monologues

Final:

 

Here is my first monologue:

 

 

Here is my 2nd Monologue:

 

Lines and marks

Here is some of my favorites from the homework.

map project

This is just sketch of an idea i have.

So how it all went down....

Critique: There wasn't much feed back on my piece, just more so questions about what I did.

They main critique was more so to make it obviously that you could interact with it and be able

to step inside of my piece. Other than that there were just alot of question asked about it and if i was

happy with how big it was and stuff like that. I really wish if i had the time or money i could

have really made a cave type piece like this bigger. I feel it would really help get my point across.

So these pictures are kinda what it looked like from the inside.

Personally i don't think pictures give you the full effect though

of being inside of it.

 This is kinda of the side view of my piece.

 My newly constructed room type thing.

 So less than 24 hours after i left my piece it was on the floor. I had to come

up with a new way to get my point across.

 My first attempt at making my art piece. It was going to be a dome

all it was missing was the top half.

Process and critique write up

    MATERIALS

1. Sensitive use of materials: does the form of the overall piece respond to or resonate with the objects chosen as modules?   Yes it does the meaning would not be the same without the gloves.
2. Could the piece be made from another object just as well, or is there precise/necessary correspondence between the objects and the structure?                                                                   I don't think any other object could have helped cony the message I was trying to get across any better than these gloves.
3. Explain any material difficulties in usage?                                                                                     When i was first tying up the gloves after filling them with air i did 25 and my fingers were swollen i couldn't do any more so i had to i find another way to tie my gloves.
4. Meaningful discoveries?     I found out gloves can make very unique fabrics.

PROCESS/AMBITIOUSNESS

1. Does the piece rise above the ordinary in terms of scale, materials or effort?                                   I think it did rise above ordinary terms in the sense that i made pretty a small room for people to fit in and view my piece not only from the outside but also from the inside. When you made the transition you can't look at the outside the same way.
2. How did the piece change from initial mental imaginings to final piece?                                        My idea had to change after the wind decided that my first small room with igloo like structure didn't work for it, there fore i had to come up with an whole new idea to express my meaning.                                       
3. Was the initial idea or final piece more ambitious? How so?                                                            It was far more ambitious in the end the scale was made bigger, the whole project was taken somewhere else than what i had intentionally wanted to do.

CRAFTSMANSHIP

Is the way the piece put together helping the overall effect or distracting from it (How so?) I think the way i pieced together my project only helped it. The way the gloves gridlocked blend well with the fence around it.

FORM

1. What are the dominant formal elements (point, line, shape, color, texture, value, space) visible in the work? Are these elements important to the piece? In what ways? The color was very bland i didn't want something that was going to stand out cause of color i really focused more on the meaning.
2. What are the dominating principles (scale, hierarchy, repetition, rhythm, unity, contrast, balance, space, gravity, continuance, similarity/difference) visible or implied in the work? Explain how each dominating principle helps strengthen the impression of the work or detracts.                        I had repetiotn and rhythm, unity, similarity. The repeating patterns on the outside kept your eyes going and when you got to the inside there was more but it was completely different.

CONCEPT

1. Does piece relate to the source objects history, function or purpose? The piece i would have to say relates to it's purpose.
2. If so, how? The purpose of the gloves is to put them on and touch stuff. When you step inside my piece you get touch. You can't avoid it, just like going to the doctors office they touch you and you don't have a choice. For me i don't like being touch unless I can call you friend then it might be acceptable.
3. How does the presentation of the piece alter the viewers understanding of the source object? I don't think many people looked at gloves as an object with much meaning they are just gloves to them. To me it mean i'm gunna have to touch something or something is probably about to touch me.

PRESENTATION

1. Why here? Next to a out door storage area gave it a more eerie perspective.
2. What is the relationship of the work to the space? It starts to blend in with the fence and become part of the environment.
3. How do the surrounding elements impact the viewing and impression of the piece? It makes you not think of it as a friendly place.
4. Does the piece respond or ignore what is around it? How so? It interacts with the environment becoming part of the fence in away.

Pictures of lines

Crossing the line

There lived a boy, in small town with only two stop lights, that was quiet, reserved, and for the most part shy. His name was Carlos, and to his classmates he was seen as nerdy, and someone who always followed the rules. In his sophomore year of high school though, he began to do something most people hadn’t seen him do before, he began to talk...a lot. No teacher felt more wrath from his tongue though than Ms. Brouch, his math teacher. Everyday she would have to tell Carlos to quit talking and pay attention. Carlos payed no mind to her constant nagging, instead he just talked with his friend from the tennis team. One day though it was just too much for Ms. Brouch to handle, Carlos had cross the line, so she sent him to the hallway. Carlos embarrassed didn’t like the looks he would get as people passed him in the hallway wondering why of all people he was there. No looks embarrassed him more than when his english teacher walked by, Mrs. Preston. She looked at Carlos with her compassionate eyes she always had and asked, “Carlos what could you have possibly done to end up in the hallway?”. Carlos thought for a moment maybe I should lie and say it was just for the class and he wasn’t in trouble. No though he could lie to Mrs. Preston reluctantly he said “I got in trouble for talking to much”. Mrs. Preston looked at him and laughed in disbelief she began to exclaim but what a wonderful student you are, and as she was giving praise out walked Ms. Brouch.  Mrs. Preston asked Ms. Brouch if it could possibly be true Carlos was in the hallway for talking to much. Ms. Brouch confirmed the story and the had talk Mrs. Preston saying how wonderful Carlos was, and Ms. Brouch wishing she had the Carlos, Mrs. Preston had in her class. In the end Carlos was given a talk to by Ms. Brouch and sent back in the classroom. For the rest of the year Carlos calmed down but probably not as much as Ms. Brouch would have liked. Ms. Brouch might have been the first teacher Carlos crossed the line with, but one thing was certain it wouldn’t be the last.

Glovessssssss

These are just some ideas i came up with while playing with my gloves.

Repetition and Rhythm photos

 The Picture above is just a picture of wall which had some repetition going on.

 This is a light fixture in of the dorms.

 Even though it might not look like it this is a picture of some blinds.

 My friends backpack had some checker themed repetition.

This was on one of the information boards at the dorms.

the day i tired to be a whisk

   Day Projects were due. It was all kinds of crazy lol.

This is how the final project turned out for me.

 Original whisk wires was on a choker way to small so redid that mess.

This was me half way through my project.

Pretty much me at the beginning.

 My winning project design.

 2nd proposal to the class.

 3rd and final Proposal to the class.

 My sketches of the object and my answers to the questions.

3-D wall project

Here is the pictures of my 3-d wall project we had to put up for display.

Lecture Sketches

This my Sketches for the first homework of lecture of Jeff Kinley's work

Magnetic and Tophgraphical maps

                                        

Cardboard Sphere's

No Glue: The way i made my no glue sphere, was just a really simple way i cut out a circle and then cut out four semi circles and made slits on them. Then I just put them on the circle, it was really simple.

Structure: I cut out strips of cardboard. Then I got those strips wet and molded them on a volleyball and glued them so there was lots of room to see throught it after i had the sphere shapes i added poles into the center of it.

Texture: again i cut out strips but the time i layered them on top of each other like an armadillo. I again molded them but this time against a cheap plastic ball from wal-mart. I kept molding it around the ball till i needed to put on the last to pieces. I stabbed the ball and took out the plastic.