Projects

Project 4: Website/ E-Portfolio (due Tuesday May 2)

Assignment:
Create your own “artist” website or electronic professional portfolio using Google Sites.
Send me the URL/web address.

Present this as a professional portfolio that you could show to potential future employers.  Consider adding to this site and updating it as you continue your college career.

Please note: More effort, links, pages, gadgets, experimentation, images, etc = better grade. Fulfiling minimum requirements = minimal passing grade. Explore!

Your website MUST include:

  1. A Home page
  2. About or Bio page information introducing yourself to viewers/potential employers.
  3. Image Gallery page of still images. This page must include at least your Project 1 and 2 but can also include any exercises for this class as well as still images from other classes eg. Photography, Drawing). Creating a slideshow of work in Google Slides helps make it look more professional.
  4. Videos (Put your animation movie for this class here.  You can include other videos like timeline project or animation exercises or other artworks but nothing you would not want an potential employer to see) .
  5. Contact page with AT LEAST email info. Social media links or embedded gadgets are optional (Facebook, Twitter, Instagram, Snap Chat, Linked In, personal blog, etc.)
  6. Include 3 other pages of your choosing which can include Google gadgets 

Possible examples of other 3 pages:

  • Resume
  • Influences (list of links to other artists' websites or works or articles, etc. by people in your field of interest/future profession). At least 6 links. 
  • If you are an artist, Exhibition Record or Publications (can include Libby RAP yearbook and Celebration of the Arts)
  • If you are not an art major but want to include pages relevant to your major, like a research paper, creative stories/poems you wrote, or a link to a presentation you made
  • volunteer work - links to organization, photos, etc. 
  • travel experiences/study abroad (for example, use google maps to show the places you've visited)
  • sports achievements (links to news, game records, etc.)
  • scholastic accomplishments
  • events calendar with at least 6 events created and posted
  • newsfeed with at least 6 news updates
  • create and insert a table or chart with information relevant to your profession
  • personal blog or journal (eg. travel journal)
  • whatever is relevant to you and your future goals!!
  • see also the Extra Credit options (hypertext narrative or personal timeline)

To get started:

  • Look at other websites for inspiration
  • Map out your website. Will some pages be subpages of others? What images, etc. will you include? Go through your Google Drive and class facebook posts. You may want to include class exercises, gifs, etc. If you have images from other classes or previous work, gather that as well. 
  • Get all images ready (Photoshop > save for web > high quality jpeg ) for image gallery.
  • Write "About" bio text to introduce yourself to website users/potential future employers
  • Log into Google. Go to google sites. 
  • Think about your color palette. Consider the principle of contrast and make sure the text and images are viewable against background!
  • Pay attention to file sizes. Use images optimized for web. Goal = best quality at small file size. You have 100 MB to work with in your google site.

Extra credit options:

  1. Create a hypertext narrative and add it to your website.
  2. Create a personal timeline in google timelines and add it to your website. 

 

Project 3: Animation

Projects Due Tuesday April 18

Tuesday April 4 - workday 1 Post spring break refresher exercises on frame animation plus introduce video layers. Discuss scenes, shots, storyboards.  Export draft at end of day as .mov file - labeled yourname_draftanimation1. Watch it and check for glitches, issues. Save in your folder in google drive.

Thursday April 6- workday 2, (if you haven't yet shot your photo stills or video, I recommend you forego that option and create something in Photoshop as you won't have enough time to finish and troubleshoot).  Export draft at end of day as H.264 (mp4 movie file) - labeled yourname_draftanimation2. Watch it and check for glitches, issues. Save in your folder in google drive.

Tuesday April 11 - workday 3, Continue animation, learn how to add soundtack with Garage Band Export sound track as mp3. Save in your folder in google drive. Import into Photoshop and add to animation as audio layer. Export draft with sound labeled yourname_draftanimation3. Watch it and check for glitches, issues. Save in your folder in google drive.

Thursday April 13 -work day 4, sync sound to image, Troubleshoot any issues, fix and finalize before Tuesday. ADD a title to the beginning of your video AND a credit (by Your Name) at the end - title and credits do not count toward the 30 second minimum, they are extras. Save in your folder in google drive. Follow ALL instructions below.

Instructions 

1.  Construct your canvas in Photoshop with Document Type Film & Video, Size "NTSC DV Widescreen" at 720 x 480 pixels and 72 ppi. (If you import pictures or video from a camera, your aspect ratio may be different - check your image size with one frame Image> Image Size. If your image size is huge, you may need to reduce size for more workable, less glitchy/crashy project file).

