Colour
Games
3)
http://www.atissuejournal.com/2013/07/01/quiz-brand-signature-colors/
4) https://creativemarket.com/blog/quiz-can-you-match-the-colors-to-the-brand
Elements of Art and DesignSpaceThe Illusion of Depth
I
Your eyes and brain work together to help you to see
in three dimensions – length, width, and depth.
There are
several terms that will help you as you talk about and create depth in a
painting or drawing:
picture plane – the surface of a
painting or drawing;
foreground – the part of the picture
plane that appears nearest to the viewer;
background – appears farthest
away from the viewer;
middle ground –the area in picture between the foreground and
background.
II Look at the painting GiovanniPaolo Panini. Interior of Saint Peter’s Rome. Oil on canvas.
Complete the sentences:
In
the foreground of the painting I can see…
In the right foreground I
can see…
In
the lower left foreground there is/are …
The
middle ground of the painting shows….
In
the background we can find…
Use the prompts below to locate
the elements of the painting:
a. an old woman in black who hurries
off, clutching her rosary
b. towering archways
c. the gold altar
d. one of the Vatican’s Swiss guards in
the distinctive striped uniform
e. ornate gilded ceiling
f. a fluffy dog
g. the paintings
h. the man in the scarlet robes and cap,
he is the French Cardinal de Polignac
i. a statue of Saint Theresa of Avila,
and Saint Vincent de Paul (the statues in the niches on the first two pilasters
on the right side)
j. a group of fashionable ladies and
gentlemen who are having a pleasant chat
k. a lot of people figures who kneel
l. gold columns of Bernini’s great
baldacchino over St. Peter’s grave
III Perspective is
a graphic system that creates the illusion of depth and volume on a two-dimensional
surface. Artists use different techniques to give their paintings and
drawings perspective:
1.
Overlapping or Continuity of
Outline
2.
Size or Size Perspective
3.
Placement or Vertical
Location in the Visual Field
4.
Detail or Perspective of
Blur
5.
Colour or Atmospheric
Perspective
6. Converging lines or Linear Perspective
IV Overlapping or Continuity of Outline
When one object
covers part of a second object, the first seems to be closer to the viewer. A
shape that has a continuous outline disrupts or obscures the profile of an
object behind it. So we tend to see any shape that has a complete outline as the
shape that is in front of us and think
that it conceals from our view a part of the shape behind it.
Look at the images below. What objects or shapes are
closer to the viewer?
V Size
or Size Perspective. Large objects appear to be closer to
the viewer than small objects. The
farther an object is from the viewer, the smaller it appears.
Look at the images below. What objects or shapes are
closer to the viewer?
VI Placement or Vertical Location in the Visual Field. Objects placed low on the picture plane seem to be closer to the viewer
than objects placed near eye level. The most distant shapes are those that seem
to be exactly at eye level.
The vertical
location of an object in a visual field helps us to imagine its distance from
the observer. A person typically looks down on objects that are close and up at
objects that are farther away. If you stand on the ground, you would look down to
see an object at your feet. To see the object as it moves away, our eyes would have
to move gradually upward or higher in our visual field.
Open the photo below in
Adobe Photoshop:
A) use red colour to circle or highlight the
examples of overlap showing which objects are closer and which are farther away;
B) use green colour to circle or highlight the examples of size
perspective showing which objects are
closer and which are farther away;
C) use yellow colour to circle or highlight the examples of vertical
location indicating which objects are closer and which are farther away.
VII Detail
or Perspective of
Blur.
Objects with clear, sharp edges and visible details seem to be close to you. Objects that lack detail and have blurred
outlines seem to be farther away.
Look at the example below. Where
can we find sharply defined edges and contours in the
foreground or in the background? What
types of lines are used for the edges of shapes and contours of forms that
exist beyond the focus of a drawing.
VIII Colour
or Atmospheric
Perspective. Brightly coloured objects seem closer to you, and
objects with dull, light colours seem to be farther away. This is called atmospheric perspective.
Atmospheric perspective is
the effect of air and light on how an object is perceived by the viewer. The more air between the
viewer and the object, the more the object seems to fade.
A bright object seems closer
to the viewer than a dull object.
To move objects
back:
• mute colours
• lighten values
• soften
contrast
To bring objects
forward:
• saturate colours
• darken values
• sharpen contrast
IX Converging
Lines or Linear
Perspective Linear perspective is one way of using lines to
show distance and depth. As parallel lines move away from you, they seem to
move closer together toward the horizon line.
One-point linear
perspective – All receding lines meet at a single point.
Vanishing point is point on the horizon where receding
parallel lines seem to meet.
Open the photo below in
Adobe Photoshop or use a photocopy of the photograph. Analyze the photograph
below for examples of convergence of parallel lines. Draw the lines that are
parallel in space and appear to converge in linear perspective. Extend them until
they meet at their respective vanishing points. Note that there are two major
sets of horizontal lines, one converging toward the left and the other
converging toward the right. Connecting the vanishing points for each set
should establish a horizontal line in the drawing that represents the horizon
line of the observer. How many examples of the depth cues of overlap, size
perspective, and vertical location can you find in the photograph?
Two-point linear
perspective – Two sets of lines meet at two different points.
X OVER TO YOU.
A) In
this painting ( Doris Lee. Thanksgiving)
about
the preparations for an old-fashioned Thanksgiving feast, Doris Lee has used all
six perspective techniques. Can you the examples of the six techniques in the painting?
B) Choose an example of a painting and a poster that successfully use 3 different techniques to create depth. Describe the techniques used.
Colour Schemes
A) Play the game to test your knowledge of colour schemes and combinations https://color.method.ac/
B) Test your knowledge of the colour schemes used in the famous cartoons and Disney movies https://www.buzzfeed.com/lorynbrantz/can-you-guess-the-disney-movie-from-just-the-color-scheme?utm_term=.es5QA0YegR#.yadQZw8NRO
C) Take the quiz to test your knowledge of colour schemes https://quizizz.com/admin/quiz/58dd6c8a8dbfb9a054833b01/color-schemes
TEXTURE
Test your knowledge of texture as an element of art and design https://www.bbc.com/bitesize/guides/zccx6fr/test
Colour.
Colour Personality Test
1 Colour personality test
2 Click on the link to read the results of the test.
3 Listening
4 Task for Listening.
5 Take the quiz to find your seasonal colour palette.
6 Pre-reading task
7 Reading
TEXTURE
INVENTED TEXTURE
Stalling Elephant with Two Riders
Hedi Bak. Grand Canyon #2. 1980. Collograph print. 20 x 30”.
Elements of Art
Shape, Form, and Space
Shape
A
shape is a two-dimensional area that is defined in some way. A
shape may have an outline or a boundary around it, or you may recognize it by
its area.
Shapes
exist in two dimensions. They have height and width but not depth. Shapes are
flat.
You
see many two-dimensional shapes every day. They are found in most designs,
which in turn can be seen on many flat surfaces.
Task 1. Look for
shapes on such things as floor coverings, wallpapers. How many
different types of shapes do you see?
All shapes can be
classified as either geometric or free-form.
Geometric
shapes. Geometric shapes are precise, mathematical shapes. They look as
though they were made with a ruler or other special tool. The square, circle,
and triangle are among the most common geometric shapes. Geometric shapes also
include rectangle and oval. Geometric shapes are mostly, but not always, made
by people. Geometric
shapes are used for decoration, uniformity, and organization.
Geometric shapes
Task 2. Look at the painting in below Which geometric shapes has the artist used? How many shapes
can you find in the work?
Roy
Lichtenstein. Modern Painting with Clef. 1967. Oil and synthetic polymer and pencil on canvas.
Free-form
or organic shapes. Free-form shapes are not regular or even. Such shapes are found
throughout nature.
Task 3. Look at the painting above. The title of
this work mentions a free-form shape from music. Can you find this shape?
Task 4. Look at the painting above. Where can you find
free form shapes in this painting?
Charles
White. Freedom Now. 1966–67. Oil on canvas.
Form
Form is an element of art having three dimensions. Forms have length, width,
and depth.
For example, when you hold a
book in your hand, you are experiencing its form in three dimensions: height,
width, and depth. Forms are grouped as geometric or freeform, much as shapes
are. An aluminium can is an example of the geometric form called cylinder. Examples of organic
forms are a stone, a leaf, and a person.
In art, a close
relationship exists between shapes and forms. A two-dimensional circle and
three-dimensional sphere have the same round outline.
