch. The summaries highlight styles, subjects, compositional techniques, and historical contexts of the different
Peter Paul Rubens was a Flemish Baroque painter active in the early 1600s who combined elements of northern European and Italian artistic styles. He was highly prolific and influential, producing over 2,000 paintings in his career. Rubens received many commissions from European royalty to glorify their lives and rule. One such commission was a series of 21 paintings from 1622-1626 memorializing the life of Marie de' Medici. Rubens used allegorical figures, decorative splendor, and mythical imagery to bring a sense of grandeur to Marie's story. His combining of northern realism and Italian theatricality came to define the Flemish Baroque style.
The document lists 41 slides containing works of art from prominent European artists such as Bernini, Caravaggio, Gentileschi, Velázquez, Rubens, Rembrandt, Vermeer, and Poussin. The slides include sculptures, paintings, and works showcasing different artistic styles such as Baroque, Classicism, Dutch Golden Age, and still life. The slides provide examples of art from the 16th through 17th centuries in Italy, Spain, the Netherlands, and France.
The document discusses Dutch and French art from the Baroque period. It provides information on several Dutch artists such as Jacob van Ruisdael, Jan Vermeer, Jan Steen, and Rachel Ruysch who painted landscapes and scenes of everyday life with great attention to realistic details. It also covers French artists like Nicolas Poussin, Claude Lorrain, and Georges de La Tour who painted in a classical style with calm, ordered compositions and idealized landscapes. The rise of the "Sun King" Louis XIV moved the center of European art and culture to France in the 17th century.
Leonardo da Vinci was one of the most influential artists of the High Renaissance in Italy. He was a true "Renaissance man" with expertise in many fields including art, science, engineering and more. Some of his most famous works include the Mona Lisa, The Last Supper and Madonna of the Rocks. These works reflected his interest in naturalism, complex compositions, and subtle effects of light and shadow. Michelangelo was another towering figure who excelled at sculpture and architecture. His David and works for the tomb of Pope Julius II show his mastery of the human form and ability to imbue stone with dramatic movement and emotion. Raphael was a highly skilled painter known for his harmonious
This document provides guidelines for an assignment to create an alternate movie poster for a selected film. Students are instructed to choose an actual existing movie and design a poster that utilizes principles of visual design, including balance, repetition and variety, effective use of color, and simplicity. The poster must have a visual hook to catch viewers' attention quickly. Any photographs used must be significantly altered and no pre-existing art or clip art from the internet beyond basic symbols can be directly copied. The poster is limited to 2-3 color hues.
The student is assigned to create 3 animated GIFs using paintings from art history as source material. Each GIF must be created using a different animation technique: 1) adding extra elements that move across the image, 2) sequentially altering the color of each frame, and 3) applying filters that change from frame to frame. The finished GIFs should have 8-12 frames each and their URLs will be posted to the class blog.
Poster art is a form of graphic design and image making intended for advertising or announcements. Posters are designed to be eye-catching and convey information quickly to those passing by or glancing at them. The style and content of posters varies widely depending on the purpose, but they aim to attract attention and communicate their message succinctly through the use of images, text, color and design.
The document provides information on various 17th century European artists and their works, including Bernini, Caravaggio, Artemisia Gentileschi, Velazquez, Rembrandt, Vermeer, and others. It describes key sculptures and paintings such as Bernini's Ecstasy of Saint Teresa and David, Caravaggio's Calling of Saint Matthew, Artemisia Gentileschi's Judith Slaying Holofernes, and Rembrandt's Anatomy Lesson of Dr. Tulp and Night Watch. The summaries highlight styles, subjects, compositional techniques, and historical contexts of the different
Peter Paul Rubens was a Flemish Baroque painter active in the early 1600s who combined elements of northern European and Italian artistic styles. He was highly prolific and influential, producing over 2,000 paintings in his career. Rubens received many commissions from European royalty to glorify their lives and rule. One such commission was a series of 21 paintings from 1622-1626 memorializing the life of Marie de' Medici. Rubens used allegorical figures, decorative splendor, and mythical imagery to bring a sense of grandeur to Marie's story. His combining of northern realism and Italian theatricality came to define the Flemish Baroque style.