2.  Create an animated movie using layer visibility and tweening with frame animation or video layers  in Photoshop. The animation shall be a narrative/story with a distinct beginning, middle, and end. It must be titled and have a minimum duration 30 seconds. You may shoot a series of still images and import them into Photoshop (eg. claymation) or shoot video and animate over it. Video is the most time-consuming and complicated so take on that option only if you have plenty of time to troubleshoot outside of class.  

3. It is preferred for this piece that you use or create your own imagery, rather than finding images on the web. You may use your own photos, scans and/or characters created with shapes (not custom shapes). Some layers may need to be “rasterized” - (converted into pixels right clicking or control clicking on the layer to rasterize) or made smart objects before you perform certain transformations. See notes below about raster vs. vector graphics below. Do a text export at the end of each work day.  Watch it to make sure there are no glitches or problems. 

4.  Consider and utilize basic design elements and principles in your piece. You must include a foreground, middle ground, and background and use scale and perspective to give a sense of depth in the space. Utilize dynamic scenery that changes over time and/or different shots (establishing, long, medium, close up, etc) to add visual variety and keep the viewer interested.

5. ADD a title to the beginning of your video AND a credit (by Your Name) at the end. Title and credits do not count toward the 30 second minimum, they are extras.

6. Export an H.264 (mp4 file) version of your animation (this is a compressed, smaller file and will run faster in Garage Band). Create a new project in Garage Band, open the movie to view while you create an appropriate soundtrack for the animation using loops, recording instruments or voice, or importing sound effects and music.  Export the sound file as mp3 (this is a compressed version, smaller file than AIFF). Using the Video Layers view of the timeline of your animation in Photoshop, import the sound file to the audio layer (twirl layer down to access it) in Photoshop and sync it to your animation.

7. . Save your final animation with layers and sound as:

  • a LAYERED Photoshop file (psd)
  • Export as a quicktime movie - .mov (File >  Export > Render Video Format: Quicktime, Size NTSC DV Widescreen or your custom size). Name the file with your first and last name followed by underscore and the words animation final (eg. caseykoehler_animationfinal.mov) 
  • Export a mp4 (compressed) version (File >  Export > Render Video Format: H.264). This compressed version will be displayed in a digital frame at the Libby Celebration of the Arts. 

8.  Your Google Drive folder should contain a subfolder named "Project 3- Animation")

  • all your draft versions of the animation from each workday (4 total - make sure they are labeled yourname_animationdraft1, 2, 3. 4),
  • Your Garage Band Project file (.band) with layers (labeled yourname_soundlayers) AND the exported sound mix file mp3 (labeled yourname_animationsound). You may also copy any sound effects you downloaded AND your GarageBand project file there if applicable. 
  • Your layered .psd
  • .mov AND .mp4 files
  • .doc of artist statement

9.  Print out artist statement BEFORE CLASS (labeled with your name and “Animation”) to hand in.

10. Post the movie onto class Facebook page WITHOUT artist statement.

Extra credit: Upload a copy of your animation to You Tube. You can use the embed code to share your video, eg. to friends on Facebook.  Email me a link to your you tube video.

 

Proposal due Thursday 3/23, printed BEFORE class starts. 

You will want to test exporting your work to a movie at the end of every work day to check for glitches, raster/render issues, etc. This will give you time to troubleshoot, rather than waiting until you've put in days of work then discover problems the day the project is due.

Important Notes to review before you start: 

Video: Video files are large and more complicated, require longer render time and more troubleshooting.

Some tutorials:

Edit Video and animation layers

Transforming layers over time with Photoshop

Photoshop User Guide . Video and Animation

Differentlayer types have different properties to animate, pay attention to which layer types (raster or vector) are being used. 

Pixels vs. Vectors http://vector-conversions.com/vectorizing/raster_vs_vector.html

https://www.smashingmagazine.com/2015/06/creating-advanced-animations-in-photoshop/

Raster images are made of pixels. A pixel is a single point or the smallest single element in a display device. If you zoom in to a raster image you may start to see a lot of little tiny squares. (pixels per inch)

Vector images are mathematical calculations from one point to another that form lines and shapes. If you zoom into a vector graphic it will always look the same. Images created in Illustrator are vector based. Vector layers create graphics using lines and curves so they maintain their clarity when you enlarge them, but this format leaves them unsuitable for artistic effects that use pixels. Images created in Adobe Illustrator can be imported into Photoshop. When converted to smart objects, these layers preserve an image’s source content with all its original characteristics, enabling you to perform nondestructive editing to the layer.