Circle – Sphere and
Cylinder
Square – Cube
Triangle – Pyramid and Cone
Free-Form Shape – Free-Form Form
Space
Shapes and forms exist in space. Space is the distance or area between, around, above, below, and within things. All objects take up space.
Shapes and forms are defined by the space around and
within them. In sculpture space is real, in painting space is suggested.
In two and three dimensional art there is positive and
negative space.
Positive space - the shapes or forms (also known as figure).
Negative space - the empty space between and around the shapes or
forms (also known as ground).
Task 5. Look at the artwork below. Can you see a
vase or do you see profiles of Pablo Picasso? In
a portrait, the image of the person is the positive space; the negative space
is the area surrounding the person.
Jasper Johns. Cups 4 Picasso. 1972. Lithograph.
Jasper Johns has
deliberately organized this work as a visual puzzle to confuse the viewer. One minute the faces are very clear and seem
to be the figure, while the space between the profiles is the ground. The next moment the vase becomes figure and
the space around the vase becomes the ground.
Task 6. The shape and size of negative spaces affect
the way you interpret positive spaces. Large negative spaces around positive
spaces may express loneliness or freedom. When the positive spaces are crowded
together, you may feel tension or togetherness.
Look at the portrait below. Answer the questions:
1 What is the positive space in the
portrait?
2 What is
the negative space in the portrait?
3 How does the negative space affect the look of the
subject?
4 Is there more negative space on the woman’s right or
on her left?
5 Are the negative spaces on the woman’s right and on
her left of the same or of different shapes?
6 The background of the image is flat. What do you pay
attention to when you see such a background?
Lavinia Fontana.
Portrait of a Noblewoman.
C. 1580. Oil on canvas
Task 7 M. C. Escher created lithographs in
which he explored a variety of visual jokes and trickery, such as optical
illusions and distorted or impossible perspective. Escher’s works achieve their
visual puzzles through his clever manipulation of positive and negative space.
They skilfully switch forms into places where the viewer would logically expect
space, or what appears to be the outer surface of an object reverses into an
inner space. Escher also created designs using positive and negative space to
transform one object to another.
Study a lithograph below and find examples of changes
when negative space becomes dominant and transforms into the new object.
M.
C. Escher. Waterfall. 1961. Lithograph.
GAME
Work individually. Complete online task. Check how well you know types of lines and their characteristics. Get ready to share your score, discuss your results and comment on the difficulties you faced in the task.
Store
Design: The Meaning of Lines and Shapes
I
Study the active vocabulary and focus on Ukrainian equivalents of English
words.
store – магазин
reinforce – зміцнювати
trigger – спусковий гачок
subliminal – підсвідомий
affect –
впливати
purchasing decision – рішення про покупку
retail store –магазин
роздрібної торгівлі
perception –
сприйняття
award-winning – відзначений нагородами
nothing –
порожнеча
consistency –
логічність, послідовність
overthink –
надмірно розмірковувати
depict – зображати
pool –
калюжа
nothing –
порожнеча
confirm –
підтверджувати
thesis –
теза
permit –
дозволяти
storefront –
вітрина
elevation –
фасад
underlying – що лежить в основі
correlation –
співвідношення
jewellery –
ювелірні вироби
playful – грайливий
squiggle – закарлючка
ornamentation – оздоблення
band – гурт
fit – підходити
intended –
передбачуваний
pond –
ставок
drape –
драпірувати
mesh curtain – сітчаста занавіска
dining table –
обідній стіл
pole – стовп
establish – встановлювати
do a favour –
робити послугу
advance – розвивати
II Vocabulary
focus. Study the words and word combinations, check your understanding
using flashcards, practise
their translation, spelling. Check
your knowledge in the test. Play matching
vocabulary game (match words to their
translations to make cards disappear) and save the planet from asteroids by typing in correct translation of the words.
III
Watch the video and fill in the gaps with the words from the list. There are
some words you don’t need to use.
Lecturer; permit; simple ; outline; decision; book
; designer; anger; results; correctly; shopping; students; depict;
confirm ; sketching pad; shapes; topic ; lines ; elements ; lecture; design; joy; exercise ; drawings
; recognition ; peace; concept ; analysed
; Art ; focus ; consistency ; impacts ; emotions; influence ; store
; power; fun; humorous; outlive
Hello again and welcome to
this 1)________ in which I will cover
the 2)________ of reinforcing the 3)________ image using lines and 4)________. Just as we learned about the
action triggers of 5)________ as
subliminal tools affecting purchasing decisions, we will now focus on the other
subliminal 6)________ of retail store
7)________. In this case we will
study the effect of 8)________ outline
shapes and 9)________ on a typical
shopper's perception of a retail store.
Dr.
Betty Edwards is an award-winning professor of 10)________ and she is most famous for her 11)________ ‘Drawing on the Right Side of the Brain’. However,
today we will 12)________ on her
other book entitled ‘Drawing on the Artist Within’. One of the studies Dr.
Edwards made relates to the 13)________
of universal 14)________ of certain
lines and shapes representing human 15)________.
She worked with her 16)________ and
asked them to make simple 17)________
of a given emotion like peace, 18)________,
or depression. Having done that, she 19)________
the results and she found that there was a remarkable 20)________ in the drawings of the students. She has done this 21)________ many times with many groups
of people and the 22)________ remain
consistent. For this lecture I have created drawings which 23)________ the consensus of students’ sketches to 24)________ us to explore the effect of
Dr. Edwards’ work as it 25)________ on
the design of stores. What emotion do you sense when you view this simple
drawing: 26)________, power, 27)________, peace, or depression? Don’t
overthink it, just pick one in your mind. Got it? OK. And the answer is ‘joy’.
Let’s do another. How about this drawing? Anger, power, 28)________, or depression? The answer to this one is ‘anger’. One
more, hopefully to 29)________ the
thesis. Is this drawing depicting power, peace, or depression? Well, if you
guessed 30)________, you guessed ‘depression’.
That black pool of nothing represents the consensus of all the students’
drawings for the emotion of depression. OK.
IV
Watch the video and fill in the gaps in the text.
So how does this relate to store 1)_______?
I suggest that within many storefront elevations the outline of the 2)_______and
3)_______will reveal an emotion. And ideally this 4)_______will relate to the store
image which the 5)_______wants to project to the world. Let’s test it out with
some 6)_______. Of course this is my 7)_______of the underlying 8)_______elements.
In my view I see a correlation between the little sketches and Dr. Edwards’
study, and these 9)_______of storefronts. The first emotion 10)_______on the
left is ‘joy’. The stores of popular price 11)_______shop which exhibits some very
playful elements. The squiggles and 12)_______in the drawing look 12)_______to
the banner details, 13)_______, and show windows of the store. And thankfully, since
I 15)_______the store, the concept of joy is fully congruent with the intended 16)_______of
the store.
The second emotion sketch on the right
is ‘anger’. 17)_______would not often be an emotion related to a store image,
but possibly this is a recording 18)_______for heavy-metal rock 19)_______. In
fact this appears to be a multiplex 20)_______. The subliminal drawing on the left
depicts the emotion of ‘21)_______. The image of a store below is, in my 22)_______,
similar to the drawing and I would think this image fits well with this 23)_______.
The right drawing depicts the emotion of ‘24)_______. I would doubt that this
is the intended image of the retailer, but this is after all only my 25)_______of
the store as it relates to the little 26)_______. I’ll leave it to you to judge
whether my suggestion is correct or not. The final example is the 27)_______of
‘peace’. In all of Betty Edwards’ students’ drawings this concept of 28)_______wavy
lines looking like little waves on a summer pond was 29)_______. Here are a couple
of examples of the use of the 30)_______of peace which are 31)_______into the
architecture of restaurants. They are small elements, but effective in helping to
create a 32)_______mood. Note the drape mesh 33)_______at the dining table on
the left and also note the 34)_______door poles on the right. Just a dash of ‘peace’
emotion makes a big 35)_______in the quality of the 36)_______.
Let’s sum up this 38)_______. To
reinforce your already established image for the store you are 39)_______taken
to account the 40)_______effect of lines and 41)_______. These simple drawings
appear to be consistent diagrams of various emotions. Try this out with your 42)_______and
co-workers. Ask them to draw a simple sketch of the five emotions we have
explored here. See if you can get some confirmation of this concept. It worked
for me then. If you can reinforce the store image by creating the correct
subliminal 43)_______, you will be doing your client a favour and advancing the
success of your store.