The document lists 41 slides containing works of art from prominent European artists such as Bernini, Caravaggio, Gentileschi, Velázquez, Rubens, Rembrandt, Vermeer, and Poussin. The slides include sculptures, paintings, and works showcasing different artistic styles such as Baroque, Classicism, Dutch Golden Age, and still life. The slides provide examples of art from the 16th through 17th centuries in Italy, Spain, the Netherlands, and France.
The document discusses Dutch and French art from the Baroque period. It provides information on several Dutch artists such as Jacob van Ruisdael, Jan Vermeer, Jan Steen, and Rachel Ruysch who painted landscapes and scenes of everyday life with great attention to realistic details. It also covers French artists like Nicolas Poussin, Claude Lorrain, and Georges de La Tour who painted in a classical style with calm, ordered compositions and idealized landscapes. The rise of the "Sun King" Louis XIV moved the center of European art and culture to France in the 17th century.
Leonardo da Vinci was one of the most influential artists of the High Renaissance in Italy. He was a true "Renaissance man" with expertise in many fields including art, science, engineering and more. Some of his most famous works include the Mona Lisa, The Last Supper and Madonna of the Rocks. These works reflected his interest in naturalism, complex compositions, and subtle effects of light and shadow. Michelangelo was another towering figure who excelled at sculpture and architecture. His David and works for the tomb of Pope Julius II show his mastery of the human form and ability to imbue stone with dramatic movement and emotion. Raphael was a highly skilled painter known for his harmonious
This study guide provides an overview of important artists and works from the High Renaissance and Mannerism periods in Italy. It mentions Leonardo da Vinci's Madonna of the Rocks, Raphael's School of Athens, Michelangelo's David and works in the Sistine Chapel. Key artists from Venice like Bellini, Titian, Giorgione and Tintoretto are referenced along with their paintings. Central Italian masters such as Pontormo, Parmigianino, Bronzino, and works depicting religious and mythological scenes are briefly outlined.
This document provides information about works by prominent Renaissance artists for a study guide test, including Leonardo da Vinci's Madonna of the Rocks and Last Supper, Michelangelo's David and Sistine Chapel ceiling paintings, and works by Raphael, Titian, and others. It also gives biographical details on Leonardo, Michelangelo, and Raphael, describing their personalities, styles of work, and key commissions.
This document provides an overview of art in Europe during the Middle Ages and Renaissance periods. It discusses how art in the Middle Ages focused more on spiritual subjects, while Renaissance art emphasized humanism and a return to naturalism inspired by ancient Greek and Roman art. A key development was the loss of Constantinople in 1453, which brought Greek scholars and knowledge of antiquity to Italy and sparked new interest there. Artists like Masaccio and Donatello developed techniques like linear perspective and freestanding nudes that advanced realism in painting and sculpture. Major Italian city-states like Florence also saw growth in wealth and civic pride during this time, as expressed through large architectural projects and commissions.
The document provides an overview of the High Renaissance period in Italy from 1495-1520. It discusses key developments including the rising status of artists, who became international celebrities socializing with royalty. Leonardo da Vinci is highlighted as a quintessential Renaissance man with wide-ranging interests from science to art. The document analyzes several of his most famous works including the Last Supper and Mona Lisa, noting his mastery of techniques like sfumato. Raphael is also discussed for works like School of Athens, combining elements of Michelangelo, Leonardo, and his own teacher Perugino.
The document discusses a class exercise analyzing Michelangelo's sculptures of "bound slaves" for Pope Julius II's tomb. Students are asked to provide two possible explanations for why Michelangelo included such unusual and emotionally intense figures - one explanation for what the poses represent allegorically, and one for what they represent for Michelangelo as an artist.
The document provides biographical information about Michelangelo and discusses several of his most famous works, including the Pieta, David, Moses, and the ceiling and Last Judgement frescoes of the Sistine Chapel. It describes Michelangelo's personality as brooding and solitary. As one of the premier artists of the High Renaissance, he asserted the artist's authority and drew inspiration from Neoplatonic ideas about releasing divine forms trapped in stone. The Sistine Chapel works were monumental fresco projects that established Michelangelo as the preeminent painter of his time through their complex figures and narratives.