Some layers (eg. an image imported from Illustrator) may have to be Rasterized (turned into a pixel based layer) before applying certain filters, tools, etc. Any operations that alter pixel data—such as painting, dodging, burning, or cloning require a layer to be rasterized.Certain tools like the brush tools, eraser, paint bucket fill, and filters only work on rasterized layers. In order to use one of these tools on a vector layer, the layer must first be converted to pixels.Select appropriate frame on timeline and appropriate layer in Layers Palette. Right click (or control click) on selected layer to Rasterize Layer. 

Rasterizing a Photoshop layer converts a vector layer to pixels.

Be aware: when you convert a vector layer to pixels, it loses its vector functionality, meaning:

  • Shapes and text can no longer be scaled to any size without some loss of quality.
  • Text is no longer editable, meaning you can not change the words or the font.

Before you rasterize a vector layer, always duplicate it by choosing Layer > Duplicate. Then, rasterize the copy.

Instead of rasterizing to paint or draw directly on a vector layer, create an empty layer above the vector layer, then use any of the painting or drawing tools on the new layer.


Layers may have to be made into smart objects before applying transformations etc. Right click (or control click) on selected layer to Convert to Smart Object.

With Smart Objects, you can:

  • Perform nondestructive transforms. You can scale, rotate, skew, distort, perspective transform, or warp a layer without losing original image data or quality because the transforms don’t affect the original data.

  • Work with vector data, such as vector artwork from Illustrator, that otherwise would be rasterized in Photoshop.

  • Perform nondestructive filtering. You can edit filters applied to Smart Objects at any time.

  • Edit one Smart Object and automatically update all its linked instances.

  • Apply a layer mask that’s either linked or unlinked to the Smart Object layer.

You can’t perform operations that alter pixel data—such as painting, dodging, burning, or cloning—directly to a Smart Object layer, unless it is first converted into a regular layer, which will be rasterized. To perform operations that alter pixel data, you can edit the contents of a Smart Object, clone a new layer above the Smart Object layer, edit duplicates of the Smart Object, or create a new layer.

When you transform a Smart Object that has a Smart Filter applied to it, Photoshop turns off filter effects while the transform is being performed. Filter effects are applied again after the transform is complete.

 

Project 2: Self Portrait Collage/Montage  Due:Tuesday March 14

The purpose of this assignment is for students to explore and reveal who they are, while learning to use technology to express themselves creatively and visually.

  • A collage or assemblage is a technique of art that incorporates multiple different individual pieces of found imagery/objects to create a larger whole artwork.
  • Research other self portrait collages and techniques. 
  • Collect different meaningful images, objects to scan, textures, text (descriptive words, song lyrics/poems, quotes, etc.) that are represent different parts of who you are and reveal your personality and interests.
  • Combine your collected and scanned images/objects to create a single large whole image.
  • Choose a color palette, textures, and fonts to create a style that further reflect your unique personality.
  • Utilize the tools and skills you've learned so far.
  • Experiment with new techniques like clipping masks, blending modes, image adjustments, etc.

Artist Examples for Inspiration

Look at examples of Self Portrait Collage, Pinterest:Portrait Collage,  collage art, surrealist collage, Salvador Dali, Dada art movement collages, pop art collage, Man Ray, Hannah Hoch, Found Object Sculpture, Andy Warhol, Max Ernst, Chuck Close, Bruce Conner, Robert Rauschenberg, Richard Hamilton, Romare Bearden, Assemblage , Altered Portraits, Maggie Taylor, Rene Magritte, Winston Smith and more

Research other collage, montage, assemblage artists as well as self portraits. 

Concepts

Self-portrait: an artistic rendering that the artist makes of him or herself. Throughout art history, artists have created self-portraits with whatever medium they’re working in.

Surrealism: An artistic movement and an aesthetic philosophy that aims for the liberation of the mind by emphasizing the critical and imaginative powers of the subconscious.

Metaphor: Figurative language: a thing regarded as representative or symbolic of something else, especially something abstract; not literally applicable.

Collage: An artistic composition of fragments (as printed matter) pasted on a surface.

