A SCAD Student Named Louis Robles!

In our first color theory assignment we were given the challenge to use all the skills we gained in the previous color mixing studies

the color wheel, gray scale, tints and shades scale, and saturation scales. We were instructed to make a series of 8 4″ x 6″ designs exploring the characteristics of color: Hue, Value & Saturation. They could be simplified representational images or non-objective and abstract but they had to be thematically or stylistically linked in some way. Each design must have a minimum of 6 areas of color. Each design had to be painted in acrylagouche on Bristol board and mounted together on black illustration board at the end. the following are the criteria for the 8 paintings:

A. Make a small painting using at least six areas of different color. All colors in this study should be CHROMATIC GRAYS. Make the value range broad. Also try to include chromatic grays from a range of hues. No color should be used more than once.

(gray scale, tints and shades,

and saturation scales)

B. Make a second study, also using only chromatic grays. This time, make a narrow value range with all the values congregating around the dark, middle or light part of the value continuum (maintain a broad hue range.) When the values of a design are predominantly dark, the image is said to be LOW KEY. A HIGH KEY image would have values largely at the light end of the value scale.

C. Make a third study, this time using only DESATURATED colors with a broad range of hues and values. These colors should be higher in chroma (more saturated) than your chromatic grays, but still muted.

D. Make another painting in DESATURATED hues with a broad hue range and a narrow value range.

E. Make a painted study using only FULLY SATURATED colors. Make the value range broad.

F. Make another FULLY SATURATED study, this time using a narrow value range.

G. Make another small study  including a broad range of hue, value and saturation.

H. In your final study, use a narrow value range with a broad range in saturation level.

(From left to right, top then bottom) Panel 1: C, Panel 2: F, Panel 3: G, Panel 4: B, Panel 5: A, Panel 6: H, Panel 7: E, Panel 8: D.

In the Exploration project called sound map, we were challenged to “Sit in a location for one hour and document all the sounds you hear and the times you heard them. Mark the approximate locations of the sounds in relation to you on a map”. For this assignment, i decided to sit on the 1st floor staircase of Arnold Hall (the staircase from the lobby to the 1st floor). This is how i decided to document the sounds i heard.

I wanted my sound map to not only represent the different sounds but to represent the sounds occurring overtime and the strength or feeling of the sounds. In some sounds i included who was making them (ie. boy walking up stairs) to illustrate that a different form/strength of the same sound was occurring. For example, a boy’s steps are usually harder than a girls steps. I also changed fonts throughout the sound map to give the sounds some personality and express feeling (ie. the air conditioner starting up is in a frozen-esque font).

In the exploration project called “structure” we were challenged to “document part of a building that most people ignore (examples include the ceiling, bathrooms, corners, closets and the insides of drawers)”. In my project, i documented the ground floor of the freshman dorm, Turner House. Looking at Turner from the outside, one would believe that Turner House is a C shaped living complex with 4 floors on the north and south buildings and 5 on the center connecting building. But, if you look in the SCAD housing booklet for Turner House it’ll say that Turner House is actually a 5 story complex. This is where things get interesting. Turner house actually has a basement or ground floor where students also live. I only discovered this my second week at SCAD while searching for my mailbox which is also located on the ground floor of turner.

Ground floor of Turner North

It turns out that not many people, other than those who live on the ground floor of turner, actually knew that there was a ground floor until a couple weeks into the the first quarter. The ground floor, unlike the other floors of turner house, is often empty and a little lifeless.

After finding the ground floor of the Turner South building, one would expect that turner south has a ground floor as well. I went exploring again, looking for a ground floor to Turner South, and it turns out Turner South doesn’t have a ground floor but only has an emergency exit and what seems to be – i was too scared to actually find out seeing as though it was nighttime – a door to a passageway to the Turner North building.

This is the No classroom day activity we were instructed to do!

Directions:

Find all of the following items and document them in whatever way you find most appropriate. Remember to post your findings on your blog and place a link back to it in the comments section here!

• An envelope that has been previously mailed
• A piece of a puzzle
• Something that was growing
• An overheard story
• A footprint
• A matchbook
• Something that is or was meaningful to someone else
• A smell
• Something broken
• Something that is blue

Here’s what i came up with: