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This document provides guidance for analyzing photographs based on personal response, subject and meaning, technical qualities, and historical context. The reader is prompted to consider their reaction, any emotions elicited, and connections to other works. They are also asked to classify the genre, identify any narrative or themes, and note the most striking visual elements. Additionally, the document instructs on creating pages in a sketchbook exploring a chosen photographer, including their work technically and aesthetically, and linking photographs to the theme and an artist. It reminds the reader to submit their work by a deadline and visit an art gallery for further inspiration.
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Week two
This document provides a framework for analyzing photographs by considering various aspects of the image, the photographer's intent, and the context in which the photo was produced. It suggests reflecting on personal reactions to the image, analyzing elements like genre, narrative, themes, and visual qualities. It also prompts considering who the image was produced for, any historical context, and the context in which the viewer encounters the image. The final section provides tasks for the week, including creating pages about a chosen photographer and taking photos linked to an artist or photographer's work.
Week 2
This document provides a framework for analyzing photographs by considering the personal response, subject and meaning, visual qualities, and context. The personal response examines the reasons for choosing the image and the emotions it evokes. The subject and meaning considers the genre, narrative, themes, and focus on formal aspects. Visual qualities analyzed include color, space, techniques, shapes, and lighting. Context looks at the intended audience, historical period, and where the image was viewed. A deadline is set for the following week to create pages exploring a photographer, including biographical information, opinions on their technical and aesthetic aspects, and an annotated contact sheet from a shoot influenced by their work.
Week one
The document provides guidance for a photography exam, including:
- The exam requires evidence of studying photographers/artists, experimentation, recording ideas, and creating a final outcome (AO1-AO4).
- Students should choose one of eight starting points (e.g. artificial lighting, still figures) and begin exploring photographers/artists for ideas.
- To prepare, students should create a Pinterest board, mood board, and research an influencing photographer/artist before the first lesson.
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This document provides a framework for analyzing photographs by considering various aspects of the image, the photographer's intent, and the context in which the photo was produced. It suggests reflecting on personal reactions to the image, analyzing elements like genre, narrative, themes, and visual qualities. It also prompts considering who the image was produced for, any historical context, and the context in which the viewer encounters the image. The final section provides tasks for the week, including creating pages about a chosen photographer and taking photos linked to an artist or photographer's work.
Week 2
This document provides a framework for analyzing photographs by considering the personal response, subject and meaning, visual qualities, and context. The personal response examines the reasons for choosing the image and the emotions it evokes. The subject and meaning considers the genre, narrative, themes, and focus on formal aspects. Visual qualities analyzed include color, space, techniques, shapes, and lighting. Context looks at the intended audience, historical period, and where the image was viewed. A deadline is set for the following week to create pages exploring a photographer, including biographical information, opinions on their technical and aesthetic aspects, and an annotated contact sheet from a shoot influenced by their work.
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PLEASE USE THE PICTURE I PROVIDED (artist: Hervé Télémaque)
1. Formal properties
Visual elements – colors, value, texture, movement, contrast, light, geometric or organic shapes, lines, time, motion, rhythm
Composition – balance, focal point, movement, direction, repetition, proportion, balance, symmetry
Space – how is the illusion of space created or not created
Style – realistic, abstract/representational, figurative, expressive, conceptual
What mood or feeling does the artwork convey to you? Why?
If you could, how would you enter, travel through and exit the artwork?
2. Subject matter
What is the first thing that comes to mind when you look at the artwork?
Based on your observations what is the artwork about?
What clues do you see that support your observation?
If you could step into the artwork, what would you hear, feel, do, say?
What is the concept, idea or narrative the artist is trying to convey?
Is there a hidden message?
3. Historical Context
Who made it and why?
Did it have a function?
Would contemporary audience interpret or understand the work differently compared to the audiences who saw it when it was created?
Does the work reflect what is/was happening in society historically or politically?
4. Additional Questions/Observations:
Once you have answered all the above questions, make a list of your own questions (between three to four questions and answer them) and read any wall text or brochure information available about the work.
At Home:
If you found the subject matter, style, material or specific cultural background interesting, please research more about what grabbed your attention.
Do you have a new understanding of the artwork based on your research?
Does the background information change any of your opinion or interpretations that you made at the museum?
Does it help answer any questions you might have had at the museum?
Would different audiences interpret the work differently?
Would contemporary audience interpret or understand the work differently compared to the audiences who saw it when it was created?
Please form a conclusion based on your own observations and the researched information about the artwork and/or artist.
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https://www.artjobs.com/
Artist Trust: https://www.artisttrust.org/grants/
Artist Relief: https://artistrelief.org/
Arts Council: https://www.arts.gov/grants
State Council: https://www.arts.gov/state-local-partners
Foundation Center: https://grantspace.org/
Grantmakers in the Arts: https://www.giarts.org/
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This document outlines various contexts that can frame an artist or designer's work, including social, political, personal, critical/theoretical, historical, geographical, institutional, and cultural contexts. It emphasizes that making and understanding creative works always occurs within social contexts and is culturally constructed. The document suggests artists map out the contexts relevant to their practice to better understand how their work is situated and how contexts may overlap or change over time.
Formal analysis
This document provides criteria for analyzing works of art through formal analysis. It outlines considerations for analyzing various formal elements, including frame/pictorial area, technique, individual units, lines, colors, light, space, and organization. It emphasizes justifying observations by specifically referring to features in the artwork. It also provides questions for analyzing works through their historical and cultural context, such as who made it, what/when/where/why, and whether it is typical of its time and place. Finally, it notes these criteria can also be applied to sculpture by analyzing lines, edges, textures, weights, voids, and materials.
Creativity In A2 Media
Creativity can be developed through self-evaluation of one's progress, consideration of influences, and openness to new ideas. The document discusses evaluating how various factors like technology, research, influences, and skill development have helped or limited creativity. It also addresses defining creativity, considering it a common ability involving problem-solving and rearranging ideas, rather than only originality. Creativity results from an interaction between an individual and their culture and field.
Four components of art (3)
This document outlines a four step process for analyzing and critiquing artwork: 1) Description - objectively describe what you see in the artwork including details of the medium, objects, colors, shapes, etc. 2) Analysis - examine individual elements like use of color, texture, shapes, and how they are arranged. 3) Interpretation - explain what meaning or message the artist intended to convey. 4) Judgement - evaluate the work based on your understanding and determine its value or worth both intrinsically and for others. The process aims to provide a structured approach to understanding and forming opinions about art.
Course seminar defining practice.
This document provides guidance on developing an art practice through reflective practice. It suggests asking questions about one's work, building references, understanding materials and processes, defining one's practice within social, political, personal, historical, and other contexts, and mapping one's practice over time through reflective journaling. Key aspects of developing a project include identifying interests, goals, scope, resources, timeline, budget, skills needed, and describing the intended content and how success will be achieved.
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This document provides instructions for a student to complete a second Design Development board. The board should include final photographs for their outcome, their main artist inspiration with an explanation, topic research and explanation, and any further experiments needed before the final idea board. If the student feels this board would be repetitive, they should ask their teacher if they can complete an extra observation, topic research, or artist board instead to further support their topic.
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This document provides instructions for students to develop their ideas for a final art project through creating a design development board. It explains that students should explore one idea in depth by including possible photographs, artist inspiration, and painting experiments on their board. Students are asked to explain how these elements link to their concept and will work for their chosen media. The document also provides prompts for students to describe their idea, its link to their theme and concept, the primary imagery, relevant artists, and technical considerations for their final outcome. It encourages students to create at least one design development board over the upcoming week and Easter break to help determine their 10 hour exam project.