V Watch all the parts of the video and
answer the questions.
1. What elements of art and design does the
lecture discuss?
2. What is the connection between lines and
shapes and human emotions? How can people understand and study this connection?
3. What real world examples does the video
analyse (drawings, sculptures, photos)?
4. How did Dr. Edwards study the connection
between geometric shapes and emotions? Who helped her and gave the examples?
5. What shapes are demonstrated in the
video? What types of shapes are they: geometric, organic? What associations do
these shapes and lines have?
6. What types of lines are mentioned in the
video? What effects do these lines create?
7. Why is it important for a designer to
think about the meaning and emotional associations of lines and shape if they
design a storefront or a shop?
. How can use of lines and shapes in
storefront design influence clients? What are the positive and negative
examples of such influence mentioned in the video?
VI
OVER TO YOU. Try an analogue drawing exercise based on Betty Edwards’ book ‘Drawing on the Artist Within’. Take a
pencil and draw the lines that portray
1) anger
2) joy
3) peacefulness
4) depression
5) human energy
6)femininity
7) illness
8) concept or emotion of your own choice (think of a concept yourself)
VII Ask three other people (not your group mates) to draw one of the
concepts listed above (for example ask three of your friends to draw ‘depression’) using
LINES. Study your friends’ drawings. Did they draw similar lines? What does
their choice of lines show?
VIII Look at the students’ drawings below. These students tried to draw
the concept of ‘joy’. What types of lines did students use? Compare the lines
students created with the lines van Gogh used in his drawing. Choose one of
your analogue drawings from exercise.
Vincent
van Gogh Cypresses, 1889. Pen, ink, pencil
IX
Choose one of your analogue drawings from exercise VI. Find an artwork
that uses similar types of lines to express the same concept. Find an example
of a storefront that uses similar types of lines. What type of store is that?
Does the use of lines help to advance the success of the store?
Elements
of Art and Design
All about
Shapes
I
Study the active vocabulary and focus on Ukrainian equivalents of English
words.
kindergarten дитячий
сад
boxy квадратний
man-made штучний
brick
цегла
kite паперовий змій
stair
сходинка
dip
опускати
crevice
тріщина
crescent
півмісяць
irregular неправильний
loopy петельчатий
claw-like кігтеподібний
subcategory
підкатегорія
side
сторона
equal рівний
length
довжина
messy неохайний
neither жоден
juxtapose зіставляти
gap розрив
broken зламаний
implied що мається на увазі
literally буквально
frame обрамляти
pentagon
п'ятикутник
arrangement розташування
scale масштаб
haystack
стог сіна
II Vocabulary
focus. Study the words and word combinations, check your understanding
using flashcards, practise
their translation, spelling. Check
your knowledge in the test. Play matching vocabulary game (match words to their
translations to make cards disappear) and save the planetfrom asteroids by typing in correct translation of the words.
III
Watch the video and fill in the gaps with the words from the list. There are
some words you don’t need to use.
Painter; stairs; element; gather; windows; regular;
sometimes; crevices; wavy; kinds; straight; area; geometric; people; bricks; putting; own; lines;
regulation; kindergarten; arena; made;
designer; garden; corners; structures; together; types; different; artists; means; triangles; design; combination; regulation
Shape is the second 1)_______ of art and 2)_______. The basic shapes that we
learned about in 3)_______ are super
useful and there’s lots that 4)_______
can do with just these shapes. However, there’s a whole lot that we need other 5)_______ of shapes for too. So what
exactly is a shape? It’s simply a 6)_______
of lines that come 7)_______ to
create a closed 8)_______. And if you
watched last week’s video, you’ll know that lines come in all 9)_______ styles. That 10)_______
that shapes do too. You can even make up your 11)_______ shapes by 12)_______
different types of lines together and seeing what happens.
The shapes that most 13)_______ think of: squares, 14)_______, rectangles, etc., are what
we call 15)_______ shapes. These are
shapes that are 16)_______ out of 17)_______ lines and have boxy 18)_______. Geometric shapes are the 19)_______ that you see in most man-made
20)_______, such as 21)_______, 22)_______, kites, 23)_______,
etc. They don’t have to be 24)_______,
though. 25)_______ they have lots of
little 26)_______ dipping in and out
and making interesting 27)_______.
IV
Watch the video again and choose the correct
option to complete the sentences.
On the other land/bend/hand, shapes like circus/circles/cubicles, ovals, and lucent/translucent/crescents use waved/curved/curvaceous
lines instead of looped/dotted/straight ones. We call these original/organic/bionic shapes because they have a lot in common with the
shapes we see in nurture/nature/future. These can also be man-pulled/extrapolated/manipulated
into irregular shapes with lots of loopy sectors/sections/segments or sharp claw-like corners/corridors/edges. In both classifications/notifications/simplifications,
geometric and organic, we can make subsumed/categorize/subcategories of regular or non-regular/unregulated/irregular shapes. Regular shapes follow
mathematician/pragmatically/mathematical rules, such as squares/rhombus/spheres having sides of
equal length. Whereas irregular shapes often appear more messy/dressy/impressively because there aren’t any regulation/pools/rules for making them. We can also combine/combination/combined both straight and curved linear/lines/underline into a single shape making it both geometric and
organic. Or would it be neither? Gorganic organometric? Whatever you call them,
they have very interesting/interested/interestingly
qualities because the straight and the curved wedges/pages/edges juxtaposed against each other to create a
variety of different feelings/meaning/feel.
V
Watch the video and fill in the gaps in the text.
Now, I know you’ve all been in a math 1)_____
where your teacher told you that a 2)_____ has to be closed. If there’s even
the tiniest 3)_____ where two lines should be, but aren’t 4)_____, then: “It’s
not a shape!” Well, when you’re in math class do what your math teacher says, but
when you’re in Art class make 5)_____. In artwork we often find shapes that not
only have 6)_____ edges, but are sometimes completely 7)_____ and not really
there at all. For example, take a look at these 8)_____ by Claude Monet. In this
9)_____ Monet used the shape of the 10)_____ station to literally frame the 11)_____
with the shape of a 12)_____. Even though those lines are broken and can’t be
seen in 13)_____ areas, your eyes connect them together to finish the 14)_____.
And in paintings like Monet’s ‘Haystacks’ the simple 15)_____ of objects is
enough to create the 16)_____ of large scale shapes. Even though, none of the 17)_____
in this triangle are actually 18)_____ into this picture, we see that the 19)_____
fill this triangular 20)_____. Shapes can
be used by themselves or they can be grouped 21)_____ with other shapes. And if
they’re put together the 22)_____ way, they’ll even make 3D 23)_____, which is
another 24)_____ that we’ll talk about in a few weeks. While we’re mentioning
the other 25)_____, shapes can be empty or they can be filled with the other
elements, such as 26)_____, texture or 27)_____. Shapes are literally
everywhere you look and they do all sorts of things. Look 28)_____ you and
think about the kinds of shapes that you see. Do you see any that we haven’t 29)_____
in this video?
VI Watch all the parts of the video and
answer the questions.
1. What is a shape? What is its relation to other
elements of art and design?
2. What shapes are mentioned in the video (circle, etc.)?
3. What are shapes made of?
4. What types of shapes do you know?
5. What are the characteristics of geometric shapes?
Can you give examples of geometric shapes?
6. Where can you find examples of geometric shapes?
7. What are the characteristics of organic shapes?
Can you give examples of organic shapes? Where can we find organic shapes?
8. Is it always important for a shape to have
connecting lines? Why or why not?
9. Where can examples of implied shapes be found?
Why did artists create implied shapes? What shapes are those?
10. Can only geometric shapes be regular and
irregular? What are regular shapes like? Why are some shapes irregular?
11. Are shapes always used in isolation? What is the
effect of combining shapes with other elements of art and design?
VII OVER TO YOU. Look around and find the examples
of at least 2 geometric shapes and 2 organic shapes. Find a work of art (a
drawing or a painting) where artists created implied shapes. Get ready to share
this work of art with other students and discuss it in the class.
Discovering
Movement in Art
Task 1. Look at the painting by John
Sloan Backyards, Greenwich Village
(or go to https://www.wikiart.org/en/john-french-sloan/backyards-greenwich-village-1914).
What do you see in the picture (remember the Art Criticism Description stage).
What are your associations with the painting?