Photomontage: A composite image made by cutting, pasting, combining, overlapping, rearranging several separate photographs.

Assemblage: A collection of persons or things: gathering. The act of assembling. An artistic composition made from scraps, junk, and odds and ends. The art of making assemblages.

Scanography: The process of capturing digitized images of objects using a flatbed scanner

Mixed media: a technique involving the use of two or more artistic media combined into a single composition (eg. Photography and painting)

Tools


For this project we will use both scanning and Photoshop to achieve our goals.

Scanning 3-D objects will create more depth in your composition than flat objects. 

By gathering and scanning found objects and images we will assemble and construct our self portrait. This is a landscape within your imagination, an un-real reality, perhaps a place we know and can express in surrealistic form. It can be literal, abstract, or symbolic. This digital assemblage should include scanned objects as well as images.  Some examples of scanned objects include leaves, plants, fabric, ribbon, jewelry, tools, buttons, art supplies, collectibles, trading cards, stamps, travel maps, concert tickets, tokens or coins or paper money, game or puzzle pieces, compasses, watches, caribiners, feathers, shells, rocks, vintage photographs, hand written pages, pieces of old hardware, pages from old books, just about anything you can find that has good texture, color, shape, and meaning. Plan your color use and maximize your use of texture, depth. Think about the use of symbols, myth, and metaphor. What things express YOU? Explore your idea in depth. Brainstorm, push the envelope and let your imagination and creativity run wild!

Timeline

Class 1 (Feb 28): In class exercises: Collaborative potato head, kaledioscope, shapes/textures clipping masks. Research other artists, View techniques and tutorials: Homework: collect images, objects, textures, write proposal.

Class 2 (March 2): Turn in proposal. In class exercises-marquee tool/mask. Review Proposals. Upload images, scan objects, textures, Begin experimentation with layers and composition

Class 3 (March 7): Experiment with different blending modes, adjustment layers, clipping masks and opacity with images, objects, texture. 

Class 4 (March 9): Continue experimentation until you achieved desired results. Lab on M/W/F for work outside class during hours building is open.

Class 5 (March 14): PROJECTS DUE, Critiques

Instructions

Project will include layers, texture, images, text, and scanned objects. 

1. Begin by constructing your canvas in either or Photoshop at 8 1/2 x 11 inches (horizontal or vertical), CMYK, and 300 ppi resolution.

2. Think through your GENERAL concept and design, THEN begin to collect your objects and images. Allow some serendipity into your ideas. Be flexible with your ideas and concept, it may change and evolve as you acquire your objects, images.

  • Create multiple layers which include: images, textures, text, and scanned objects that represent YOU
  • Use colors, fonts/type, and textures that help symbolically communicate who you are (You can google, for example, "color symbology" to discover what colors best describe your personality).
  • Experiment with new techniques like blending options, opacity, clipping masks, image adjustments or options from tutorial list (or other tutorials found online)

3. Scan images and found objects at least 300 ppi using Image Capture in class. Move the images to your folder on Google Drive to access them.

4. Consider and utilize basic design elements and principles in your piece, particularly color, texture and depth.

5. Save one version of your file WITH LAYERS as a Photoshop file. Upload to Google Drive in folder with your name.

6. Save a flattened/merged version as psd (this will be a smaller, one layer version). Upload to Google Drive in folder with your name.

7. Save to web as high quality jpeg version. Upload to Google Drive in folder with your name.

8. Keep an editable electronic copy your artist statement (.doc file) in folder with your name.

9. Upload the jpeg to class Facebook group.

10. Bring a hard copy of your artist statement to critique with your piece. This should be printed out well BEFORE the start of class. 

 

Grading Rubric - This Project is worth 100 points

More layers and experimentation with new techniques will result in higher grades. Basic images, few layers and minimal experimentation/effort will result in lower grades.

1. Artist statement - printed (10 points) 
What is an artist statement?

Your statement should be well written and thoughtful, grammatically correct with no typos. PRINTED OUT BEFORE START OF CLASS. 1 full paragraph, regular 12 point font, regular margins. Research other artists' artist statements before writing. Submit early and ask Casey for feedback so you can revise if necessary for maximum points. Make sure your name is on it!

