Transcript Document

Foundations of Design I:
Module II
The line a design element
MediaArtsOnline
Susan Genden
Module II Lesson Presentation © 2006
Foundations of Distance Education, Spring 2006
Welcome to Module II
The line as a design element
 This study provides a foundation for
advanced work in art and design.
 Goal: to define specific design principles
and learn to apply them.
 We will use these principles to create
different linear abstract designs that
convey different moods or effects.
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On completion of this assignment
 You will be able to define design concepts.
 You will apply and practice skills using the line as a design
element to create 3 different abstract compositions that
show different moods.
 You will learn how to create thumbnails as part of the
design process.
 You will collect clip files and as reference source for your
work. You will continue to maintain your journals.
 You will learn to use tools and materials, and follow safe
practices of the field.
 You will prepare and present your designs.
 You will give and receive evaluations on your work .
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Principles of design
 In Module I, we discussed some design principles. When
we design something, we make a plan to organize it a
particular way in space. We use certain principles or rules
to guide us. Let’s review them:
 Balance - when all components are in a visually
satisfying arrangement of parts or elements around a
vertical axis.
 Symmetrical balance is when both sides are equal
around a vertical axis, as in a person’s face
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More design principles
 Asymmetrical balance is when both sides around the
center are different in size, shape, position, but still in
balance.
 A higher smaller object may offset a bigger lower
object.
 Position is what changes the balance.
Is this balanced? The smaller item has more
energy because gravity doesn’t pull it down.
The result is fairly balanced. (Faimon et al.,
2004.)
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More design principles
 Color, value, direction, and other aspects of design may
also influence two seemingly very different objects. We
will explore these later (Faimon & Weigand, 2004).
 Unity – which we discussed last week, is control or
order in design that conveys a purpose or plan.
 Absence of unity – from no plan or too many plans
 May be cluttered or unfocused
 Results are boring and forgettable.
 Variety is a new concept referring to development of
differences. Variety is fine in moderation, key to good
balance. (Faimon et al., 2004)
Variety
unfocused
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boring
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Three design elements – starting with lines
 Three elements or components of design for today’s
module –
-line
-shape
-texture
 Lines are an element or component of a design or plan, as is
texture and shape.
 Things in nature tend to provide us with curved lines, such
as landscape, flowers, animals; the environment contributes
beautiful curved lines and straight lines through
architecture and man made objects.
 Lines are the result of joining two or more points.
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Don’t forget – line styles
 Line styles can make a difference
in the expression of your design.
They can give impact to a mood.
 Using just the pen or a marker,
we can create a variety of lines.
They can be straight, curved, fat
or thin, curved or straight, long
or short.
 Lines can be repeated in an
abstract pattern, used
rhythmically, or they can be
random. These effects can be
combined in any way to create a
mood or feeling.
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Three design elements - texture
 Texture – refers to qualities to be found in the
surface of an object that may cause it to reflect
more or less light and to have a particular feel or
tactile element. It may be smooth, decorated,
rough, shiny, hard, soft. (Wong, W. 1993)
 The world around us is
rich in texture, in wood,
stone, leaves.
 Man-made objects have
texture, as in cloth,
glass, metal.
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Three design elements - shape
 Shape – refers to a closed path or line that is
(Wong, W. 1993)
filled.
 Shapes occupy space.
 Shapes may be combined
to form relationships with
other forms.
 Repetition and pattern
provide interesting
uses of shapes.
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Exploring the use of lines
 Today, the assignment is on lines. We begin by looking at a
few examples of lines in our world and in our art.
 Some of them are two dimensional, some three
dimensional.
Broadway Boogie Woogie by Piet
Mondrian 1942-43. From the MoMA in
NYC.
This recalls music he loved when he
came to U.S. and used horizontal &
vertical lines asymmetrically to
convey his sense of rhythm in an
abstract way. The sense of unity is
strong.
© 2005 Artists Rights Society (ARS), New York/VG BildKunst, Bonn.
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Horizontal lines
 In a painting by Paul Klee we see a strong use
of horizontal lines that recall a trip he took to
Egypt. Though he uses color, he relies on use
of line to convey the calm and
quiet images he has of
the Nile Valley area.
(Spector, N., 2006)
 The composition seems
balanced, but the
balance is asymmetrical.
In the Current Six Threshold, Paul
Klee, 1929, Guggenheim Museum.
© 2005 Artists Rights Society
(ARS), New York/VG Bild-Kunst,
Bonn
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Vertical lines
 Straight lines placed
vertically give a sense of
upward movement, but this
time the balance is different,
and the over all feeling in this
textured hanging is peaceful.
This pieces illustrates
unity.
What do you think?
By Anni Albers, On
Weaving, 1965.
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Vertical lines
 Soaring spires of Notre Dame in Paris
lead the eye upwards.
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Diagonal lines
 We see lines found
in nature, whenever
we look for them, usually
resulting in softer, more
organic designs
when abstracted.
In this case, straight lines
may look diagonal as viewed
through the camera, to give a
sense of movement upwards.
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Diagonal lines
 Diagonal lines contrast
with horizontal lines
and other shapes, as
we look at a carpet
print ad. Clearly the
diagonal lines in the
center sample attract
attention and generate
energy, especially
compared to the
others.