Task 2. Study the painting closely. Find
the example(s) of different types of lines. Is there any movement in the
painting? How is the effect of movement created?
Task 3. In his painting Backyards,
Greenwich Village John Sloan not only
shows movement of people and animals, but also uses lines to guide the viewer
around the painting, to help viewer’s eyes follow a certain path. Try to find the path the
artist wanted us to follow with our eyes. To do it:
a) Open the painting in Adobe Photoshop.
b) Draw number 1 next to the cat that is
sitting on the fence at the bottom centre. It will be your starting point.
c) Draw a line from this point to the
second cat that is carefully walking through the snow towards the two children.
d) Look at the children closely. What
object is one of them holding? Draw a line joining the child’s arm and the
shovel in the child’s hand. Where does this line lead? Where does in direct our
attention?
e) Look at the right-hand side of the
painting. What lines do the window, shutters, bricks form? What effect do these
lines create? Can viewers continue to move eyes to the right and out of the
picture when they see such lines? Where else can you see such ‘limiting’ lines?
Indicate them.
f) The lines you’ve just drawn help viewer’s
eyes stay focused on the picture. When viewers look at the lines formed by
window, shutters and houses they notice a different line in the lower
right-hand corner. What line can you find there? That is the final point we see
in the picture. What do you see there?
The Art of Seeing Art: Movement
I
Study the active vocabulary and focus on Ukrainian equivalents of English
words.
direct – спрямовувати
shape – пласка фігура
form – об’ємна фігура
suggested – уявний
motion – рух
implied – що мається на увазі
wave – хвиля
rough – бурхливий
seascape – морський
пейзаж
rock – скеля
jut – виступати
steep – крутий
pitch – нахил
turbulent – неспокійний
foreground –передній план
frothiness – пінність
comparison – порівняння
stark – абсолютний
background – фон
blurred – розмитий
emphasize – підкреслювати
chaotic – хаотичний
artwork – витвір мистецтва
II
Look at the painting below (or go to https://artsandculture.google.com/asset/sunlight-on-the-coast/3wEESaV2H-hQyA).
1)
What do you see in the picture (remember the Art Criticism Description stage).
What are your associations with the painting?
2) Open the image in Adobe Photoshop. Find the
lines that the artist used in the painting. Use colours to show different types
of lines, e.g. use black to show diagonal lines.
3)
How are all these lines placed on the canvas (do they cross each other, etc.)?
What effect does this use of lines create?
4)
What colours does the artist use? What effect does the use of colour and lines
create?
5)
What feeling and emotions do you have when you look at the picture? Is there
dynamics or movement in the picture? What mood does the use of diagonal and
curved lines create?
6) Watch the video below. Compare
the lines you drew on the picture to the ones shown in the video. Did you have
the same ideas as the speaker?
Winslow Homer Sunlight on the Coast
III Watch
the video and fill in the gaps with the words from the list.
waves; lines; composition; artists; foreground; curved ; vertical; movement ; white ; horizontals; blurred; feel; movement; colours; seascape; diagonal; direct ;contrasted ; ocean; corner; sky; artwork; motion; implied; chaotic; background ; piece; background; contrast ; moving;
water; shapes
When we talk about 1)_____ we are talking about how 2)_____ use elements to 3)_____ the eye around a 4)_____. The elements we’re
mostly going to review in this process are 5)_____, lines, 6)_____, and forms. But it’s
not just about 7)_____ around a work of art, it’s also seeing motion or suggested 8)_____. And frankly many artists today also create 9)_____ that physically moves.
The first 10)_____ we’re going to look at is Sunlight
on the Coast by Winslow Homer. This painting is great for discussing 11)_____ movement. Homer is undoubtedly getting us to feel the 12)_____, to feel this rough Maine 13)_____ and he’s doing this primarily through the use of 14)_____ and colour. Here we see these sharply painted 15)_____ lines. We see them in waves and also in these rocks. Notice the way they
are jutting out of the 16)_____. We also see 17)_____ diagonals. And this is all 18)_____ against steep 19)_____ pitches. Until finally we get over to the far left 20)_____, where it is a kaleidoscope of diagonals, verticals, 21)_____, all adding up to create this turbulent 22)_____. But it isn’t just the lines of the waves that are helping create the
sense of 23)_____ in the painting. We also have the stark 24)_____ between the foreground here which contains an intense 25)_____ to mimic the frothiness of the 26)_____ waves in comparison to the stark black 27)_____. Look how the horizon line is 28)_____ between the ocean and the 29)_____. So Homer has
created this dark 30)_____ and he’s used it to contrast against the intense bright 31)_____ emphasizing the 32)_____ movement of the waves.
IV Watch
the video and read the text above. Say if the statements below are true or
false. Correct the false statements.
1. Artists can suggest
motion when they use lines, colours, graphite, matte paper and digital
equipment in their artwork.
2. There are works of
art that physically move.
3. Sunlight on the Coast by Winslow Homer
uses horizontal lines to show calm sea on a sunny day.
4. Winslow Homer used
diagonal lines to make viewers feel that the waves were moving.
5. The artist combines
different types of lines to create the turbulent feel.
6. There is no contrast
between foreground and background in the painting.
7. The horizon line is
blurred between the ocean and the rocks.
8. Chaotic movements of
the waves is emphasized through the use of texture and space.
V Look
at the sculpture below (or go to https://www.flickr.com/photos/hanneorla/3878874949).
What do you see in this artwork (remember the Art Criticism Description stage).
What are your associations with the artwork? What kind of lines did the artist
use in the sculpture? What effect does the use of lines create?
George Rickey Triple N Gyratory
III
VI Image in the
previous exercise shows a kinetic sculpture by George Rickey Triple N Gyratory III. Study two more
sculptures "Breaking Column" and “Two Lines
Oblique Gyratory II” by the same artist. Watch the videos
and answer the questions:
1) What is kinetic
sculpture?
2) How is kinetic
sculpture different from traditional sculpture?
3) What elements of
art does the artist use in his works?
4) How does the
artist show movement?
Breaking Column
Two Lines Oblique Gyratory II
VII Study
the active vocabulary and focus on Ukrainian equivalents of English words.
physical – фізичний
kinetic – кінетичний (пов'язаний з рухом)
sculpture – скульптура
dedicate – присвячувати
investigate – досліджувати
poetic – поетичний
possibility – можливість
weight – вага
balance – рівновага
comparable – порівняний
painter – художник
musician – музикант
sound – звук
pivot – надівати на стрижень
rotate – обертати
space – простір
VIII Watch
the video and fill in the gaps with the words you hear.
All right, next we’ll talk about the 1)______ movement in 2)______ today. Here we have a kinetic 3)______ by George Rickey Triple N Gyratory
III. Rickey dedicated his career to
investigating the poetic possibilities of 4)______. In his words he’s
using 5)______ of weight and 6)______ and also time, which he sees is comparable to how a 7)______ would use 8)______ and form or how a musician would use 9)______ to express themselves. Again you can see the way these 10)______ are pivoting on each other, the way that the 11)______ is rotating them around the space. So Rickey has moved beyond the 12)______ of movement to include 13)______ motion as a new 14)______ in this work.
IX Watch the video and
read the text above. Say if the statements below are true or false. Correct the
false statements.
1. Kinetic sculpture is a type of
sculpture that moves.
2. George Rickey believed that painters
use colour and lines, but sculptors can use weight, balance, and time to show
movement.
3. The sculpture in the video rotates.
4. George Rickey includes texture and
patterns as new elements of his work.
X Study
the active vocabulary and focus on Ukrainian equivalents of English words.
skilful – майстерний
focal point – точка фокусу
King Herod – Цар Ірод
stepdaughter
– падчерка
Salome – Саломія
platter – блюдо
John the Baptist – Іоанн Хреститель
New Testament – Новий Заповіт
saint – святий
reward – нагорода
emphasize – підкреслювати
highlight – виділяти
stand out – виділятися
porcelain – порцеляна
angle – рухатись під кутом
gaze – погляд
steep – крутий
stack –
нагромаджувати
trap –
заманювати в пастку
drape – портьєра
triangle – трикутник
embody – втілювати
XI
Look at the painting Feast of King Herod by Mattia Preti (or go to https://commons.wikimedia.org/wiki/File:Mattia_Preti_-_Feast_of_Herod_-_Google_Art_Project.jpg).
1)
What do you see in the picture (remember the Art Criticism Description stage).
What are your associations with the painting?
