Hands On Project Final Evaluation

I have used experimental applications of media to explore the characteristics of a range of visual language through the “Hands On Project”. To use visual language we explored the “Principles Of Design”, the “Elements Of Design” and key terminology from the workshop. These keywords in the elements include colour, rhythm, emphasis, Henna, shape, form, abstract, screen printing, mono-printing and many more. We used visual language by describing all 3 elements above through our glossary pages and presenting them through images of hands that related to the definitions of each word. By creating my own definitions of the keywords in the elements, it allowed me to use visual language to describe them individually and also help me to understand them further. I used visual language throughout the project to complete 20 glossary pages that have drawings that relate to each definition on the glossary pages.  I have also used visual language in the workshop tasks to complete workshop outcomes that relate to key terminology that I have learnt. This has allowed me to express my understanding of key terminology from the workshop and to be able to create a workshop outcome that presents this. Finally I have used visual language for my sketchbook as I have used it to evaluate my own work through annotation. By annotating my work, visual language has helped me to evaluate my own drawings and to decide which individual sketch is the most effective and which sketch is the least effective. In conclusion visual language has helped me to complete glossary pages, workshop outcomes and evaluate my own work.

Throughout the project, I have found the experience of creating glossary pages for the “Hands On Project” enjoyable but also challenging. I found the experience enjoyable because it has allowed me to express my thoughts and ideas through hands to describe key words that I have learnt when completing the task. Also, the experience was enjoyable because it allowed me to explore new materials, skills and methods I have learnt in studio practise and workshops to create really effective glossary pages. The glossary pages allowed me to combine all of my primary and secondary research together to create effective ideas of hands that match each individual “Elements of Design”, “Principles Of Design” and key terminology from workshops. I found the experience of creating glossary pages challenging as my time management wasn’t planned out to create the large amount of glossary pages we needed to complete. Also, I found the experience challenging because I found some materials really difficult to work with such as acrylic paint which gave a less effective outcome compared to other designs created by other materials. However, I overcame the challenges to create 20 glossary pages that included all the “Elements of Design”, “Principles Of Design” and key terminology from workshop sessions.

When learning about new key terminology, it has improved my English skills as it has allowed me to explore important keywords in art which will be useful for future projects and tasks in my art course. When creating definitions for my glossary pages it has improved my English skills because it has allowed me to take inspiration from a range of definitions and allow me create my own definition sentences. By writing and collecting my own definitions it has allowed me to understand keywords better and also present a sense of individuality from creating my own definitions. Finally, when learning about new key terminology, it has improved my English skills for blog writing because It has allowed me to express what I have learnt in studio practise and workshops by using new key terminology I understand and I can write about clearly.  

For my research for the “Hands On” project, I produced a range of primary, secondary and artist research. By collecting a range of different elements it allowed me to explore, collect inspiration and design my own individual pieces throughout the “Hands On Project”. For the primary research, I collected a range of hand photographs of my family and friends that were used and placed onto my glossary pages and sketchbook pages. The photographs had a range of different sizes, shapes and textures that created a variety of hands that were unique. This created a sense of individuality as each image were unique and presented different .Also to create individuality, I took a variety of hands that were placed in different positions which was useful for my glossary pages as some images suited the definition of certain key words. It is important to collect a wide range of primary photographs as it gives you a variety to choose from and also it allows you to select best images that you can use for the different elements of art, glossary pages and sketchbooks. Also, I thought it was important to collect a range of primary images as it allowed me to create my own individual glossary pages and also make my sketchbook unique by creating drawings and collages from the wide range of primary images.


 

Some primary images I collected.

 