Print ad from the
New York Times Style
Magazine, Fall 2005.
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Curved lines
 In other instances,
curved or curvilinear
lines remind us of
growing things, and
soft movement.
 We can draw inspiration
from many sources and
abstract them.
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Curved lines
 Curved lines are translated into cloth:
From Chancay Peru, 1200-400 C.E.
(Doig, 2005).
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Learn principles while having fun
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For your enjoyment, a
Flash game will be
posted online that will
help you remember
design concepts.
In this game, the object
is to match two squares
until all squares are
gone.
In some case, we haven’t
learned all the concepts
yet, such as for color.
But it will give you a
jump start on the course.
TRY IT!!
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Methods and Procedures of Assignment
We have just touched on the surface of the
elements of design.
The work process:
 Follow posted guidelines and standards on usage
of tools (videos posted at web site).
 Professional work: neat, well prepared and show
your best effort. Students must be able to discuss
work concepts.
 Looking at printed reference material exposes you
to more ideas. We focus on developing an
evaluation of other work when we collect clip files.
 Standard practice in the communications
business is development of sketches for review
with supervising art director in working towards a
solution of the design problem. We will do that.
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Week 1 assignment
Week one:
 One video conference – today.
 Questions taken shortly.
 Collect 3 print ads showing use of line as an element in the
design. Each ad should show a different type of line.
 Complete readings.
 Scan and upload by Thursday midnight. Add comments to
your upload about your observations. Class members should
comment. Scan specs are posted at the site and in the
manual.
 A discussion will begin on the module readings starting
Friday morning through Monday night. Your are expected to
participate.
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Week 2 assignment
 Prepare at least 10 quick thumbnails for each line style.
 Each no larger than 3” x 4”. Due Sunday at midnight.
 Three concepts are to be developed showing different
moods or effects using the line. Create one
of each of the following, paying attention to design :
 Horizontal or vertical line – balance and stability
 Diagonal lines – showing dynamism
 Curved lines – showing growth or organic feel
 Each final design size 6” x 8” mounted on board 9” x 11”.
 Upload final digital files by Monday 9 a.m. in two weeks.
 Ready for presentation two weeks from today at another
videoconference at 8 p.m. Present and evaluation of others.
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Samples of final project
Horizontal/vertical
lines
Curved lines
Straight diagonals
(primarily)
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Materials and methods
 Use web resources to view videos/animations on using
tools and materials properly and safely, along with
presentation requirements.
 Using the T-square, triangle, French curve to draw
thumbnails.
 Using x-acto knives and rubber cement properly and safely.
 Enlarging artwork and tracing techniques.
 Preparing for presentations, and trimming, mounting artwork
for presentation.
 Course reading comes from : The nature of design, by
Faimon and Wiegand, and Principles of Form and Design by
Wong.
 We have two video conferences in Module II, one today and
one is two weeks for the final presentations of the line
projects.
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Feedback
 Feedback will be received from instructor after each
assignment is turned in. Grades will be posted in
Blackboard.
 Online chats are scheduled for Saturdays at
9:30 a.m.
 The student guide outlines the assignment, gives
resources and lists links for help.
 Contact the instructor via email, discussion board,
or chat at listed times.
 Speak up if you need help! Don’t wait till the last
day.
 Call the Help Desk for computer assistance.
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Tools we are using today
Today’s video conference is coming to us via:
 Breeze (Adobe) simulation – Good for synchronous learning virtual meetings with large or small groups, all see what is on
the screen, chat, notes, content for images, Flash, PowerPoint.
Truly elegant.
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
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Please contact the help desk or instructor if you have problems with it.
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Grading
 In Module II, 100% of grade is from completing:
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Deadlines met
Required number of thumbnails
Quality of final designs
Effective communication of mood/concept
Quality of execution (messy/neat) and
presentation.
 Final course grade:
 Artistic growth, participation, reading, journal,
clip files = 15%
 Midterm test scores = 10%
 Design project grades = 75%
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Additional resources
Online enrichment links:
http://journal.aiga.org/, American Institute of Graphic Arts,
the professional association for design.
http://www.artnet.com/net/galleries/gallery_home.aspx - for
access to images at art galleries globally.
http://www.louvre.fr/llv/commun/home_flash.jsp?bmLocale
=en - for access to collections, virtual tours.
http://www.digital-web.com/articles/elements_of_design/ introduction to design elements.
http://char.txa.cornell.edu/ - the line as an element.
Check your student guide for more suggestions on the use of
the line as a design element.
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Questions
Thank You!
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References
Albers, A. (1965). On weaving. Middletown, Connecticut:
Wesleyan University Press.
Doig, R. G., (2005). Textiles of ancient Peru. Peru: Serinsa.
Faimon, P. & Weigand, J., (2004). The nature of design.
Cincinnati, Ohio: HOW Design Books.
Guggenhein Collection, ((2006). Artist Klee In the current six
thresholds.
Retreived on June 16, 2006 from
http://www.guggenheimcollection.org
MoMA.org (2005). The collection, Piet Mondrian. Retrieved on June 16,
2006 from http://www.moma.org/
Wong, W., (1993). Principles of form and design. New York, NY:
John Wiley & Sons, Inc
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