2) Open the image in Adobe Photoshop. Find the
lines that the artist used in the painting. Use colours to show different types
of lines, e.g. use black to show diagonal lines.
3)
In this picture lines are used to guide viewer around the composition. How are
the lines used to show where people in the painting are looking? Draw the axis
lines that show where people are looking.
4)
What effect does this use of lines create? What is the focus of viewer’s
attention or the most important part of the composition?
5)
What colours does the artist use? What effect does the use of colour and lines
create?
6)
What feeling and emotions do you have when you look at the picture? Is there
dynamics or movement in the picture? What mood does the use of lines create?
7) Watch the video. Compare the lines you drew on the
picture to the ones shown in the video. Did you have the same ideas as the
speaker?
Mattia Preti Feast of King Herod
XII Watch
the video again and choose the correct option to
complete the sentences.
And lastly let’s take
a look at this painting/sculpture/image, the Feast of King Herod a 17th century watercolour/pastel/oil
painting by Mattia Preti. There isn’t the illustration/illusion/allusion of
movement like in the Homer’s painting or actual motion/emotion/movement
like in Rickey’s sculpture/sculptor/sculpting, but rather this painting illustrates/demonstrates/implicates
the way a artful/crafty/skilful artist can move our eye around a exposition/composition/composer.
The focal point/centre/part of this painting is King Herod’s
stepdaughter, Salome, as she’s serving up a platter of John the Baptist’s arm/forehead/head.
According to this legends/fables/story, taken from the New Testament, Salome has
requested the saint’s head as a reward for painter/singer/dancing for the King.
To emphasize her parts/role/important in the story the artist is highlighted/highlighter/highlighting
Salome. She stands out because of her porcelain-like/fragility/portion alike
white sheen/chin/skin. We can see the way the eyes of all the other figures/forms/persons
are angled toward her including her father’s/brother’s/mother’s eyes.
Herod himself is gazing rightly/straight/later at Salome,
and we can free/foresee/see the way their eyes seem to greet/meet/fleet.
There are other elements/elemental/mental that help dissect/correct/direct
our eyes around the painting. Notice the way this steep pitch directs us up/down/forward.
We have these stacked steps/lapse/caps and we have the
urns on the steps, and they’re all reading/leading/mislead us down to
this point. So the painting is pushing us to the lower left-alone/right-handed/left-hand
portion, but you can see the artist doesn’t trap us in the corner/coroner/forerunner.
He helps us groove/stove/move around the painting. Look at the drapes/capes/steps
and the way they pitch themselves back out from where Herod is, creating the
suggestion of the angle/anger/triangle. And this triangle helps us move through/to/throwing
the painting. So it’s not just about looking at Salome and the head of John the
Baptist, but it’s also about how our key/eye/lie is moving around the
painting.
As we have just seen
by looking at free/tree/three very different works of part/dart/art movement is
the principle/particle/parts
of design that body/embodies/erodes action in art, whether that action is applied/implied/supplied, real, directive or
aesthetic/kinetic/magnetic.
XIII Watch the video and read the text
above. Say if the statements below are true or false. Correct the false
statements.
1. The painting the Feast
of King Herod shows the illusion of movement.
2. The artist uses lines and colour to
guide viewer’s eyes around the painting.
3. The painting shows a scene from Irish
myths.
4. Drapes and steps play the most
important role in the painting.
5. Axis lines in the painting show that
all people are looking at Salome making her the focal point of the picture.
6. Diagonal lines guide the viewers’ eyes
away from the focal point and trap them in the upper right corner.
7. Lines around drapes form a triangle
around one of the characters in the painting.
8. The function of lines in this painting
is to help viewers see Salome’s beautiful dance.
9. Motion in art can only be directive and
kinetic.
XIV Vocabulary focus.
Study the words and word combinations, check your understanding
using flashcards, practise
their translation, spelling. Check
your knowledge in the test. Play matching vocabulary game (match words to their
translations to make cards disappear) and save the planet from asteroids by typing in correct translation of the words.
https://quizlet.com/282614063/the-art-of-seeing-art-movement-vocabulary-focus-flash-cards/
XV OVER TO YOU. Find your own examples
of artwork that
(A) uses lines and colour to show movement;
(B) uses physical movement as an
element of art;
(C) uses lines to guide viewer’s eyes
around the painting.
Get ready to discuss your examples in
the classroom.
TYPES
of LINES
Study this artwork. Can you notice the series of white
dots that represent car headlights?
Yvonne
Jacquette. East River View at Night. 1978.
Pastel on Paper.
These dots create lines. At first the dots are widely
spaced, but then they get closer and closer together until the line is almost
solid. But these lines are implied.
Implied lines are a series of dots that the viewer’s eyes
automatically connect. Implied lines are suggested, not real lines.
A series of dots, a trail of footprints can create an implied line. Implied lines are a series of points that the viewer’s
eyes automatically connect. Implied lines are only suggested; they are not real
Types of lines
Vertical lines move
straight up and down, they do not lean at all.
Study the
painting below. Where can you see the examples of vertical lines? What feeling
and emotions do you have when you look at the picture? Is there dynamics or movement
in the picture? What effect does the use of vertical lines create?
Robert Delaunay. Saint-Séverin No. 3. 1941. 114.1 _ 88.6 cm. Solomon R.
Guggenheim Museum, New York, New York. Gift, S
Meaning:
Vertical lines are static (they are inactive).
They seem to be at rest and express stability.
Horizontal lines are parallel to the horizon. They do not
slant.
Study the
painting below. Where can you see the examples of horizontal lines? What
feeling and emotions do you have when you look at the picture? Is there
dynamics or movement in the picture? What mood does the use of horizontal lines
create (does the empty street seem in motion, is it busy with life, does it
seem dangerous)?
Edward Hopper. Early Sunday Morning
Meaning:
Horizontal lines express feelings of peace,
rest, quiet, and stability. Horizontal
lines make you feel content, relaxed, and calm.
Diagonal lines slant.
Diagonals are between a vertical and a horizontal line. Diagonals look as if
they are either rising or falling.
Study the lithograph
below. Where can you see the examples of diagonal lines? What feeling and
emotions do you have when you look at the picture? Is there dynamics or movement
in the picture? What mood does the use of diagonal lines create?
Thomas
Hart Benton Got a Gal on Sourwood Mountain 9.5" x 12" Lithograph
Meaning:
Diagonal lines express
instability, tension, activity, and excitement. They either rise or fall,
sometimes making the viewer feel uncomfortable. Artists use them to add tension
or to create an exciting mood.
Zigzag lines are
made from a combination of diagonal lines. The diagonals form angles and change
direction suddenly.
Study the
painting below. What types of lines can you see in the painting? Where does the
artist use different types of lines? Where can you see the examples of vertical
lines? Where can you see the examples of
zigzag lines? What feeling and emotions do you have when you look at the
picture? Is there dynamics or movement in the picture? What mood does the use
of zigzag lines create (does the house street seem to be moving, is it
dangerous)?
Charles Sheeler.
Catastrophe No. 2
Meaning:
Zigzag lines create confusion. They are active and create feelings of
excitement and nervousness. The degree of intensity is indicated by the
direction of the zigzag. Horizontal
zigzags are less active than vertical ones.
Curved lines change
direction gradually.
Study the
painting below. Where can you see the examples of curved lines? What feeling and emotions do you have when you
look at the picture? Is there dynamics or movement in the picture? What mood
does the use of curved lines create (does the wave seem to be stable or is it moving,
is it peaceful or dangerous)?
Hokusai The wave
that swept the world
Meaning:
Curved lines
change direction, so they express activity. Activity they express depends on
the type and direction of the curve: the less active the curve, the calmer the
feeling. All curved lines are graceful. Curved lines are often used in interior
decoration to suggest a feeling of luxury.
LINE VARIATION
Lines vary in appearance in five major ways:
Length. Lines can be long or short.
Width. Lines can be thick or thin.
Texture. Lines can be rough or smooth.
Direction. Lines can move in any direction,
such as vertical, horizontal, or diagonal.
Degree of curve. Lines can
curve gradually or not at all, become wavy, or form spirals.
These
five variations can be combined in many, many ways. You can make long, wide
lines; rough, short lines; and smooth, curved lines.
Task 1. Look at the painting. What is
the subject of the artwork? What do you see in the painting? What feeling or
emotions does the painting create?