Also for my research, I collected a range of secondary images from my Pinterest board that I set up for the project. Before creating a “Pinterest” account I was really curious to explore the social media site as I have been told about the program before but I haven’t explored it. The social media allowed me to search a wide variety of hands that explored different elements of art such as photography, ceramics, graphics and 3D sculpture. By collecting these secondary images they gave me inspiration to create my own designs and make them individual to me but also be inspired by the research I collected. By having a range of secondary images from different topics in art it allowed me to experiment with different materials and methods which expanded my knowledge and gave me the confidence to practise new skills. For my artist research, I looked at an artist called Lucian Freud who created paintings that used hands to symbolise emotion and the feelings from the artist. Lucian was involved in the art movement called expressionism and this was presented through his style of hand drawing and the emotion from the whole piece. The artist research allowed me to explore different techniques and materials through long brush strokes and using acrylics paints. I collected the information about the artist from the Tate gallery website as it is a reliable website to inform the audience about the artist and his style of artwork which are presented at Tate art galleries. To improve my research skills in the artist research I will collect more information from a range of research elements such as books and journals. It has important to explore and research from a variety of elements as it will expand your knowledge more about art history and it will allow you to  collect more accurate information. All the research has been helpful and effective throughout the project because the images inspired me to create my own individual ideas. I took inspiration from the secondary images and adapted them so that I could create my own ideas that would suit different elements in my glossary pages and sketchbook work. For my primary images I used them for both glossary and sketchbook pages as the different images suited different elements of what I was creating in my glossary pages and sketchbook work. The artist research has been effective in the project because it have gave me the confidence to try materials from the research and practise them in my glossary pages. Overall by combining all the research elements together it has being very effective when supporting me throughout the project.

Throughout the “Hands On Project”, I have explored and experimented with skills, techniques and processes in all 5 different workshops. I was curious in all of the workshops to explore the methods and techniques and it allowed me to develop and adapt what I have learnt to become independent in the tasks. In 3D sculpture workshop we learnt a technique called “Shape Scape” which is a piece of work made up of simple constructions, which are designed to stimulate playing with toys. A keyword which was made into a glossary page was “Abstract” which is defined as art that does not attempt to represent visual reality but instead uses shapes, colours, forms and marks to achieve an effect. In the print-making workshop, we learnt about a tool called a “Lino Cutter” which creates patterns and designs from a Lino block which is used to print designs with several times with identical copies of the print design. Also, in the print-making workshop we learnt about two different pattern drawing techniques which are called “Henna” and “Zentangles”. “Henna” ” is an Indian pattern that is placed onto hands for special occasions which are made up of flowers, swirls and lines. Zentangles” are a pattern made up of shapes and lines that doesn’t use a ruler. They are most commonly found in adult art therapy colouring books. We also learnt about printing techniques such as “Chine Collé” which uses tissue paper that is placed onto the paper and then ink is printed onto the surface to reveal a print pattern. When exploring “Textiles” we learnt a variety of skills and techniques from the workshop such as “Batik”. By using a tjanting tool for “Batik”, a range of patterns and designs can be placed onto a variety of surfaces with hot wax. Also, we learnt about a technique called “Paper-Making” which is a process of making a paper products from fibrous materials such as rags, straw, bark and other organic materials. The materials used can form sheets of paper by pulping, straining and mixing with equipment and water. In photography, I learnt key technical skills on the camera such as “Aperture” which is a space that light passes through a photographic instrument. We also learnt about the composition of photography and elements such as “High Key Lighting” which is an image that is bright with a range of light tones. Also in photography we explored “Exposure” which is the amount of light that falls on the sensor of the camera. In the ceramics workshop we learnt key words such as “sculpting” which we did to make 3D ceramic hand pieces. We built up a variety of hands with this technique in the group task by sculpting them together to create a 3D hand. Another skill we learnt in the ceramics workshop was “planning” as it was the most important element in the workshop as we had to plan our designs in order to allow firing deadlines. All of these techniques above me were explored and written in my blog entries for each of the workshop tasks and studio practise. More keywords were also used in the project workshops and they were also defined in glossary pages and blog entries. All skills, techniques and processes I have learnt will be developed further in the art course which will allow me to adapt them independent to suit the project tasks. I believe that I have increased my confidence for trying and experimenting with new techniques and skills in different topics in art.

The outcomes in the workshop I created throughout the project were effective as they expressed the skills, techniques and methods I learnt throughout the tasks but also relating back to the “Hands On Project”.

3D sculpture outcome matched the
criteria, its an abstract piece and
a shape scape piece.

Photography outcomes present a range of
techniques we used which relates back to
the "Hands On Project".

The Textiles workshop outcomes present the
variety of techniques I have used in the task.

All the print-making pieces I have produced in
different colours.

All the mono-printing outcomes and first
attempts which show development and how
I have improved by practising the process.