  • Good artist statements: personal, first-person address to the audience (not just this class), concise, grammatically correct and spell-checked. About 1 paragraph (concise).
  • Bad artist statements Vague, impersonal, non-specific, impersonal, don't give any additional information to help understand the work, grammatical or spelling errors, run on sentences, written last minute. 
  • Do's: Talk about your ideas, what other artist's work or styles inspired you, why you chose specific images, colors, textures, text and what those choices convey about the subject (you)
  • Don'ts: Don't restate the project assignment, Don't talk about specific tools you used to complete your process (eg. magic wand tool, drop shadow filter, etc.), don't write a critique of your own work

Tips:

  • Supplement the viewer's experience of the work, giving them "inside information" that they may not have realized in their initial viewing. The goal is to help the viewer understand the work better by providing information they can't glean just from looking at the image.
  • It also should be specific to your work and offer unique insight into your creative process.
  • If your work is humorous, then it is ok for your statement to be. However, if you want your work to be taken seriously, then consider your audience before you make your work seem too light. In this case, your work will be shown to other Libby RAP students in the exhibition at the end of the semester, and on your personal website where future employers may view your gallery.
  • A short and specific personal narrative/story that relates directly to your art making – Autobiography is a highly powerful tool for successful artists. If you are making art for personal reasons, explain them because it deepens the meaning of your work.
  • ​Historical context – explaining one or two influences on the work and placing it into an art historical context shows that you understand what you are doing and why. 

2. Followed instructions (10 points) 

3. Effort/Perseverance (20 points)

  • Did the artist begin brainstorming ideas with a submitted written proposal? Did it show some thoughtful consideration about h 
  • Did the artist's ideas evolve/change/grow over time to incorporate more ideas?
  • Did the artist make good use of class work time and/or pursue the project outside class time as well?
  • Did the artist explore and experiment with new/different styles, techniques, tools? 
  • Did come to critique prepared with all instructions completed BEFORE class started?

4. Creativity/Originality (20 points)

  • Did the artist successfully reveal unique aspects of him or herself that are not obvious and common? What is learned about this person from the final image created?
  • Did the artist create a style/look/aesthetic that seems consisitent with and specific to the artist's personality?
  • Did the artist find colors/textures/fonts that helped convey his/her personality? What do the chosen colors/textures/fonts communicate about this person?

5. Craftsmanship/Skill/Consistency/Overall Quality of Work  (20 points)

  • Was the work beautifully and patiently completed with all visual and technical issues resolved?
  • Did the artist master the tools he/she chose for his/her technique?
  • Did the artist convey his/her intended message about him/herself in this project?

6. Utilization of design elements and principles?   (20 points)

  • Is the space fully utilized with parts composed thoughtfully into a balanced overall composition?
  • Are some elements emphasized more than others to create visual hierarchy, thematic importance?
  • Did the artist use repetition to convey any visual or thematic motifs?
  • Did the artist implement line or shape, color, texture to communicate who he/she is and to direct the viewers eye to certain places?
  • Are layers sufficiently contrasted to be distinct and easily interpreted? If not, was layering, blending and opacity utilized symbolically to make some parts more mysterious?

 

Project 1: Subvertisement/Parody Ad/Poster - DUE at 3:30 p.m. on Tuesday 2/21

Our access to computers gives us the wherewithal to switch from consumers of the media to producers of the media. What shall we do with our new-found power?

Assignment: Construct an advertisement-like poster referring to some personal or observed theme for the purpose of affecting/changing the viewers' thinking on the subject. You can reference a specific advertisement or ad campaign or a general theme.

Examples could be subjects related to but not limited to: consumerism, nature, nationality, politics, gender, identity, religion, current events, environment, energy, art, culture, race, work, and social problems.

Objectives

Utilize design elements and principles, Photoshop tools and layers. Apply Concepts (listed below under instructions).

Note

Your printed ad/poster will be displayed at the Libby RAP exhibition at the end of the semester. 

Instructions

1.  Construct your canvas at 8.5 x11 inches (vertical) at 300ppi resolution, CYMK color mode (for laser jet printing later in semester). Optional: Consider when possible using “web safe” colors in Photoshop since you will also have a version of this project displayed online.

2.  Create a subvertisement full page print ad (like you would find in a magazine) or poster using multiple layers of image and text. A logo should only be one part of this image.

3.  You may use your own images and/or appropriated imagery.

4.  Utilize basic design elements and principles in your piece. ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM, SPACE and PRINCIPLES OF DESIGN: REPETITION, BALANCE, EMPHASIS, CONTRAST, UNITY. See class schedule on 2/7 and 2/9 for definitions.