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Mr. Brainwash Beautiful Girl / Mixed Media / signed / Unique
Year: 2023
Format: 96,5 x 127 cm / 37.8 x 50 inch
Material: Fine Art Paper with hand-torn edges.
Method: Mixed Media, Stencil, Spray Paint.
Edition: Unique
Other: handsigned by Mr. Brainwash front and verso.
Beautiful Girl by Mr. Brainwash is a mixed media artwork on paper done in 2023. It is unique and of course signed by Mr. Brainwash. The picture is a tribute to his own most successful work of art, the Balloon Girl. In this new creation, however, the theme of the little girl is slightly modified.
In Mr. Brainwash’s mixed media artwork titled “Beautiful Girl,” we are presented with a captivating depiction of a little girl adorned in a summer dress, with two playful pigtails framing her face. The artwork exudes a sense of innocence and whimsy, as the girl is shown in a dreamy state, lifting one end of her skirt and looking down as if she were about to dance. Through the use of mixed media, Mr. Brainwash skillfully combines different artistic elements to create a visually striking composition. The vibrant colors and bold brushstrokes bring the artwork to life, evoking a sense of joy and happiness. The attention to detail in the girl’s expression and body language adds depth and character to the piece, allowing viewers to connect with the young protagonist on a personal and emotional level. “Beautiful Girl” is a testament to Mr. Brainwash’s unique artistic style, blending elements of street art, pop art, and contemporary art to create a visually captivating and emotionally resonant artwork.
The use of mixed media in “Beautiful Girl” adds an additional layer of complexity to the artwork. By combining different artistic techniques and materials, such as stencils, spray paint, and collage, Mr. Brainwash creates a dynamic and textured composition that grabs the viewer’s attention. The juxtaposition of different textures and patterns adds depth and visual interest to the piece, while also emphasizing the artist’s eclectic and experimental approach to art-making. The inclusion of collage elements, such as newspaper clippings and torn posters, further enhances the artwork’s urban and contemporary feel. Overall, “Beautiful Girl” is a visually captivating and thought-provoking artwork that showcases Mr. Brainwash’s talent for blending different artistic elements to create a truly unique and engaging piece.
哪里购买(ucr毕业证书)美国加州大学河滨分校毕业证研究生文凭证书原版一模一样
原版定制【微信:bwp0011】《(ucr毕业证书)美国加州大学河滨分校毕业证研究生文凭证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
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6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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多少钱办理【微信号:176555708】【多少钱办理(DU毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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- 2. PERSONAL RESPONSE •Why choose this image? - (ideas, techniques, style, originality, theme etc). How could you respond photographically? •What was your first reaction? What word came to mind? •Does it remind you of anything? •What are the emotions that it produces? Does it make you feel a particular way? SUBJECT/MEANING •What genre can you place it in:– landscape/portraiture/documentary/still life/experimental? None/several of these? •Is there a narrative? What seems to be happening? •Is there a theme? •Is the work more concerned with formal/abstract/visual issues? THE OBJECT – what are the most striking visual qualities? Colour/tone Space/illusion of space/negative space Techniques/processes Shapes/patterns/textures Framing/composition/cropping Lighting:- Natural/artificial/ambient/use of shadows/chiaroscuro CONTEXT •Who do you think it was produced for? Fashion/cinema/newspaper/fine art institution? •Historical context (social, political etc)? •In what context did you see it - gallery, magazine, book, cinema, internet etc?
- 3. This week…… Deadline: Monday 27th February -Create at least two double pages exploring your first Photographer/Artist. This should include information and your opinions on the Photographer/Artist. Explain what you like about their work technically, aesthetically and how it links to your theme. Add a contact sheet that links to your Photographer/Artist (fully annotate this) and print out some enlargement from this shoot (add screen grabs if you edit these. -Take 2x 26 exposure (film or digital). Link these shoots to an Artist/Photographer Over the next few weeks try and visit an Art Gallery. Look on Time Out website to find an exhibition that links to your chosen project. Create sketchbook pages on your visit.