Ceramics outcome before being placed into the
kiln.
 

Overall, the workshop outcomes turned out really effective in the project as I was able to express my knowledge and understanding of methods, techniques and skills from each workshop through the project. I did struggle with some outcomes of the workshop designs but I have also shown my improvement that has allowed me to learn and develop my skills in order to present an overall effective outcome in the workshops. When creating mono-prints for the first time I found it really difficult create the designs that I wanted and they are shown on the prints with smudged ink on some of the designs. However, I have learnt from this and developed my skills to create 8 effective mono-print outcomes. In the 3D workshop, I struggled to create my hand to stand freely but I overcame this problem and created a final 3D hand made from “Shape Scapes” that turned out effective. In the textiles workshop I found some tasks difficult but others easy which were combined together in my outcomes that created an effective range of textile pieces. This expressed my development and skills that I created throughout the workshop.

I think my portfolio of work is effective as it presents my skills, knowledge and understanding of the “Hands On Project” through my glossary pages and workshop outcomes. I believe my glossary pages are effective in my portfolio of work because it presents my understanding of new key terminology and how it expresses my creativity to present the definitions through the “Hands On Project”. I also think my glossary pages are effective because it presents the amount of work I have produced in the project and what new materials I have used and explored to achieve the amount I have completed. I believe my glossary pages in the portfolio of work are effective because they express my primary and secondary research images I have been inspired from to create my own designs in the project. Also, I think my workshop outcomes in the project are effective in my portfolio because they present the skills and knowledge I have learnt in each task to create a range of different pieces that relate to the “Hands On Project”.  The workshop outcomes also show my development and how I have took what I have learnt and created pieces individually with the skills, techniques and methods. I think my portfolio can be improved through my sketchbook work as I didn’t plan out my time management for completing book which led to rushed drawings and incomplete designs. If I was repeat the process again I would plan out what I was going to create in my sketchbook efficiently so that I would create designs to an effective standard for my portfolio of work.

A Collection Of Images From My Glossary Pages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Throughout the project we explored the elements of creativity and how we can present creativity through our artwork. We also learnt how creativity is measured, who can be creative, how creativity is measured, where creativity is presented in the environment and how creativity can be hindered. Throughout the project we have learnt and answered the questions above about creativity in group tasks and independent work. We also expressed creativity by exploring workshops and creating pieces that showed how elements of design can be presented creatively through the “Hands On Project”. Also, we expressed creativity throughout the project by making our glossary pages, completing workshops and drawing in our sketchbooks. I believe creativity is defined by “using individual ideas, thoughts and imagination to create something made by you”. I feel like in the project I have improved my creativity because I have explored new skills, techniques, and methods which allowed me to create individual ideas and work independently throughout the task. I have especially learnt new skills, techniques and methods in the workshop that I took creativity into my workshop outcomes, glossary pages and sketchbook pages. By having a topic and having a range of “elements of art”, “Principles of art” and workshop key terminology, it allowed me to improve my ideas, thoughts and imagination to create a variety of designs that have been made by me. “Creativity” is the most important aspect or art as it expresses your individuality and your imagination to create your own pieces of artwork.



Exploring Creativity in the workshop tasks

At the start of the project I found working as a team challenging as I felt I have lost confidence with my communication and group skills. However, I believe this has changed and I have developed further in the project because it has allowed me to gain communication skills and allow me to work as a group to share ideas and thoughts to create different pieces in workshops. The project has increased my confidence which has allowed me to share my thoughts and ideas to a group but also a whole class which has developed my communication and group skills I had before. I found it easy to work independently in the project because I was able to become creative and express my imagination and ideas of the task onto paper or through my workshop outcomes. By working independently it has also increased my confidence in art which has allowed me to create more artwork with new knowledge, materials and methods.

