CONCLUSION : TALK ABOUT WHAT YOU ARE DOING AND HOW OTHER ARTISTS ARE INFLUENCING IT
THEN TALK AGAIN
CORRECT IT AND THEN TALK AGAIN
IS THAT IT?
Describe the symptoms to the consultant and then discuss the diagnosis in the light of knowledge possessed by the two? Test out the diagnosis and rediscuss and revisit treatment if not winning????
Having met with a few students at the weekend of 7/12/13 –one of them explained what she felt a blog was all about :
“If you don’t explain what you are doing no-one knows”
I conclude that reflection is about recording for your memory (and for the tutor to follow your thinking) how you developed a particular image …is it then recording other factors like the social and political backgrounds of images which have influenced you and does it include the social etc background from which you yourself are coming? –does that mean our art should indicate some of our past or are we just following the instructions in the OCA handbook?
Document the route by which you have arrived at your final piece of work!!!!—turning subconscious learning into consciousness and so into memory?
Cross reference sections with your assignment work
Record, structure, reflect upon, plan, develop and evidence your own learning and skills development.
A record of what you have learned, tried and critically reflected upon
Reflect rather than describe.
STILL WORRIED ABOUT WHAT REFLECTIVE WRITING IS ALL ABOUT !!!!
I have looked at a few blogs —and gleaned the following:
TO PHOTOGRAPH A PICTURE’S DEVELOPMENT AND ANYTHING TO HELP OCA TUTORS SEE HOW YOU ARE THINKING??
Looking at a recommended blog: the blogger decides what she wants to do before setting out
b)she sketches looks and resketches depending on whether she likes something or not as though she is aiming for something–I am just responding to the instructions in the book!
c) she takes photos on the way
d) so rather than drawing and then judging and changing she thinks beforehand –I know I don’t get anywhere near what I think out if I do that–but is this what we are expected to do so that we find our “voice” rather than just reproduce things.
e) she enjoys chatting -oh !!
f) she analyses her final pic against the criteria in a chatty non scientific way –
Document the route by which you arrive at your final piece of work:
REFLECTIVE WRITING SEEMS TO BE MY PROBLEM–Are we talking about looking at the philosophy, the history, the social background of art works??
this quote from Harry Potter is very helpful:
Harry stared at the stone basin. The contents had returned to their original, silvery whitestate, swirling and rippling beneath his gaze.
“ What is it?” Harry asked shakily.
“This? It is called a Pensive,” said Dumbledore. “ I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.”
“Err,” said Harry who couldn’t truthfully say that he had ever felt anything of the sort.
“At these times” said Dumbledore, indicating the stone basin, “ I use the Pensive. One simply siphons the excess thoughts from one’s mind, pours them into a basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’
“It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten,
or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalizations
or concepts can be generated. And it is generalizations that allow new situations to be tackled effectively.’
(Gibbs 1988) sourced on line from: http://www.exeter.ac.uk/fch/work-experience/reflective-writing-guidance.pdf
Perhaps reflective thinking is a story told about one’s thoughts as they develop.???
moving beyond the descriptive, and subjecting your experience to greater scrutiny. (are we talking about emotional responses?)
1) What is it you are reflecting on?
2) What are your reactions and feelings?
3) What was good or bad about the experience?————-(Is this a subjective response or an objective one on the basis of data?)
4) What sense can you make of the situation –bring in ideas from outside experience to understand what was really going on?
5) What general conclusions can be made?
6) What specific conclusions can be made from your own specific way of working?
7) What might you do differently next time? What steps will you take on the basis of what you have learnt?
Four levels of reflection:
2)Description but with deeper consideration (but of what?) No evidence of other viewpoints!!!!-
3)Dialogic reflection A sense of mulling and stepping back A discourse with self and an exploration of a role of self in the events and actions. Judgement. Alternatives for explaining and hypothesising . Reflection is analytical or integrative (including other things) linking factors and perspectives…………………….
4)Critical reflection: the learner shows awareness that the actions and events are located in and explained by mulitiple perspectives and sociopolitical perspectives.
OCA handbook reflection:
Reflection can help you to:
- better understand your strengths and weaknesses
- identify and question your underlying values and beliefs
- acknowledge and challenge possible assumptions on which you base your ideas, feelings and actions
- recognize areas of potential bias or discrimination
- acknowledge your fears, and identify possible inadequacies or areas for improvement.
AIDS TO REFLECTING:
- what did I do?
- how do I think/feel about this?
- how well (or badly) did it go?
- what did I learn?
- what will I do differently next time?