This document provides an overview of developments in Northern European art from 1400-1500. It notes that Northern Europe had stronger connections to pagan traditions compared to Southern Europe. Artists paid great attention to realistic details. The oil painting technique was invented, allowing for luminous colors. Printmaking also flourished. Early capitalism emerged in places like Flanders. Significant artists mentioned include Jan van Eyck, Robert Campin, and Hieronymus Bosch. Key works summarized are van Eyck's Ghent Altarpiece and Arnolfini Portrait for their intricate symbolism, and Bosch's enigmatic Garden of Earthly Delights triptych.
The document summarizes key developments in Renaissance art in Venice and the emergence of Mannerism. It describes the Venetian school's preference for a softer approach to oil painting compared to Florence, as well as their willingness to depict erotic themes. Major Venetian artists discussed include Giovanni Bellini, Giorgione, Titian, and Veronese. The summary also characterizes Mannerism as a reaction against Renaissance ideals of balance, with elongated figures and unusual colors and compositions. Key Mannerist artists mentioned are Pontormo, Bronzino, and Tintoretto.
This project asks students to reinterpret a painting from art history in a contemporary setting using photography or video. Students must select a pre-20th century painting with at least 2-3 figures and recreate the narrative using friends and family as models, updating costumes and setting to modern times while maintaining poses and emotions. Students will present their original painting alongside their reinterpretation, and write a passage explaining the context and meaning of the original work and how their version updates the scene, characters, and meaning to reflect changes in the modern world.
The document discusses an extended pose called the "Extended Child's Pose" which is a variation of the traditional Child's Pose yoga position. This extended version involves stretching the arms forward on the ground with the head resting on or between the hands. Holding this pose for several minutes provides benefits such as lengthening the spine, opening the shoulders and chest, and relaxing the mind.
This document outlines the objectives and content for a design fundamentals class. The class will (1) identify and define the principles and elements of design, including line, shape, color, texture, value, space, and time/motion. It will also cover principles like balance, contrast, emphasis, proportion, unity, and rhythm. Students will (2) analyze examples of these principles and elements in media and artworks, and (3) create compositions demonstrating principles of design using different mediums. Additional objectives include developing conceptualization, professional, and original works, as well as participating in design critiques.
This document outlines the objectives and concepts for Drawing 1. The 14 objectives include learning to draw simple objects from observation with an understanding of foreshortening and spatial relationships. Students will draw a still life demonstrating scale, proportion and compositional balance. They will also learn to use different drawing media like pen, charcoal and the grid method of reproduction. The goals are to develop technical skills to produce finished works meeting professional standards while demonstrating originality and creativity. Students will perform critiques to identify uses of design principles and elements.
This document provides a list of recommended materials for a drawing 2/life drawing class, including pencils, charcoal, pens, paper, and other drawing tools. Students are advised to purchase graphite and charcoal pencils in various grades, as well as charcoal powder and white pencils. For pens, the list includes various sizes of Sharpie pens and micron pens. The recommended paper is Strathmore toned gray paper. Additional recommended supplies include fixative, erasers, blending sticks, sharpeners, sandpaper, a rag, T-square, tape, portfolio case, canned air or broom, triangle, art supply box, and eraser stick.
This document provides a list of materials needed for a drawing class, including pencils, charcoal, pens, paper, and other drawing tools. Graphite and charcoal pencils in various grades are recommended, as well as vine and compressed charcoal. Specific brands and types of drawing paper, fixative, erasers, blending sticks, and other supplies are called out. Purchase locations and additional details are provided.
This document provides a list of essential materials needed for a design fundamentals class, including specific brands and sizes of bristol paper, pens, acrylic paints, paint brushes, a paint palette, tape, and other drawing tools. Key supplies are a Strathmore Bristol Pad, various sizes of Sharpie and Micron pens, a set of Daler-Rowney acrylic paints, glass jars for paint storage, a Scholastic brush set, freezer paper or plastic plates for a paint palette, blue painter's tape, rulers, pencils, erasers, and various other small tools. Additional supplies may be assigned later.
The document lists the 2023 finalists for the Helen M Salzberg Visiting Artist Fellowship as Gabino Abraham Castelán, Diane Arieta, and Dia Munoz. For each finalist, it provides 10 images from their body of work that were considered for the fellowship.
The document discusses a new paint job for a home. It details that the exterior of the house will be repainted a light blue color to freshen up its appearance. All trim, shutters, and doors will also be repainted the same off-white color to match and provide a unified look. The project is scheduled to begin next week and take approximately 10 days to complete once started.