Group Task Outcome

Throughout the project I struggled with time management as I spent a lot of time with one particular element on a piece of work and improved it until I believed it was a good standard. When sketching and drawing I believe my timing is slow as I get distracted by what I have drawn and work into the drawing further which makes me sometimes forget the amount of time I have left and how much work I have left to complete. I struggled with my time management for my sketchbook work because I focused more with getting my glossary pages complete which led to me rushing some of my sketchbook work and annotation. Also I struggled in the workshops as I didn’t plan my time management which made it difficult for me to complete my final workshop outcomes and also  allowing time for me to explore all the techniques available. However, I did manage to achieve all of my workshop outcomes to a decent standard that expressed my new skills, techniques and methods I learnt in the tasks. I believe that my time management was planned when writing my blog entries as I gave myself targets to complete in my independent study time which allowed me to be up to date with my entries for each studio practise and workshop tasks. By taking notes in the different lessons throughout the day it allowed me to plan what I was going to write making my time management successful when posting entries onto my blog. I feel I have produced the best outcomes in the project through my glossary pages because I have created over twenty A4 pages that express a variety of key terminology in workshops, ”Elements Of Design” and “Principles of design”. I also believe this is the best outcome because it expresses my understanding and knowledge I have learnt from workshops and studio practise lessons. I don’t believe I’ve produced the best outcomes in my sketchbook designs because I had a time limit with some sketches I had left to create which made the either incomplete or not an excellent standard. By having a large amount of sketchbook work to complete in a time frame and deadline, it made it a difficult challenge for me to create drawings to a standard that I believe is good. In my sketchbook, I believe one of my weakest outcomes is the texture drawing in my sketchbook as I didn’t plan the materials I was going to use and I also rushed the whole design of the page. I also don’t believe I produced the best outcomes with my annotation in my sketchbook as I didn’t plan what I was going to write which made some of the pages look empty as I believe that I haven’t wrote enough about them. To improve for future projects, I am going to set myself targets and time limits to complete different pieces so that I will have time to complete whole tasks to a deadline.

Overall the “Hands On Project” was a challenging but also an enjoyable task as it developed and taught me new skills in a wide range of topics in art. It has allowed me to be creative and use my imagination and ideas to create pieces relating to the project. The project has also improved my English skills and I have learnt a wide range of new keywords that I will take further into the art course. The workshop tasks within the project has allowed me to be curious and explore new techniques, tools and methods that I have developed individually to create my own workshop outcomes. Also, the project has taught me that I need to manage my time efficiently and this will be a goal I am going to achieve for the next project which will allow me to create more designs and effective outcomes. My research skills have developed since the start of the project and I have explored new methods of collecting primary and secondary material which I will take further into the course .Finally, the “Hands On Project” has improved my drawing techniques of creating hands as I found drawing a hand really challenging previously before starting the project.

15th October Ceramics Workshop

On Thursday 15^th October we completed our final workshop for the “Hands on Project” and we explored the skills and methods through ceramics. I was really nervous to explore “Ceramics” as I have experimented methods in the topic previously and the pieces I created were not successful. However, I was really curious to explore new techniques and methods in the subject as I wanted to gain confidence in the topic and to create a piece for the “Hands on Project”. When we arrived at the workshop we were given a brief introduction to all the areas of the workshop, tools and equipment. Before starting our first task, we were given health and safety instructions that we followed throughout the workshop to avoid the potential risks of injury. Firstly, we always had to wash our hands when we finished working because the chemicals used can be harmful to the body if it’s ingested. When we finished working, we had to clean our area and any studio equipment or tools to allow dust to be kept to a minimum as it can be really dangerous. If a large amount of dust enters into the lungs it can cause breathing risks which is why dust is kept to a minimum in the workshop. Finally another safety instruction we followed was that all bags must be placed away safely so that no accidents can occur. These rules were maintained and followed throughout the workshop task.

After going through the health and safety instructions we started to create designs for the main task in the ceramics workshop. It is important to design as it allows you create a variety of drawings that can be adapted and changed in order to create the most suitable design for what you want to create. We were given one criteria which was to create a 3D piece of ceramics that related to the hands on project. At the start of the task I really struggled to come up with a first idea as I wasn't sure how to create a ceramic piece in 3D and make it look effective. To solve the problem I looked through a couple of my secondary images from my Pinterest board and remembered a picture I had with a two hands joined together holding a rose. I wanted a design based on this idea so to start the design I drew two hands together with a symmetrical pattern and two colours to keep a balanced theme. When drawing the design I noticed that the patterns I were creating looked like Henna designs that I have research previously in my secondary research and print-making workshop. After creating the first design, I decided to develop the first design and add different patterns and more hands onto the design. This allowed me to create a range of designs that had different patterns, a range of different sized hands and related to my first idea. By creating a range of designs it helped me to decide what the most suitable layout for the 3D ceramics workshop outcome was.