- how will I do it differently next time?
- what have I achieved?
- how have I put any theory into practice?
- how does what I have been doing lead to me becoming better at a skill?
- how can I use this to plan for the future?
- how can I use this to plan new learning experiences?
chat about your work in relation to other artists
THEN THERE IS ANALYSIS -is this different to reflection?
analyse why you can’t do things
Reflect other artists in your work—why? Am I not an individual?
Analyse why I like artists and explore different drawing styles.
“Unless you can analyse work, how do you know whether yours is any good or not? And further how do you know why it is any good (or not)? To learn how to analyse your own work you need to begin by analysing the work of well known and well regarded artists, you need to learn how to sort out the good points from the bad (composition, use of form, colour and so on). When you have some competence in analysing images that are recognised a good then your analysis of your own work will have some meaning.”
This means looking at the formal elements of an artwork.
- What is the medium of the work?
- What colours does the artist use? Why? How is colour organised?
- What kind of shapes or forms can you find?
- What kind of marks or techniques does the artist use?
- What is the surface like?
- What kinds of textures can you see?
- How big is the work?
This refers to how the work relates to a particular time, place, culture and society in which it was produced.
- When was it made? Where was it made? Who made it?
- Who was the work made for?
- What do you know about the artist?
- How does the work relate to other art of the time?
- Does the work relate to the social or political history of the time?
- Can you link it to other arts of the period, such as film, music or literature?
- Does the work relate to other areas of knowledge, such as science or geography?
The content is the subject of a piece of work.
- What is it? What is it about? What is happening?
- Is it a portrait? A landscape? Abstract?
- What does the work represent?
- The title – what does the artist call the work?
- Does the title change the way we see the work?
- Is it a realistic depiction?
- Have any parts been exaggerated or distorted? If so, why?
- What is the theme of the work?
- What message does the work communicate?
Looking at process means studying how the work was made and what techniques were used.
- What materials and tools were used to make the piece?
- What is the evidence for this?
- Do sketchbooks provide any clues as to how the work developed?
Mood means looking at how the artist has created a certain atmosphere or feeling.
- How does the work make you feel?
- Why do you think you feel like this?
- Does the colour, texture, form or theme of the work affect your mood?
- Does the work create an atmosphere?
From OCA website: Composition is the placement, arrangement and organisation of the parts that make up a piece of work. A good composition arranges the shapes, forms and colours so that the art work makes an initial impact and then continues to hold the viewer’s interest. You should feel that the composition is not weighted in one direction or another but that everything is held in perfect balance.
- Balance Balance means making sure that different parts of a piece of artwork look equally interesting, pleasing or important. There are different types of balance.
- Formal balance or symmetry – making both sides similar or the same.
- Informal balance or asymmetry – making both sides of the composition not the same.
- Radial balance – arranging the composition in circles or spirals.
- Unity Unity means making your composition look like it belongs together as a whole. Techniques to show unity in a composition include overlapping shapes, altering scale and repetition of colours, textures or shape
- Variety This is concerned with using and exploring many types of a particular art element in your artwork.
- Emphasis Emphasis is making a particular part of your artwork stand out and appear more important. You can do this by:
- making part of the composition bigger
- using contrasting colours or tones
- considering the positioning of objects
- using lines (actual or perceived) to lead the eye to the object
- Rhythm Rhythm means repeating elements such as lines, shapes or colour. This leads your eye around an artwork, creating movement.
- Contrast This means showing a great difference between elements in your artwork. You can do this with size, shape, colour, texture or tone. Contrast in tone or colour can create a dramatic effect.
- Visual movement Visual movement is when certain art elements in a piece of work have been arranged to lead the viewer’s eye around it
The elements are the parts used to make a piece of artwork. The art elements are line, shape, form, tone, texture, pattern and colour. They are often used together, and how they are organised in a piece of art determines what the finished piece will look like
use a range of “supports”
challenge oneself by doing drawings differently when I repeat them…change medium,speed
KEEPING A SKETCH BOOK
A visual diary used every day
Your interests and things that intrigued you
photos textiles magazine cuttings
TECHNICAL AND VISUAL SKILLS
QUALITY OF OUTCOME
critical thinking: ” This process incorporates passion and creativity, but guides it with discipline, practicality and common sense” ref wikepedia
“the intellectually disciplined process of actively and skilfully conceptualising, applying, analysing, synthesising and/or evaluating information gathered from, or generalised by, observation, experience, reflection, reasoning or communication, as a guide to belief or action [or argument]” ref:http://unilearning.uow.edu.au/critical/1a.htm