Dan Namingha, Blessing Rain Chant, 1992
Task 2. Study the painting closely. Find
the example(s) of different types of lines. Open the painting in Adobe
Photoshop. Use colours to mark different line types:
-
Use red for vertical lines
-
Use violet for diagonal lines
-
Use green for horizontal lines
-
Use yellow for zigzag lines
-
Use blue for curved lines
-
Use navy blue for spirals
Dan
Namingha, Blessing Rain Chant, 1992
Task 3. Study the painting closely. Find
the examples of different line variations (rough, smooth, long, etc.) and
indicate them with numbers:
1 - short smooth horizontal line
2- wide diagonal line
3 implied line
4 smooth gently curving line
5 thin vertical line
6 rough wide vertical line
7 short horizontal line
8 smooth thin curved line
9 short rough diagonal line
10 wide smooth zigzag line
11 wide horizontal line
Shading Techniques
I Think about shading
techniques that you know? What are they? What are their characteristics? How do
we call the drawing technique that uses lines that crisscross each other? How do we call the drawing
technique that uses lines running
parallel, or in the same direction? How do we call the drawing technique
where artists create dark
values little by little by pressing harder on the drawing medium? How do
we call the drawing technique that uses dot pattern to create a darker value?
II Look at the drawings
1-3 below. What shading techniques can you see?
III Study the drawings
and sketches 1-7. Decide what shading technique is used in every drawing or
sketch. Prove your point of view by focusing on the specific characteristic of
a technique.
For example: I
think/believe/suppose that in drawing 1 we can see an example of hatching
because in this drawing all lines run parallel in the same direction.
Hopper's Nighthawks: Look Through the
Window
I
Study the active vocabulary and focus on Ukrainian equivalents of English
words.
aromatic –
ароматичний
evoke –
викликати
memory – спогад
sense of smell – нюх
channel –
спрямовувати
excavate – розкапувати
store – зберігати
stubborn –
впертий
current – течія
canvas – полотно
smooth – гладкий
contemporary –
сучасник
strive – прагнути
depiction – зображення
detached –
відокремлений
room – місце
unquestionably –
безперечно
loneliness – самотність
alienation – відчуження
voyeurism
– вуайеризм
contemplation – споглядання
limbic system – лімбічна система (структура
головного мозку)
II Answer the questions
using vocabulary from exercise I.
1.
Can you think of artists or their works
(paintings, drawings, sculptures) that tried to influence the viewers’ sense of
smell? How did they do it?
2.
What famous painter or artist, in your
opinion, was very stubborn? Is it a good trait of character for an artist?
3.
What famous artists are our
contemporaries?
4.
What artists tried to address the
themes of loneliness or alienation in their works?
5.
How would you try to portray loneliness
or alienation in your art? What elements of art (colour, lines, and figures)
will you use? What techniques can help you?
III Look at the painting below (or go to
https://en.wikipedia.org/wiki/Nighthawks#/media/File:Nighthawks_by_Edward_Hopper_1942.jpg)
. What do you see in the picture (remember the Art Criticism Description
stage). What are your associations with the painting?
Edward Hopper. Nighthawks. 1942. Oil on canvas.
IV
Watch the video and fill in the gaps with the words from the list
Canvases; life;
smooth; generalized; realism; artist; room; modern;
example;
realist ; feelings ; currents ; loneliness; famous; themes; impossible
Edward Hopper is a
special 1)_____ for a lot of us. I’ve
always thought of him in a sort of aromatic way. Because his paintings evoke
the same kind of 2)_____ and memories
in me that I get from the sense of smell. As if he was channeling directly
into my limbic system, excavating moments that were stored deeply away. A
stubborn 3)_____ throughout the many
changing and often abstract 4)_____ of
5)_____ art in the early and mid-20th
century, his 6)_____ are clean, 7)_____, and almost too real. Not real
like his contemporary Andrew Wyeth, for 8)_____,
who strived for detail and photo 9)_____.
But pulled back by one degree into depictions slightly more 10)_____, slightly more detached from
place, history, and person. In this way, there’s just enough 11)_____ to put your own 12)_____ into Hopper’s work. But once
inside, it’s 13)_____ not to be
closed in and see that life along his 14)_____.
Nearly all those themes are present in Nighthawks, unquestionably the artist’s
most 15)_____ work: themes of 16)_____, alienation, voyeurism, quiet
contemplation and more.
V
Watch the video and read the text above. Say if the statements below are true
or false. Correct the false statements.
1.
Edward Hopper often painted human
senses, especially the sense of smell.
2.
Edward Hopper was the representative of
realism.
3.
Hopper followed abstract currents in
mid-19th century art.
4.
Art currents often changed in mid-20th
century.
5.
Edward Hopper tried to create photo
realism in his work.
6.
Edward Hopper created canvases that are
detached from history and reality.
7.
‘Nighthawks’ is the only work Hopper
finished during his life.
8.
All Hopper’s canvases include only
three themes: love, loneliness, and death.
9.
You can find Hopper’s main themes in
his painting ‘Nighthawks’.
VI Go to go
to the web page and save the image to your PC (https://en.wikipedia.org/wiki/Nighthawks#/media/File:Nighthawks_by_Edward_Hopper_1942.jpg) Open the image
in Adobe Photoshop. Draw 4 lines along the edges of the diner (top and bottom
of the building), draw the lines along the edge of the table and the line of
stools). How are all these lines placed on the canvas (they cross each other, etc.)?
What effect does this use of lines create, what shape do these lines form
(square, rectangle, circle, etc.)? Watch the video. Compare the
lines you drew on the picture to the ones shown in the video. Did you have the
same ideas as the speaker?
VII
Study the active vocabulary and focus on Ukrainian equivalents of English
words.
depict –
зобразити
diner
– їдальня
exhaustive – вичерпний
patron – клієнт
ambiguous – неясний
overlap – частково покривати
stranger – незнайомець
estranged – відсторонений
accentuated – акцентований
counter – прилавок
stool –табурет
angle – кут
vantage point
– пункт спостереження
triangular – трикутний
prow – ніс
судна
coincidence – збіг
obsessed –
одержимий
subject –
предмет
behind – позаду
in front of – перед
complicated –
складний
sight – зір
gaze – погляд
texture –
текстура
vanish –
зникати
voyeuristic – вуайєристичний
penetrate –
проникати
odd – дивний
VIII
Watch the video again and choose the correct
option to complete the sentences.
The scene/painting/canvas
depicts four people in a New York Town/Centre/City diner at
night/in
the morning/at noon. It’s meant to be somewhere in Greenwich Village
where Hopper ate/studied/lived. But decades of exhaustive drawing/searching/painting
have concluded that it was never a real/physical/cheap place. There is
one waiter and two/four/three patrons, whose friendship/relationships/seats
are all ambiguous. Seated so close together in an overcrowded/empty/closed
diner at night, it’s likely that these two love/know/hate each other
somehow. But though their knees/hands/arms overlap, they
don’t talk/breathe/touch, and their indifferent faces
suggest that they could be foreigners/students/strangers
if not just momentarily estranged. The main theme/person/character
of the piece seems to be the diner itself, an island of light/night/fight in the
outer darkness. Its diagonal/parallel/curved lines are strong, accentuated by the
counter and the standing/people/stools. And we’re seeing the diner
at an odd angle/circle/place as if from the vantage of someone crossing
the room/road/street.
Its circular/square/triangular corner
juts into the frame like the prow of a bread/boat/bat. This is no
coincidence. Not only was Hopper obsessed with the imagery of boats, but he
repeatedly situated his people/buildings/bills at angles
like this. And the point of that, I think, was to achieve an effect/fashion/illusion
in which his subjects were both behind/inside/below and in front of
windows. Of course rooms/doors/windows are the place where the
separation between outside and inside becomes complicated. Not because we can mentally/physically/easiness
move through them, but because our sight does, because our gaze invades these public/private/late
worlds. Indeed in Hopper’s life/artists/work the windows often
appear as if they’re not even there. As opposed to someone like Norman Rockwell
who had a talent for giving glass a volume/colour/texture, Hopper’s windows
volume/vanish/appear;
they invite that voyeuristic look knowing that houses, like people, can be
penetrated with a gaze.
IX
Watch the video and read the text above. Say if the statements below are true
or false. Correct the false statements.
1.
The painting shows five people in
central New York.
2.
Hopper often came to visit his
grandmother in New York.
3.
All of the people in the painting are
factory workers.
4.
The diner we can see a real place
called ‘Daisy’s diner’.