After designing and picking a final layout, we focused on a group activity where we were going to create a large 3D hand that's made up of all our groups’ hands. To start the project, we first collected a piece of clay and started to work into the clay to get the air out of the material. It is important to get the air from the clay as it can cause the clay to explode in the kiln if the air is trapped inside. I found the first part of getting the air out of the clay difficult as the clay was a strong material that was hard to shape. To solve the problem I cut the clay in half and continued to practise working into the clay which allowed me to gain the skill of getting the air out of the clay. After we worked the clay we moulded it into a rectangle and cut the shape into several lines by using a cheese slicer. Once the clay was cut I pulled the different parts away to reveal what was inside the clay. If the clay had holes in the middle this meant that it still had air in the substance. To solve the problem I covered the holes with spreading clay on top of them and then repeating the process several times to create a piece of clay that was ready to shape and mould. Next we rolled out the clay with a rolling pin onto a surface and used measuring sticks to allow me to get an even surface. I found this part of the task difficult as I couldn't roll out the clay evenly. To solve the problem I adapted the skills I was taught and kept moving the clay and measuring sticks around to allow me to create an even surface. After rolling out the clay, I placed my hand onto the surface and used a cutter to draw around my hand which revealed a copy of my hand on the clay. After repeating the process with my other hand, we left our hands to dry and started to focus on our workshop outcome.

The process of rolling out the clay.

To start the workshop outcome, I had to choose what design I wanted and I chose a design that had 2 large hands connected together in a cup shape with a little hand in the middle of the hands. I decided to choose this design as it reflected my secondary research idea, I could place patterns onto the design and the design matched the criteria which was that it had to be 3D. To start the design I repeated the process from the group task with clay and took the air away from the material. Once the clay was ready to use I rolled the material in a flat even surface and worked into the clay by drawing around my hand. Once I created two hands I placed them into a bowl so that it would create the 3D cup shape I wanted. Next I used the cutter to create the pattern I wanted on the designs and made them symmetrical which I wanted from my first initial designs. To place the hands together, I used the cutter to create marks and then placed a glue paste onto the surface that stuck both pieces together strong. Eventually the hands were designed and placed together which were ready to paint.

The outline of my hands before being decorated.

The hand outlines decorated and placed into a bowl.

Before I started to paint my hands I focused on completing my wired frame sculpture as I didn't finish the outcome previously. To complete the hand drawing I developed and adapted the skills I was taught previously and started to build up the hand. I was also familiar with the tools from the previous workshop so it allowed me to build up the hand effectively. I focused on different areas of my hand and looked around the hand to make the design look 3D and abstract. Eventually I created the design and I was really happy with the outcome as I didn't feel confident in the previous task when creating the sculpture. I felt like I adapted my previous experience and learnt from my mistakes to create an effective workshop outcome. However when completing the task I didn't plan my time management and this had an effect on the final outcome of my ceramics piece.

Completed wired sculpture of a hand.

When I returned to the ceramics workshop, I had a short amount of time to finish the layout and paint my design. Sadly I wasn't able to create a small hand to be placed on top of the design so I focused on the two hands that were ready to paint. To improve next time I will plan out what I'm going to create in a time limit and manage my time efficiently in the ceramics workshop. I decided to keep with the symmetrical theme and painted the hands with two colours which were pink and blue. After painting the designs the ceramic 3D piece were ready to be dried and sent to the kiln.

Final workshop outcome of the 3D
Ceramic hands.

For the final workshop task, we collected our hands for the group task and created a large 3D hand piece. This allowed us to increase our communication skills and our group skills. The group decided to create a flower shaped hand that was built up from our individual hands we made earlier. The piece looked effective and as a group we combined our skills and ideas to create a piece. To improve next time the group should create more hand layouts so that the design would be completed and finished.