This document provides guidance for designing a book cover, noting that an effective cover should have appropriate emphasis, fonts, and texture used. It also cautions against unsatisfactory emphasis and designs that are "so bad it's good."
This document discusses repetition, variety, and gestalt as principles of visual design. It defines repetition as using elements more than once to structure a viewer's experience, and variety as incorporating visual diversity to avoid monotony and hold interest through alternating scale, color, or other features. Gestalt is described as an aspect of psychology referring to how the mind perceives unity and closure, relating to the overall feeling or sense of completeness evoked by an artifact for viewers.
point, line, shape, mass, volume, texture, value DEBEAUFORTJacques de Beaufort
This document discusses key elements of art and design including point, line, shape, mass, volume, texture, and value. It defines each element and provides examples. Point is the simplest element that can suggest lines or density. Line can be actual, implied, gestural, contour, or variations thereof. Shape can be geometric, organic, figure/ground, positive/negative. Mass refers to physical bulk while volume is the measurable space an object occupies. Texture can be actual, implied, or invented. Value refers to degrees of lightness and darkness, with contrast being the difference in values.
Contrast refers to the use of opposing elements of art to produce an intensified effect. Visual contrast is the degree of visual difference between elements to emphasize certain parts, while conceptual contrast is an implied opposition of ideas to emphasize unexpected differences.
Balance and weight refer to both the actual and visual equilibrium of elements in a work of art. There are different types of visual balance, including symmetrical balance where visual elements are evenly sized, shaped, and placed, as well as asymmetrical balance where equilibrium is almost but not exactly symmetrical. Visual balance can be achieved through techniques like varying the size, color, shape or frequency of elements to create a sense of equilibrium and tension in a composition.
This study guide provides an overview of important artists and works from the High Renaissance and Mannerism periods in Italy. It mentions Leonardo da Vinci's Madonna of the Rocks, Raphael's School of Athens, Michelangelo's David and works in the Sistine Chapel. Key artists from Venice like Bellini, Titian, Giorgione and Tintoretto are referenced along with their paintings. Central Italian masters such as Pontormo, Parmigianino, Bronzino, and works depicting religious and mythological scenes are briefly outlined.
This document provides information about works by prominent Renaissance artists for a study guide test, including Leonardo da Vinci's Madonna of the Rocks and Last Supper, Michelangelo's David and Sistine Chapel ceiling paintings, and works by Raphael, Titian, and others. It also gives biographical details on Leonardo, Michelangelo, and Raphael, describing their personalities, styles of work, and key commissions.
This document provides an overview of art in Europe during the Middle Ages and Renaissance periods. It discusses how art in the Middle Ages focused more on spiritual subjects, while Renaissance art emphasized humanism and a return to naturalism inspired by ancient Greek and Roman art. A key development was the loss of Constantinople in 1453, which brought Greek scholars and knowledge of antiquity to Italy and sparked new interest there. Artists like Masaccio and Donatello developed techniques like linear perspective and freestanding nudes that advanced realism in painting and sculpture. Major Italian city-states like Florence also saw growth in wealth and civic pride during this time, as expressed through large architectural projects and commissions.
The document provides an overview of the High Renaissance period in Italy from 1495-1520. It discusses key developments including the rising status of artists, who became international celebrities socializing with royalty. Leonardo da Vinci is highlighted as a quintessential Renaissance man with wide-ranging interests from science to art. The document analyzes several of his most famous works including the Last Supper and Mona Lisa, noting his mastery of techniques like sfumato. Raphael is also discussed for works like School of Athens, combining elements of Michelangelo, Leonardo, and his own teacher Perugino.
The document discusses a class exercise analyzing Michelangelo's sculptures of "bound slaves" for Pope Julius II's tomb. Students are asked to provide two possible explanations for why Michelangelo included such unusual and emotionally intense figures - one explanation for what the poses represent allegorically, and one for what they represent for Michelangelo as an artist.
The document provides biographical information about Michelangelo and discusses several of his most famous works, including the Pieta, David, Moses, and the ceiling and Last Judgement frescoes of the Sistine Chapel. It describes Michelangelo's personality as brooding and solitary. As one of the premier artists of the High Renaissance, he asserted the artist's authority and drew inspiration from Neoplatonic ideas about releasing divine forms trapped in stone. The Sistine Chapel works were monumental fresco projects that established Michelangelo as the preeminent painter of his time through their complex figures and narratives.
