Our perception of color is based upon numerous factors. Color is first perceived by us as light, varying in wavelengths and brightness, enter our human eyes through the cornea. light wave consists of different wavelength and brightness which enables different colors around us. The light, refracted from an external object, then moves on to the pupil. The muscles of the iris contract and expand to admit less or more light through the pupil, depending on the amount of light available. The light then moves toward the back of the back of the eye to the retina which is composed of the rods and cones. From this area all information is processed in the brain, more specifically, the visual cortex, the part of the brain where visual information is processed.
Color is perceived in an endless amount of ways other than the technical way just described. In design,”color harmony” is achieved when there is something inwardly pleasing in a visual experience. When something is not harmonic it takes on the risk of being classified boring or chaotic. Colors organized in the right – or wrong – way can either draw us in or drive us away from a composition. Our human minds reject under stimulating information and does the same to information it cannot organize. This can explain why some pieces that don’t necessarily have something wrong with them can only bring out the words “it’s just not pretty” or ” i just don’t like it” to describe them.
Sources: http://www.colormatters.com/ and http://www.handprint.com/HP/WCL/wcolor.html
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.
Hey! I’d like to say welcome back to everyone and i hope everybody had a great break! IT’S COLOR THEORY TIME!!! Now, allow me to re-introduce myself. My name is Louis Robles. I am a freshman sound design major and photography minor t the Savannah College of Art and Design. I am from the beautiful island of St. Thomas, One of the three islands that make up the United States Virgin Islands. I have a strong appreciation for all of the arts and enjoy exposing myself to all of them; which is why i really love SCAD. What i hope to get out of SCAD is more experience with people and equipment in my field as well as gain as much knowledge as possible about the related arts. My hopes are to one day become a film and professional sound designer.
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 Found patterns, we were challenged to collect or document as many patterns as we could find as we go about our regular daily activities. I decided to take a walk one morning and just take pictures of a couple patterns i found throughout my day.
Floor in my dorm/the shirt i wore that day/ Sidewalk outside turner
Sidewalk on Montgomery st. / Sidewalk on Oglethorpe ave.
Railing in the front of the Hampton inn and suites
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.
IN the Jack and Jill Project, we were challenged to recreate the story of jack and Jill in whatever way we felt like. The final product had to be our interpretation of the story inked on six 8″ x 8″ panels. Our first task was to come up with as many potential story-lines and interpretations as possible. My groups selected storyline – out of the 7 that we initially came up with – was that jacks “fall” was a conspiracy and he was actually pushed in by Jill who disliked jack because he was a pompous jerk. After selecting our storyline, the project seemed like it would be easy; until we were instructed that we could only use a select set of symbols to create our design. This is the sheet of symbols we had to use:
After the story was created we went to work brainstorming what symbols to use and for what. Distorting symbols was allowed and maybe even encouraged since so many of the “average” symbols that one would use to represent something were not on this symbol sheet.
After selecting our symbols and dividing up the work this was our final result:
This is the No classroom day activity we were instructed to do!
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:
In the Black Square Project, we were challenged to create a graphic image to express the meanings of each of the following words:
We were instructed to only use four flat black squares. A creatively limiting endeavor, but here were my pieces.
Order Increase Bold
congestion Playful Tension
The following is a critique done by class mate, Ford Phillips, on my piece:
The piece started out as a picture of a tree next to some long rectangular form. It uses no distortion except for the negative of the photo. It is certainly focused and it has a border made from pieces of the branches of the trees.
The focal point in this piece is central, which is usually a bad thing, but in this piece it works better than it normally would. What helps it out is the border. The border sort of pulls you back into the piece where the focal point sends you out. The border sort of pulls you back into the piece where the focal point sends you out. The border also hurts it. It maybe a little too dark and almost blends in with the right side of the piece, making border and piece indistinguishable from each other. Maybe if it were greyer, or even grainier, that might help. The images and cuts themselves put the piece at risk for being boring since they lack variety, yet the actual composition is rather various, and has almost too much variety; there is, however, a good sense of balance with it being bilaterally symmetrical. The cuts also seem a little haphazard and random. If there was a sense of echoing with the three shapes cut from the negative picture, then it might flow better as a whole. Also, it also makes good (and literal) use of positive and negative forms, which adds to its balance, but, again, there is too much in the composition for it to be nicely economized.
The picture was nice and simple, making for a nice possible composition. In the end contrast and economy are what killed it. It was rather expertly crafted and makes for a nice idea.