Overall,the workshop was an enjoyable task as it allowed me to explore new techniques and methods in the ceramics task that I found really interesting and fun to create. It allowed me to gain confidence in the subject as I have previously found it difficult. I learnt keywords in the task which was "sculpting " and "planning". These two elements were key in the workshop outcome as I had to create my design and sculpt it for it to be 3D and also to match the criteria. Planning was the most important element in the workshop because you needed to set a time limit so that it can be placed into the kiln for it to be heated and dried. To improve next time I need to plan ahead and follow this key word throughout the workshop so that I can create effective designs that I wanted to create.

13th October Studio Practise

On the 13^th October we continued to complete our glossary pages for the “Hands On Project” in the studio practise. I decided to focus on completing two pages from the “Elements Of Design” which was “Form” and “Value”. In my independent study, I designed what I was going to create for my pages which helped me for time management when completing the pages. I decided to focus on “Value” first because I felt the design was going to take the longest. To match the definition the material I decided to use was shading pencils as it allowed me to create light and dark tones which matched “Value”. I wanted to create a design that would include a lot of detail so I decided to draw a hand holding a photo frame which had an image of my dog. I decided to choose an image of my dog because he has a lot of detail on his fur which will allow me to match the definition of the page. Once I completed the design I noticed that the design background was dull and had no colour. To improve next time I will consider the background when designing. However, the overall design was really effective as it represented the key word “Value” and included lots of detail. Next I focused on the glossary page for “Form”.

Value Glossary Page

To create the “Form” glossary page, I decided to have an image of a hand holding a ball that was reflecting into the light that would cause shadows. To achieve this idea I decided to use shading pencils again as it would give me detail and different lights, tones and shading to create the effect that I wanted. After creating the design, I realised that the background looked dull on the design and wasn’t making the hand stand out or look eye-catching. To solve the problem I collected newspaper and placed it around the drawing for the background which started to make the design look emphasised. To make the drawing stand out further, I decided to place white paint onto the newspaper so that the colour fade which would allow the hand to be emphasized further. The background made the design look really effective.

Form Glossary Page

 

Overall, the studio practise was really useful as it allowed me to complete two glossary pages for the project to a good, effective standard. To improve next time I am going to focus on backgrounds when completing further glossary pages so that designs I create will be eye-catching and stand out for the glossary pages.

Pinterest

https://www.pinterest.com/fisherelliemae/

8th October Photography Workshop

On the 8^th October we continued to explore workshops and we explored the methods and techniques of “Photography”. The Photography workshop was made up of different group tasks to build up our skills and knowledge of taking professional photographs with different methods but also to increase our group and communication skills. As a group we experienced a range of methods which allowed us to take photographs which related to the “Hands on Project” but also how it expressed ourselves. I was really curious to explore photography as I have never experienced professional photography before in a studio and I wanted to try new skills which will increase my basic knowledge of taking photographs with my mobile phone and digital camera. The task allowed us to work independently to create our own ideas and use our own knowledge into practise when taking photos ourselves in the studio. Als, the task allowed us to collect new key terminology for our “Hands On Project” glossary pages. Finally, the task allowed us to increase our communication skills and to work as a team with different tasks that the whole group hasn’t experienced before.

At the start of the day we used our independent research skills to find out the definition of key photography terms which were “aperture”, “shutter-speed” and “ISO”. After working independently, we discussed what definitions we found and combined our ideas together as a group which allowed to understand the key terminology further. Aperture is a space which light passes through a photographic instrument (camera). Shutter-speed is the length of time when the film or digital sensor inside the camera is exposed to light. Finally, “ISO” measures the sensitivity of the image sensor within the camera. The lower the ISO number, the less sensitive the camera is to the light. A higher ISO number, the more sensitive the camera is to the light. These key terminology, were useful for the “Hands On Project” as they can be used for the workshop glossary pages. Also by researching the key terminology it allowed us to increase our knowledge and to take it into the first task and camera settings we learnt. In camera settings, we learnt about the key terminology in further detail and how it effects the photograph when taken in manual photography. Firstly, we learnt about shutter speed in detail, when the camera is left with more time and light the image becomes brighter but blurry deliberately which creates an effect. The process is a still image and a tripod is used to create the blur effect. In quick shutter speed, it’s a fast moving photograph and freezes an action in motion. This process is used in sport photography and no tripod is needed as it is a fast moving process. When learning about aperture further we learnt about “depth of field” which is the amount of image on focus. If the shutters wide open, the depth of field becomes brighter and shallow. If the shutters are smaller, the depth of field becomes darker. With ISO films if the measurement is 100 the image will be clear which is ideal for taking a photo in the daytime. If the ISO measurement is 3200 the image will be darker and it will create a grainy image. After learning in depth about key terminology and learning new keywords we took them into practise in the first task.