5.
It is easy to understand that the
people in the picture are good friends.
6.
Man’s and woman’s hands overlap, but
they don’t touch.
7.
The man and the woman aren’t looking at
each over, they can be strangers.
8.
The main character of the painting is
the waiter.
9.
The lines of the building and the row
of stools create a triangular shape.
10.The corner of a diner looks like a circular theatre stage.
11.Hooper hated boats and never included their images into his work.
12.In Nighthawks the viewer can see the scene from an odd angle; it seems
that the viewer is inside the diner near the waiter.
13.Hopper often showed his characters in front of or behind windows.
14.His characters are always opposite the windows.
15.Hopper didn’t create window texture very often in his work.
16.Hopper used window to show how our gaze cannot see the private world of
his characters.
X
Study the active vocabulary and focus on Ukrainian equivalents of English
words.
deliberate
– неквапливий
sketch – ескіз
transplant – пересаджувати
devotion
– відданість
mirror – відбивати
appreciation – оцінка
vulnerable
– вразливий
crouch – присісти
by way of
– через
fluorescent – люмінесцентний
establishment – установа
ennui
– нудьга
forbidding
– загрозливий
unmoor
– відкинути тісний зв'язок з
judge – судити
blackout drill
– навчальне світломаскування
aerial assault
– повітряна атака
frame – обрамляти
disregard
– ігнорувати
chaos – хаос
disquiet
– неспокій
doubt
– сумнів
huddle – притискатись
bored – нудний
boredom
– нудьга
meagre
– недостатній
XI Watch
the video and fill in the gaps with the words from the list. There are extra
words in the list (there are more words in the list that there are gaps in the
sentences).
painting; transplanted; drew; angle; bombing ; opposite; historical;
current; chaos ; loneliness; composition; city; boredom; blue; live;
illuminate; attack; viewer ; daughter; diary; night ; weeks ; influence; appreciation; sight; judged; uncertain; door;
light; street ; deliberate; darkness; sun; devotion ; moment; yellowish-greenish ; cigarette;
modelled ; sketches ; colours ; months ; crossing; optimistic ; studio
Hopper was a very slow,
very 1)_______ painter. He took 2)_______ to finish a canvas and made several
3)_______ and studies before embarking
on the final piece. In these sketches for Nighthawks we can see Hopper out on
the 4)_______ looking for the right
back 5)_______ for this man,
modifying to find the perfect effect. Here’re his sketches of Josephine, his
wife, who 6)_______ for the woman in
the painting. Here’s her right hand holding a 7)_______, which he eventually 8)_______
to her partner.
Hopper wanted his 9)_______ to each work to be mirrored by
our 10)_______. As slowly and
deliberately as he painted, he wanted us to look, really look, to be made vulnerable
as a 11)_______ always is, whether he
or she is crouching in the dark in the building 12)_______ or simply 13)_______
the street. There’s no 14)_______ to
the diner in Nighthawks, no way in except by way of 15)_______. That sight enters the fluorescent 16)_______ of the establishment, passes through the three patrons
in their ennui and 17)_______ and
exits into the dark, forbidding 18)_______
behind them. You know, I wonder about that 19)_______.
Hopper tried very hard to unmoor his work from the 20)_______ moment. He didn’t want only to be 21)_______ in the context of his time and place. But it’s worth
noting that this painting was completed in the 22)_______ and days following the 23)_______ of Pearl Harbour, when everyone in New York City was
paranoid about another 24)_______. The
city held blackout drills, a way to practice hiding the city in darkness if an
aerial assault ever came. But Hopper didn’t care. His studio lights stayed on.
As his wife wrote in her 25)_______:
“Ed refuses to take any interest in the very likely prospect of being bombed.”
This was the atmosphere in which Nighthawks was born. Did it have an 26)_______ on the painting? I don’t know.
The future was very uncertain at this moment in time, as 27)_______ as the darkness that frames the patrons of the diner. A
darkness we’re launched into by Hopper’s 28)_______
and our gaze. The artist was obsessed with light, how it fell on houses, on
people, through windows, the 29)_______
it made. Hopper seemed to disregard the 30)_______
in the world around him. But is it a coincidence that, like his 31)_______, the light of the Nighthawks diner
seems to be the last light still shining in the 32)_______? For this reason, I think, you can find a slightly more 33)_______ reading of this painting. What
is there to do in the face of great disquiet and doubt but work and 34)_______ on? All of Hopper’s people
seem to be huddled up against the present 35)_______.
Lonely? Yes. Waiting? Maybe a little 36)_______?
The people of Nighthawks are no different. But 37)_______ is exactly when we feel time and being the most acutely.
It can inspire a profound mood. Maybe that’s what these people are feeling. Alone
together in their lighted ship, sailing against the darkness of all that was
yet to come. The 38)_______ florescent
light in this scene, like the light in Hopper’s studio, is a meagre substitute
for the brilliance of the 39)_______.
But it can through giant windows still 40)_______
the world.
XII
Vocabulary
focus. Study the words and word combinations, check your understanding
using flashcards, practise
their translation, spelling.
Check your knowledge in the test. Play matching vocabulary game (match
words to their translations to make cards disappear) and save theplanet from asteroids by typing in correct translation of the words.
XIII Watch the video and read the text above.
Say if the statements below are true or false. Correct the false statements.
1 1. Hopper
worked very slowly.
2. Some
of the sketches show Hopper choosing the right angle for the woman in the
painting.
3. Hopper’s
daughter modelled for the woman in the painting.
4. The
woman in the painting holds a cigarette in her fingers.
5. Behind
the diner we see only forbidding darkness.
6. The
viewer feels vulnerable when looking at Hopper’s painting.
7. There
are no doors in the diner.
8. Hopper
didn’t want to include historical context into his work.
9. Viewer
can enter the diner only with the gaze.
10. During
blackout drill Hopper stopped working on his painting and always turned off the
lights in his studio.
11. In
the painting the lights in the diner reflect the lights in the street and the
lights in the houses.
12.People
in the painting may be bored.
13.People
in the painting are having fun because they survived Pearl Harbour.
14. Maybe
people in the painting live at a difficult moment in time but they choose to
work on and live on.
XIV
Watch all the parts of the video and answer the questions.
1.
What current of art does Hopper belong
to? How is his work different from or similar to his contemporaries’ paintings,
especially to Andrew Wyeth’s works?
2.
What are the main topics of Hopper’s
work? How are they shown in Nighthawks?
3.
What can viewers see when they look at
the picture?
4.
From what angle can viewers observe the
scene in the diner? Is this choice of viewer’s position unusual for Hopper’s
paintings?
5.
How does Hopper use lines in the
painting? What effect do they create?
6.
What is the role of windows in Hopper’s
art? What role do windows play in Nighthawks?
7.
What stages of work at the painting do
sketches demonstrate? What parts of sketches were changed in the painting (for
example, use of objects such as stools, cigarettes, their location, etc.)?
8.
Did Hopper paint windows as surfaces
that have texture? Why did he choose to
paint the windows in this manner?
9.
Was historical context important for
Hopper’s works?
10.What
important event took place in US history before the painting was finished? How
did it influence the artist’s work?
11.The
video examines two approaches to art criticism of Nighthawks. What are the
themes that the paining reflects? What is a more optimistic meaning behind the
painting?
12.Why
is the symbol of a boat important for the painting? What does a boat mean in the
context of Nighthawks?
13.Why
is light important for Hopper’s work?
14.
How did he use light in Nighthawks?
15.What
does light symbolize in the painting?
DIGITAL TOOL AND EQUIPMENT
INTERVIEW WITH A T-SHIRT DESIGNER
I. Before
you watch the video. Study the transcription and try to pronounce the names of
companies that produce digital tools and equipment designers use. Click on the
name of the company or product to find more about it.
iMac [ai ′mæk]
PC [pi: si:]
Macintosh
[′ mækɪntɒʃ]
Adobe
Creative Cloud [ə′dəʊbi kriː′eɪtɪv klaʊd]
Photoshop
[′fəʊtəʊʃɒp]
Illustrator
[′ ɪləstreɪtə]
Epson [′epsɒn]
HP [′eitʃ pi:]
iPhone [ai
′fəʊn]
Canon [′ kænən]
Nikon [′naɪkɒn]
Sony [′səʊni]
iPad Pro
[ai ′pæd prəʊ]
Astropad
[æs′trəʊ pæd]
II
Look at the list in exercise I. Copy the words into your exercise book and divide
the words into three groups:
a)
companies that manufacture/create equipment and tools;
b)
names of digital tools and equipment;
c)
names of software (computer programs).
