Susan GendenModule II Lesson Presentation © 2006 Foundations of Distance Education, Spring 2006

Foundations of Design I: Module II

The line a design element

MediaArtsOnline

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Welcome to Module II Welcome to Module II

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.

The line as a design element

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On completion of this assignmentOn 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 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 principlesMore 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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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)

ariety boring ufocuse

More design principlesMore design principles

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Three design elements – starting with linesThree 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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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.

Don’t forget – line stylesDon’t forget – line styles

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Three design elements - textureThree 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. The world around us is

rich in texture, in wood, stone, leaves.

Man-made objects have texture, as in cloth, glass, metal.

(Wong, W. 1993)

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Three design elements - shapeThree design elements - shape

Shape – refers to a closed path or line that is filled.

Shapes occupy space. Shapes may be combined

to form relationships withother forms.

Repetition and patternprovide interesting uses of shapes.

(Wong, W. 1993)

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Exploring the use of linesExploring 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 Bild-Kunst, Bonn.

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Horizontal linesHorizontal 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 seemsbalanced, but thebalance 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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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 illustratesunity.What do you think?

Vertical linesVertical lines

By Anni Albers, On Weaving, 1965.

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Vertical linesVertical lines

Soaring spires of Notre Dame in Paris lead the eye upwards.

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We see lines found in nature, whenever we look for them, usuallyresulting in softer, more organic designs when abstracted.

Diagonal linesDiagonal lines

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 linesDiagonal 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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In other instances, curved or curvilinear lines remind us of growing things, and soft movement.

We can draw inspirationfrom many sources andabstract them.

Curved linesCurved lines

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Curved linesCurved lines

Curved lines are translated into cloth:

From Chancay Peru, 1200-400 C.E.(Doig, 2005).

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Learn principles while having funLearn principles while having fun

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 AssignmentMethods 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 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 assignmentWeek 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 projectSamples of final project

Curved lines

Straight diagonals (primarily)

Horizontal/vertical lines

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Materials and methodsMaterials 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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FeedbackFeedback

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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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.

Please contact the help desk or instructor if you have problems with it.

Tools we are using todayTools we are using today

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GradingGrading

In Module II, 100% of grade is from completing: 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 resourcesAdditional 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 Questions

Thank You!

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ReferencesReferences

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