In project one we used natural light and took black and white images of a variety of hands. As it was the first task I was really nervous as I haven’t used a camera with the equipment and settings before that we have learnt previously. With working as a group it gave me confidence as others in the group felt the same as me with not having any experience with trying cameras in the studio. This gave the confidence to take a variety of images of hands which solved the problem I faced at the start. After trying and experimenting in project one, we learnt about the composition of manual photography and how photography is an art. With manual photography we learnt about how images should be placed on a grid so that the viewer will focus on the vocal point of the camera. We also discussed how photography is an art as it incorporates the elements of art, leading lines and framing which were also more keywords we learnt in the workshop. It allowed us to discuss how photography is art and how it can be expressed and be presented in different methods and techniques through photography. Through us discussing about the art of photography we moved to project two which was to take photos that expressed you through the “Hands On Project”.

Photography studio with black background
(low key lighting)

Photography studio white background
(High key lighting)

At the start of project 2 I was struggling to come up with an idea that expressed me though my hands. To solve the problem I created a mind map and looked at a variety of materials that were on offer to create an idea for the photo. I wanted the photograph to reflect what is important to me so I decided to choose music for the design. To create the photo, I collected my iPod from my bag and a pair of earphones for the design. A problem I faced was creating the layout and how music means a lot to me through the design. To solve problem I tried a range of different layouts and I came up with an idea that expressed what music meant to me by wrapping the earphones I had around my arm and iPod.

My Final Idea

After creating the idea, the group took a variety of images of my hand in different positions but still reflecting the layout that I created and how music expresses me. We also changed the length of the image, the aperture, ISO and shutter speed to experiment with what skills we have learnt and to use them independently. I also practised taking photos with another member of the group’s expression of hands and used different elements that was used on my photos to experiment with the skills we were taught previously. After completing project 2 and collecting a range of images, we made different diagrams to present the equipment used and differences between high key lighting and low key lighting studio areas. The diagrams are presented below.

Taking photos using a range of lights
and techniques.

High Key lighting diagram

  


Low Key lighting diagram

To experiment with more photography techniques that related to the “Hands On Project” we explored creative lighting and exposure in project 4 in the workshop. To create these techniques we had to keep the ISO low, keep the shutter speed long, create overlying images, have multiple exposure, have a source of light and movement to create the images. As a group we created a variety of images that expressed the hands moving to create the effect that we wanted. We also created our own individual exposures by placing our hands in a position for certain amount of time and changing it to create the effect that made it a multiple exposure. For the creative lighting we used mobile phone lights and used movement to create the effect that was presented on the photograph after the long period of time was finished. To match the “Hands On Project” we used the lighting and presented an effect which showed lights coming from hands which gave a really good effect. We repeated the process several times and used different positions of hands and light movements. I found this task really enjoyable, as it I found it really creative and It gave an imaginative effect on our hands and made them look interesting. After taking the photos we took them into the computer software Photoshop.

Creative light process

Before using Photoshop we were given a brief introduction of what we can explore and create with our images. Then we worked independently to create different effects on our hand images that related to the “Hands On Project”. I wanted to create the effect that we were given on our brief introduction so I collected a background that had a paint peeling effect on it so that the hand image would look like skin was peeling. A problem I faced with using Photoshop was that I didn’t feel confident with using the software and I struggled with basic elements through the instructions. To improve next time I am going to practise Photoshop further and explore the techniques to build up my confident with using the software. Eventually, I created the design that I wanted to create independently on the software and the image is presented below. Also, to improve next time I am going to try different elements and effects to create more Photoshop designs.

Design process on Photoshop

In the photography workshop we were given health and safety instructions which we followed throughout the task to avoid the risk of injuries. The instructions are presented on the poster below.

Health and Safety instructions in the photography studio.

 Overall the task was really enjoyable as it allowed me to explore in a workshop that I didn’t feel confident with at the start of the task. It allowed me to learn new skills, techniques and methods in photography that related to the “Hands On Project”. Finally, it allowed me to work independently but also as a group which developed my communication and group skills.