This document provides an overview of developments in Northern European art from 1400-1500. It notes that Northern Europe had stronger connections to pagan traditions compared to Southern Europe. Artists paid great attention to realistic details. The oil painting technique was invented, allowing for luminous colors. Printmaking also flourished. Early capitalism emerged in places like Flanders. Significant artists mentioned include Jan van Eyck, Robert Campin, and Hieronymus Bosch. Key works summarized are van Eyck's Ghent Altarpiece and Arnolfini Portrait for their intricate symbolism, and Bosch's enigmatic Garden of Earthly Delights triptych.
The document summarizes key developments in Renaissance art in Venice and the emergence of Mannerism. It describes the Venetian school's preference for a softer approach to oil painting compared to Florence, as well as their willingness to depict erotic themes. Major Venetian artists discussed include Giovanni Bellini, Giorgione, Titian, and Veronese. The summary also characterizes Mannerism as a reaction against Renaissance ideals of balance, with elongated figures and unusual colors and compositions. Key Mannerist artists mentioned are Pontormo, Bronzino, and Tintoretto.
This project asks students to reinterpret a painting from art history in a contemporary setting using photography or video. Students must select a pre-20th century painting with at least 2-3 figures and recreate the narrative using friends and family as models, updating costumes and setting to modern times while maintaining poses and emotions. Students will present their original painting alongside their reinterpretation, and write a passage explaining the context and meaning of the original work and how their version updates the scene, characters, and meaning to reflect changes in the modern world.
The document discusses an extended pose called the "Extended Child's Pose" which is a variation of the traditional Child's Pose yoga position. This extended version involves stretching the arms forward on the ground with the head resting on or between the hands. Holding this pose for several minutes provides benefits such as lengthening the spine, opening the shoulders and chest, and relaxing the mind.
This document outlines the objectives and content for a design fundamentals class. The class will (1) identify and define the principles and elements of design, including line, shape, color, texture, value, space, and time/motion. It will also cover principles like balance, contrast, emphasis, proportion, unity, and rhythm. Students will (2) analyze examples of these principles and elements in media and artworks, and (3) create compositions demonstrating principles of design using different mediums. Additional objectives include developing conceptualization, professional, and original works, as well as participating in design critiques.
This document outlines the objectives and concepts for Drawing 1. The 14 objectives include learning to draw simple objects from observation with an understanding of foreshortening and spatial relationships. Students will draw a still life demonstrating scale, proportion and compositional balance. They will also learn to use different drawing media like pen, charcoal and the grid method of reproduction. The goals are to develop technical skills to produce finished works meeting professional standards while demonstrating originality and creativity. Students will perform critiques to identify uses of design principles and elements.
This document provides a list of recommended materials for a drawing 2/life drawing class, including pencils, charcoal, pens, paper, and other drawing tools. Students are advised to purchase graphite and charcoal pencils in various grades, as well as charcoal powder and white pencils. For pens, the list includes various sizes of Sharpie pens and micron pens. The recommended paper is Strathmore toned gray paper. Additional recommended supplies include fixative, erasers, blending sticks, sharpeners, sandpaper, a rag, T-square, tape, portfolio case, canned air or broom, triangle, art supply box, and eraser stick.
This document provides a list of materials needed for a drawing class, including pencils, charcoal, pens, paper, and other drawing tools. Graphite and charcoal pencils in various grades are recommended, as well as vine and compressed charcoal. Specific brands and types of drawing paper, fixative, erasers, blending sticks, and other supplies are called out. Purchase locations and additional details are provided.
This document provides a list of essential materials needed for a design fundamentals class, including specific brands and sizes of bristol paper, pens, acrylic paints, paint brushes, a paint palette, tape, and other drawing tools. Key supplies are a Strathmore Bristol Pad, various sizes of Sharpie and Micron pens, a set of Daler-Rowney acrylic paints, glass jars for paint storage, a Scholastic brush set, freezer paper or plastic plates for a paint palette, blue painter's tape, rulers, pencils, erasers, and various other small tools. Additional supplies may be assigned later.