Which
of the tools do you use in your work?
III
Study the active vocabulary and focus on Ukrainian equivalents of English
words.
digital tool
–
цифровий інструмент
essential
– основний, необхідний
computer – комп'ютер
inch – дюйм
screen – екран
built-in – вбудований
screen
size –
розмір екрану
laptop – ноутбук
productivity
–
продуктивність
creativity
–
творчість
software – програмне
забезпечення
fine – добре
font – шрифт
scanner – сканер
inkjet
printer –
струменевий принтер
camera – (фото)камера
graphics – графіка
replaceable
lens camera – камера із змінюваним об'єктивом
lighting – освітлення
image
quality –
якість зображення
price – ціна
camera body
– корпус
камери
upgrade – оновлювати, модернізувати
drawing
tablet – цифрова панель, графічний планшет
equipment
– обладнання
option – варіант
app –
(application) додаток
IV Answer the questions
using vocabulary from exercise III.
- What digital tools can you see in your classroom? Which of them do you use at your Design classes?
- Do you have a computer? Is it a desktop or laptop?
- Do you have a computer? Is it a PC or a Mac?
- What types of computers do you have in your Computer Design classroom?
- Do you use a drawing tablet in your work?
- What kind of printer do you use in your work?
- What digital equipment can designers use in their work?
- What is the screen size of your computer?
- Do you have a digital camera? Are you happy with the image quality?
- What is the screen size of the computer in your Computer Design classroom?
- Do you have a digital camera? Is it a replaceable lens camera?
- What is the screen size of your phone?
- Does your phone have a built-in camera? Are you happy with the image quality?
- What software do you use in in your Computer Design classes?
- What digital tools are essential for every designer?
- What software tools can designers use to work with graphics?
- Where do designers use fonts? Where can designers find examples of different fonts?
- What is a replaceable lens camera? How can designers use such cameras?
V
Study the active vocabulary and focus on Ukrainian equivalents if English
words.
get carried
away –
захопитися
gonna – (be)going to (розм.) збиратись
purchase – придбати
plug into
–
підключити до
right
then and there –
саме тоді і там
do research
– ретельно
вивчати
upgrade – оновлювати, модернізувати
that’s it
– це
все, на цьому кінець
caution – застерігати
get too
caught up in –
занадто
захоплюватись
save – економити
trust – довіряти
serve
well –
служити добре
VI Answer the questions
using vocabulary from exercises 3 and 5.
- Do you often get carried away when you start drawing and painting?
- What do you need to purchase for your art and design classes?
- What can you plug into your computer or laptop?
- What digital tool can you use if you need to take pictures right then and there?
- Do you do research before you purchase new digital tools?
- How often do you upgrade your computer?
VII
Watch the video. Note down the digital tools that the speaker describes. Which
are the examples of digital equipment (at least 3 examples) and which are types
of software (at least 2 examples)?
VIII
Watch the video and fill in the gaps with the words from the list.
essential digital tools; digital; screen size; laptop; money; problems;
designers; software; interface; basic
Now, let’s go on to 1)____ tools. Okay, let’s talk
about digital tools. I think one thing you can do is get carried away and spend
too much 2)_____ in the wrong places. I recommend to kind of keep it 3)_____
and spend your money on really good basic 4)_____.
Number one would be your computer. I use a 27 inch
iMac, so it’s got the 27 inch screen built-in and I think that’s a really good 5)______,
you know. If you’re trying to work off a laptop, you’re gonna have 6)______
because the screen real state is just a lot smaller. So if you’re working off a
7)____, I would recommend thinking about purchasing a larger screen that you
can plug into it. And that’s just gonna help your productivity and I think your
creativity. There’s nothing wrong with
PCs, I just think if you have the choice Macintosh is a little bit nicer 8)____
for a designer. There’s a lot of production 9)_____ and a lot of screen
printers actually that use PCs and I think that’s because the color separation 10)_____,
a lot of that is on PC only. So if you have the choice, I would say ‘go Mac,
but PC is fine too’.
IX Watch the video. Choose the correct option to complete
the sentences.
Now, as far as hardware/software
goes I would recommend Adobe Creative Cloud. You get Photoshop and illustrator
and then a bunch of other Adobe programs/computers
but Photoshop and Illustrator are sort of the main things you need for t-shirt design.
Now, there’s a lot of other graphic
design software/graphic production software out there, but I think if you’re
just starting out and you haven’t picked a software yet definitely go with
Adobe Creative Suite/Cloud. You can
also use Typekit, which gives you access to images/fonts
online through Adobe.
I think you’ll also want to have access to a laptop/scanner and an inkjet/laser printer. Now, I think any
scanner or printer made by Epson or HP in the last five years is totally fine.
Another digital tool that I use a lot is a camera/cameraphone. A lot of times it’s
just my iPhone because you end up seeing something that you weren’t planning,
you can take a print/photo of it right
then and there. A lot of the graphics I do are with iPhone photos, but you also
want a camera that has a lot more possibility/control.
And you might want to think about getting
an SLR which is a replaceable lens camera so you can change out the lenses/glasses from like a Telephoto to Fisheye
lens giving all kinds of different photos/effects.
You have a lot more control where the color/lighting
and the image quality/size is a lot
better. Now, with the camera you don’t necessarily need to spend a ton because
there’s a lot of old digital cameras out there that are pretty good price now. By
old I’m saying, you know, three, four or five/fifteen
years old cameras. And I use a Canon 7d, that’s actually what I’m using to record this video
right now. But I also take that on trips and take photos with that. The key
with an SLR is you’re gonna pick a brand so you’re gonna pick like a Nikon or a
Canon, or Sony and each one of those has its own body/lenses. So just do your research on camera bodies and the nice
thing is if you ever want to upgrade your camera lenses/body, you still got all those really nice lenses to use. That’s
it for the basic digital tools.
X Watch the video. Write the words you hear to complete the sentences.
There’re other things you can get like drawing 1)_____
but I would caution you: don’t get too caught up in purchasing really expensive
2)____ equipment because I don’t think it’ll really save you that much 3)____.
Now, if your business is doing really well and you decide that you want a
drawing tablet that’s great. There’s a couple different ways you can go Wacom
Cintiqs are really 4)_____ drawing tablets but if you’re also in the market for
an iPad you might want to look at the iPad Pro. You can match it up with the
Apple 5)____. There’s an app called Astropad that’s a link to what’s on your main
6)____ screen. So if you’re using Photoshop you can draw right into Photoshop
on your iPad. That’s a nice feature but again you really don’t need it. Anything
you can do on a drawing 7)____ you can also do on a piece of paper with a 8)____.
So that’s it for digital tools.
Now, there are a lot of options out there for
software and for computers but these are the tools that I use. And these are
the 9)____ that I trust. These are also the tools that my designer 10)____ use.
And just use the right tools and they’ll serve you well.
XI
Watch all three parts of the video and
answer the questions?
- What digital tools does the designer discuss in the video?
- What digital tool is number one for every designer?
- Does the speaker believe that designers need to spend too much money on digital tools?
- What digital tools does the designer use in his work? (give examples)
- Which is better for a designer: a desktop PC or a laptop? Why?
- Which is better for a designer: a PC or a Mac? Why?
- What kinds of software CANNOT be used by designers on Macs?
- What software does the designer recommend? Why is this software useful for designers?
- What types of printers and scanners does the designer recommend?
- According to the speaker can designers successfully use their phones to take pictures?
- What kinds of cameras does the designer recommend? Why are they good for designers?
- How old can a good camera be?
- Is it a problem if a designer wants to upgrade the camera body? Does he need to buy new lenses too?
- When is it a good idea to buy a drawing tablet? Is it essential for every designer?
- How can a designer use Apple pencils and iPad Pro?
XII
Watch the video and fill in the table. Get ready to discuss your findings with
other students in the class.
№
|
digital tool
|
use
(what the tool is used for)
|
+
(benefits for designers)
|
-
(minuses or problems)
|
age of the tool
(new or old, how old)
|
is it essential for designers ?
(yes or no)
|
XIII Watch
the video or read the transcript (all
three parts) and fill in the diagram with the names of the digital tools
and software (computer programs and apps) that the designer mentions in the
video. You need to fill in ALL the empty spaces in the diagram!
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