6th October Studio Practise and Collography Printing

Today in studio practise we continued to work on our glossary pages for the “Hands On Project” and we also started to explore the collography printing process. We continued to collect terminology, write definitions for the “Principles Of Design”, “Elements of Design” and key words from the workshop for our glossary pages. All the drawings and images continued to relate back to the “Hands On Project” and in the studio practise today I created two pages that related back to the “Principles Of Design” and “Elements Of Design”. Throughout the studio practise I worked independently and managed my time efficiently to demonstrate my understanding and knowledge of key terminology and to express them through my glossary pages.

At the start of the day, I decided to focus on the key term “Colour” from the “Elements Of Design” and I collected my primary images and secondary images (from my Pinterest board) for inspiration. For the design I decided to have colour dripping from hands to allow the colours to mix together as they fall creating a more mixture of colour. After creating a basic layout I was faced with a problem as I was unsure what material I could use to get the dripping effect I imagined in my mind. To solve the problem I explored what materials were available in the studio practise and decided to use a variety of coloured inks as they would give the effect that I wanted and also blend together easily to create different colours. To create the dripping effect I painted the hand at the top and placed the board vertically to allow the ink to fall which gave the effect I wanted. I wanted to express cold and warm colours from the ink I was given, so I placed the different types of colours on each hand.

Colour glossary page with ink.

Inks I used for colour.

 

 

 

 

 

 

 

 

 

 

 

 

Once the ink dried I noticed hand layout didn’t show very well from the colours of the ink. To improve the design, I painted the hand outline with black ink and worked into the hand with shading and texture. This made the hand look realistic and contrasted with the bright colours making it more eye-catching. For the background I wanted it to match the element “colour” so I took my paintbrush and sprinkled ink lightly onto the paper which gave the design a better background. I found difficult in the task was creating my own definition of colour for the page. To solve the problem I looked at a range of definitions and took inspiration to write my own which described the element correctly.  The writing was also done in black ink to match the materials that I was using on the page. After creating the “Colour” glossary page, I decided to focus on “Emphasis” from the “Principles Of Design”.

Colour glossary page with ink outline to show
the hand.

To collect inspiration for the “Emphasis” design, I took my primary and secondary research and decided to draw a design that focused with one point at the middle of the page which would stand out and reflect the description. I drew a basic hand layout which was holding an image of a flower that was going to be emphasised on the page. When choosing the material I found it difficult to decide which was the right material to use as I wanted a dull colour for the background and a bright colour to emphasise the flower. I decided to use water-colour paints as it will allow me to create a different shades of colour for the dull background and hand but also create a vibrant colour to emphasise the flower drawing.

Basic outline of the emphasis glossary page
with simple colours.

After painting the glossary page I noticed that the flower that I painted wasn’t presenting much detail. To improve the design I decided to use coloured pencil to create detail on the flower but also the pattern. The next step for the “emphasise” page is the definition of the term as I didn’t have enough time to complete the glossary page. To improve in the studio workshop next time I will manage my time efficiently and plan at the start of the day what I am going to complete.

Emphasis glossary page with detail from the
coloured pencils.

Also in today’s studio practise, we started to explore the collography printing process. I was really curious to find out what the process is as I have never heard of it before. Collography printing is a process made up of a variety of textured materials that are placed onto a cardboard base. These materials can be made up of wallpaper, sting and many more but in lesson we focused on using cartridge paper. To relate it back to the “Hands On Project” we created our own individual hand inspired collography printing bases. I limited the hand layout to 3 layers as it would give an effective collography print finish. The hand paper design layout was placed onto the card base with PVA glue and covered with white emulsion. Eventually the collography base will be vanished and left to dry for a week so that it will be ready to use in the next studio practise lesson.

Collography cardboard base.

Collography print base with hand design.

 

 

 

 

 

 

 

 

 

 

 

Overall, todays studio practise was useful as it allowed me to continue and create more glossary pages for the “Hands On project”. Also, the task was useful as it allowed me to work independently and use my own research to inspire me to create my own glossary pages. Finally, the studio practise was useful as it allowed me to explore a new printing process and learn new skills and methods that relate to the “Hands On Project”.