5.  Save your file with layers as a Photoshop file (psd). Keep a copy of this file.

6.  Post the jpeg version onto Facebook page (WITHOUT artist statement).

7.  PRINT OUT artist statement (labeled with your name and “Subvertisement”) to hand in. 

8.  Upload the layered psd version, jpeg, and .doc of artist statement to the LIBB 2500 folder a folder inside a subfolder with your name in the Google Drive

9. Upload any images of any works (eg. original ads, similar ads, other parodies) you refer/allude to in the creation of this project to the subfolder with your name in the Google Drive. 

Concepts to Apply

Advertising is a form of communication intended to persuade its viewers, readers or listeners to take some action. It usually includes the name of a product or service and how that product or service could benefit the consumer, to persuade potential customers to purchase or to consume that particular brand

Propaganda is a form of communication aimed at influencing the attitude of a community toward some cause or position. As opposed to impartially providing information, propaganda in its most basic sense, presents information primarily to influence an audience. Propaganda often presents facts selectively (thus possibly lying by omission) to encourage a particular synthesis, or uses loaded messages to produce an emotional rather than rational response to the information presented. The desired result is a change of the attitude toward the subject in the target audience to further a political agenda.

Subvertising refers to the practice of making spoofs or parodies of corporate and political advertisements in order to make a statement. This can take the form of a new image or an alteration to an existing image

An allusion is a figure of speech that makes a reference to, or representation of, a place, event, literary work, myth, or work of art, either directly or by implication. A reference, explicit or indirect, to a person, place or event, or to a literary, musical, or  artwork or excerpt".

Homage: to pay homage is to pay tribute to those who came before you, as a way of reverence and respect.

Influences: the works or artists who came before you to who inspire you, and to whom you may reference in style, content, or message

Parody: a humourous imitation of something (writer, artist, genre, event, etc.) with deliberate exaggeration for comic effect:

Theme: A central idea, topic, subject matter, concept or didactic quality of a work in a piece of writing or other work of art

Preparation

In class exercises, reviewing other flyers, ads and posters, researching other subvertisements online.

Things to think about/questions to consider/problems to resolve as you complete your project:

  • What makes an ad successful? Does your ad meet that criteria? Will you be proud to show it in the exhibition?
  • What could be improved to make your ad even better and more effective? Have you tried different layouts/arrangments/compositions/colors to see what looks best?
  • Does your ad utilize utilize 
ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM, SPACE and PRINCIPLES OF DESIGN: REPETITION, BALANCE, EMPHASIS, CONTRAST, UNITY to convey meaning or direct the viewer's eye/attention?
  • Is your ad easy to read and understand? 
  • Do the typography/font and color choices reflect the subject matter?
  • Does the ad draw you in as a viewer? 
  • Is the message conveyed quickly?
  • Will the audience "get" your message/be "in on" the joke? If your reference is obscure, explain in your artist statement. 

Grading Rubric - This Project is worth 100 points

1. Artist statement - printed (10 points) - articulate your intentions with this project
What is an artist statement?

Your statement should be well written and thoughtful, grammatically correct with no typos. PRINTED OUT. 1 full paragraph, regular 12 point font, regular margins. Research other artists' artist statements before writing. Submit early and ask Casey for feedback so you can revise if necessary for maximum points.

  • Good artist statements: personal, first-person address to the audience (not just this class), concise, grammatically correct and spell-checked. About 1 paragraph (concise).
  • Bad artist statements Vague, impersonal, non-specific, impersonal, don't give any additional information to help understand the work, grammatical or spelling errors, run on sentences, last minute. 
  • Do's: Talk about your ideas, how you came up with the concept, your personal relationship to subject matter, mention the specific ads you are referencing or your general inspiration (types of ads)
  • Don'ts: Don't restate the project assignment, Don't talk about specific tools you used to complete your process (eg. magic wand tool, drop shadow filter, etc.), don't write a critique of your own work

Tips:

  • Supplement the viewer's experience of the work, giving them "inside information" that they may not have realized in their initial viewing. The goal is to help the viewer understand the work better by providing information they can't glean just from looking at the image.
  • It also should be specific to your work and offer unique insight into your creative process.
  • If your work is humorous, then it is ok for your statement to be. However, if you want your work to be taken seriously, then consider your audience before you make your work seem too light. In this case, your work will be shown to other Libby RAP students in the exhibition at the end of the semester, and on your personal website where future employers may view your gallery.
  • A short and specific personal narrative/story that relates directly to your art making – Autobiography is a highly powerful tool for successful artists. If you are making art for personal reasons, explain them because it deepens the meaning of your work.
  • ​Historical context – explaining one or two influences on the work and placing it into an art historical context shows that you understand what you are doing and why. 