The document lists the 2023 finalists for the Helen M Salzberg Visiting Artist Fellowship as Gabino Abraham Castelán, Diane Arieta, and Dia Munoz. For each finalist, it provides 10 images from their body of work that were considered for the fellowship.
The document discusses a new paint job for a home. It details that the exterior of the house will be repainted a light blue color to freshen up its appearance. All trim, shutters, and doors will also be repainted the same off-white color to match and provide a unified look. The project is scheduled to begin next week and take approximately 10 days to complete once started.
This document provides guidance for designing a book cover, noting that an effective cover should have appropriate emphasis, fonts, and texture used. It also cautions against unsatisfactory emphasis and designs that are "so bad it's good."
This document discusses repetition, variety, and gestalt as principles of visual design. It defines repetition as using elements more than once to structure a viewer's experience, and variety as incorporating visual diversity to avoid monotony and hold interest through alternating scale, color, or other features. Gestalt is described as an aspect of psychology referring to how the mind perceives unity and closure, relating to the overall feeling or sense of completeness evoked by an artifact for viewers.
point, line, shape, mass, volume, texture, value DEBEAUFORTJacques de Beaufort
This document discusses key elements of art and design including point, line, shape, mass, volume, texture, and value. It defines each element and provides examples. Point is the simplest element that can suggest lines or density. Line can be actual, implied, gestural, contour, or variations thereof. Shape can be geometric, organic, figure/ground, positive/negative. Mass refers to physical bulk while volume is the measurable space an object occupies. Texture can be actual, implied, or invented. Value refers to degrees of lightness and darkness, with contrast being the difference in values.
Contrast refers to the use of opposing elements of art to produce an intensified effect. Visual contrast is the degree of visual difference between elements to emphasize certain parts, while conceptual contrast is an implied opposition of ideas to emphasize unexpected differences.
Balance and weight refer to both the actual and visual equilibrium of elements in a work of art. There are different types of visual balance, including symmetrical balance where visual elements are evenly sized, shaped, and placed, as well as asymmetrical balance where equilibrium is almost but not exactly symmetrical. Visual balance can be achieved through techniques like varying the size, color, shape or frequency of elements to create a sense of equilibrium and tension in a composition.
Rhythm is defined as the movement or variation marked by a regular recurrence of related elements, while an irregular rhythm omits or adds unexpected stresses. Pattern refers to a systematic repetition of an element in a work.
This document discusses principles of visual design including unity, gestalt, repetition/variety, chaos, and proximity. Unity refers to a composition holding together visually as a whole. Gestalt psychology investigates how the mind seeks closure and unity. Repetition and variety use repeating or diverse elements to structure a viewer's experience without becoming monotonous.
This document discusses three principles of design: emphasis, which is using arrangement to make some areas the primary focus; subordination, which also uses arrangement to create a focal point; and focal point, which is the area that grabs and holds a viewer's attention.
Forces can be categorized as either line forces or directional forces. Line forces have magnitude and direction but no line of action, while directional forces have magnitude, direction, and a specific line of action where they apply to an object. Common examples of line forces include tension, compression, and friction. Directional forces include gravity, normal, applied, and reactive forces.
Directional force refers to the compositional means artists use to arrange design elements to move a viewer's eye in a intended way through a work of art. Key directional forces include vertical, horizontal, diagonal, circular and triangular lines or shapes that imply visual lines leading the eye to the focal point. Effective works of art often combine multiple directional forces.
This document discusses size, scale, and proportion in art. It defines scale as the comparative size of elements in relation to other elements or objects. Proportion is defined as the relationship between the sizes of parts and the whole. The document discusses classical proportions like the Golden Rectangle and Golden Section, which are ratios used in art. It also discusses Vitruvian Man, in which Leonardo da Vinci illustrated the harmonious proportions of the human body. The document notes that while Vitruvius defined average body proportions, there is variability between individuals.
Light travels in straight lines until it encounters a new medium, like air and glass, where it can either pass through (refraction) or bounce off of (reflection). Reflection occurs when light hits a smooth surface like a mirror, bouncing at the same angle, while refraction happens when light passes from one medium to another of different density, changing direction as it enters the new medium at a different speed. The bending of light that occurs during refraction can be described using Snell's law, which relates the angle of incidence and refraction based on the densities of the materials.