Overall your response to part three has been very good. I will mention again (as I did in earlier feedback) that you seem to be spending a lot of time on some exercises. Try to stick to the letter of the exercises; for example, in the ‘Reading an image’ exercise you delve into gestalt psychology, when really you should be reading the image as a picture (composition, the colour palette, narrative, etc). For now the important thing is to be sketching, brainstorming, drawing and experimenting. You improved your approach as this part of the course developed.
I guess I feel I owe it to myself to give my all to each exercise, when I was at collage I felt I “rushed” things and didn’t take the time to learn and discover.
I also sometime use the learning blog as a “notebook” for things of interest and I did find the gestalt psychology very interesting. It is something I want to look at and dive more into later on.
I will try more to stick to what the objectives of the exercise slope is about, I think it will be hard as I naturally “research”, but I also know need to work on practical / physical work for my skillset as an illustrator to grow.
You also reworked the Assignment 2 very well, resolving the issues of colour well.
I think it looks loads better, thank you for your advise.
Project: Composition and viewpoint Your first exercise explored visual space by using a tree, child and a building to create a series of images. In a way you went to the two extremes here; instead of using images you used silhouettes which made the layouts much simpler and then you created finished images from some experiments. Although you didn’t quite follow the brief you experimented well, and your finished or adapted images from your silhouette layouts show a great variety of technical approaches.
I think I should have asked on this on, I think I wasn’t sure what I was meant to do with the images and thought maybe means black & white so just working on composition in the simple terms. Later after doing so much I did wonder if shouldn’t have silhouetted the images.
Project: Hierarchy in the image You were asked to carefully read an image and identify its message, narrative and visual hierarchy. As noted above, you could have focused more on the Dragon image specifically; visually adapting it is a great experiment, but there are similar exercises that cover the same ground later in the course.
This is one I had a lot of thoughts in my head that I couldn’t seem to find the words for, The dragon was my centre of the illustration, however I didn’t convey that into my learning log very well, I wanted to “break” the image down and then piece together in the same way so I could understand better.
Project: Visual properties The image development exercise encouraged you to identify visual spaces by cropping an image, and using the results as a basis for a poster. You spent the right amount of time and focus here, cropping the image, considering composition and developing one image beyond the photo reference into an illustration very well. You felt it was a little ‘cute’, but it is more ‘gentle’ in its style and colour which does conjure up a sense of ‘trust’. The subsequent ‘jagged’ style is less legible as an image and not so suggestive of ‘trust’.
Yes, I see what you mean. It was my original thought while creating and may have been overthinking!
Project: Abstract illustration Having listened to a piece of music you were asked to respond visually. You chose the Gypsy Kings’ ‘Bamboleo’ and completed this exercise well; your initial response is genuinely abstract, but then you developed this into a more resolved and coloured composition. Your CD mock-up is bright and dynamic.
I had the most fun on this exercise.
Project: Diagrammatic illustration You were asked to visually give instructions for a choice of tasks. Both your ‘map’ and ‘tea’ drawings are charming, but they do overlook the aim of the exercise a little, which is to create a sense of a map of real space or how to organise an everyday process in a systematic series of images. Your research and drawings are great, but perhaps could have been a little more diagrammatic. However, the tea drawing is funny, charming and well- observed, and a useful preparation ‘warm-up’ for an exercise in Part 5 to create a small educational booklet.
This may be my “weakness” as my thought process does not always align with the normal systematic, I find patterns / make things more visual in my mind.
I’ve said before my brain can easily get carried away, so I think this indeed is a true challenge for me, one of the reason I didn’t go down the graphic design route as I know I need to let my imagination take a role in my illustrations. This feedback didn’t surprise me as I did try a couple of times to reach for a more systematic layout and knew I was possibly missing the mark (you can actually follow this map / route without getting lost so it works)
I need to learn when to use my imagination and when to keep it in check!
Project: Viewpoint You were asked to make a collection of objects and draw a final design from a thumbnail sketch. You worked through this fairly direct exercise well, and the addition of the wine glass ring does add a nice feeling of narrative to your final drawing.
Out of all the exercises I found mostly in this part this is more my element, allowing me to explore visually and with pen/paper.
Project: Client Visuals These exercises focused on presenting your ideas to potential clients by reducing two illustrations down into simple client visuals, and reflecting on your choices. As you note, this exercise isn’t a lot of fun, but you did work through it well, particularly in the way you reduced the detail in the fashion-type drawing. It’s a shame there wasn’t a face in the original that meant that you could have been simplifying features as well as a body and clothes.
Yes the face would have been better, I’ve been collecting images and for this I picked honestly what appealed to me and could “fit” in my sketchbook.
Project: Creating mock-ups You were asked to create a mock-up for a book cover. Your ‘Silver Sword’ mock-up is very good, with clever use of a restricted palette. You subtly suggest the content of the book and instil drama with the planes entering from the edge of the frame. The first version is a stronger design, as the boy’s expression is a little unreadable in the second mock-up. Perhaps if he had is back to the viewer it would be more effective, but there is not much relationship between him and the planes – he seems to be looking at the text rather than the planes!
Thank you for pointing this out, I think I would like to experiment with turning the boy around, great insight and food for thought !
Feedback on Assignment 3: Assignment three asked you to transform your ideas into a form that best communicates them by designing a poster for an Early Music concert, a Jazz evening or for a pop group. This Assignment is intended to bring together the thinking around the exercises in this part of the course like working from a brief, mind-mapping, creating thumbnails, adding text and creating a finished piece of artwork. You chose the ‘Jazz Night’ poster, and your design is bold and dynamic. Perhaps you didn’t need the phrase ‘Jazz night’ repeated at the bottom f the poster. You could instead have shown the base of the saxophone instead, and had the ‘Mosborough’ text in black inside the yellow of the sax base, which would have unified the whole poster.
Ah, I intentionally choose a chop for saxophone and thought black box could have more information if client wishes. Now this has been pointed out it makes sense and I do feel the Mosborough in black text would be interesting. So I will have to try this!
Sketchbooks Your sketchbook work continues to be very good, especially the ‘Tea’ exercise and ‘Jazz Night’ poster research pages.
Learning Log Your learning log writing is very clear. You have begun to focus more clearly on how you develop ideas, material experimentation and especially your critical reflection.
Pointers for the next assignment The next part of the course explores developing your own style and producing work that directly responds to a brief. This is an opportunity to begin to consider different audiences, and respond to specific briefs.