If you are not sure where to start, here is a template:

  • Why is this topic important to you? Be specific and discuss personal experience/relationship to the subject matter or how you came to choose the subject/concept/idea for this project. 
  • What are you alluding to or parodying (eg. what product/subject/other advertisements you are referencing)?
  • Who/what are your inspirations (eg. other artists work, other ads you researched, other subvertisements)?
  • What is the message are you trying to convey?
  • How does your message differ from a conventional or traditional ad on this subject to make the viewer think about the subject differently?

2. Followed instructions (10 points) . The 9 step instructions are listed above.

3. Successfully utilizing
ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM,  SPACE and PRINCIPLES OF DESIGN: REPETITION, BALANCE, EMPHASIS, CONTRAST, UNITY (20 points). 

A:  Planned carefully, brainstormed, and showed an awareness of the elements and principles of design; chose color scheme carefully, choose appropriate font, used space effectively after trying out multiple iterations of layouts/arrangement of elements. Easy to read and understand the intention of the work. Deliberate use of elements/principles to draw viewer's eye to message.

B: The artwork shows that the student applied the principles of design while using one or more elements effectively; showed an awareness of filling the space adequately. Can be improved to communicate idea better, but overall delivers intended message visually.

C: The student did the assignment adequately, yet placement of elements seems random and little evidence that an overall composition was planned. Needs work. There is a message, but the message isn't obvious and the viewer's attention is not directed to it visually.

D: The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art; no evidence of planning layout, composition, typography, etc. Minimal time and energy invested. Not a clear message/slogan/statement that is understandable. 

F: The student did the bare minimum or the artwork was never completed.

4. Creativity/Originality (20 points)

A: The student generated many ideas through brainstorming, tested different ways to express the intended message; attempted multiple iterations of compositional layouts before selecting one; made connections to previous knowledge; demonstrated understanding problem solving skills. The final product was an evolution of trial and error. Student fully explored the subject's possibilities and best way to communicate idea.

B: The student tried a few ideas and layouts before selecting one; solved problems in logical way.

C: The student tried one idea, but it lacked thoughtfulness and a personal connection to subject.

D: The student fulfilled the assignment, but gave no evidence of trying anything not done or seen before. 

F: The student showed no evidence of original thought or exploration of the project concepts.

5. Effort/Perseverance  (20 points)

A: The student put thought into the proposal, had a concept and a plan to execute it. Came to work days ready with research and ideas. The project was continued until it was as complete as the student could make it; gave it effort beyond what was required; student took pride in the work and final product. 

B: The student turned in a proposal with several ideas that needed more focus.  The student worked hard during lab time and completed the project, but with a little more effort it might have been outstanding. Needs some polishing.

C: The student turned in a proposal with a general concept but it was lacking detail. The student finished the project, adequate interpretation of the assignment, but lacking finish; chose an easy project and did it indifferently. 

D: The student turned in a late proposal and/or gave no evidence of having a concept for the project before work days started. The project was completed with minimum effort. Didn't use work time effectively. 

F: The student did not turn in a proposal for the project. Student did not finish the work adequately or did not complete the project on time. Lack of understanding and implementation of project assignment and goals, lack of productivity or absent during work time.

6. Craftsmanship/Skill/Consistency/Overall Quality of Work  (20 points)

A: The artwork was beautiful and patiently done; it was as good as hard work could make it. It was a work that evolved and improved over the work time and beyond. It looks professional. The student sought help in class or online with tutorials to troubleshoot problems and have time to correct them.

B: With a little more effort, the work could have been outstanding; lacks the finishing touches. Evidence of some evolution and improvement from start of project to end. 

C: The student showed average craftsmanship and applied some skills learned in class; adequate, but not as good as it could have been, a bit careless. Room for improvement. 

D: The student showed below average craftsmanship and/or minimal application of skills. Lack of pride in finished work. Looks amateurish and last-minute. Didn't make effort to resolve problems or didn't manage time well. 

F: The student showed poor craftsmanship; work looks sloppy and haphazard, student didn't attempt to communicate problems/concerns/issues with instructor for assistance troubleshooting and/or wasn't receptive to feedback.