course info

snow college - art 2950

Sunday, February 28, 2021

Text Piece - Andrea Martinez

 Instructions 

  1. First, choose a number from 1 to 10.

  2. Go to your Spotify or any music application you have.

  3. Go to your playlist and put the songs in shuffle. 

  4. Then from the number, you chose. Write the first sentence of the lyrics and also the name of the songs. 

  5. When you already have the sentences from your songs, try to combine or change them to create a poem. 

  6. Next, use the names of the songs to create the title of your poem.

  7. Finally, you will have a poem inspired by songs. 



My process: 


Name:                                                                       

  1. Give Your Heart a Break                                                     

  2. There is nothing holding me back

  3. Wake Me Up When September Ends

  4. On Purpose 

  5. Summertime Sadness 

  6. Scars To Your Beautiful

  7. Feels Like Loneliness

  8. Natural

  9. All The Stars

  10. Sad Song 


Sentences :

  1. The day I first met you

  2. I wanna follow where she goes

  3. Summer has come and passed

  4. Your eyes

  5. Kiss me hard before you go 

  6. She just wants to be, beautiful

  7. You’re not asking for much 

  8. Will you hold the line?

  9. Love, let’s talk about love

  10. You and I 


Results:

Feel Likes Natural


The day I first met you

Your eyes

Where not asking for much

I wanna follow where she goes

You and I 

Just want to be beautiful 


Will you hold the line?

Summer has come and passed

Love, let’s talk about love

Kiss me hard before you go 


Saturday, February 27, 2021

Text Piece - Calli Sumsion

  1.  Pick a book that inspires you
  2. Now pick 5 chapters or section of pages from the book
  3. From those 5 sections, pick 10 words that stick out to you
  4. DO NOT CONTINUE UNTIL FINISHED FINDING WORDS
  5. Now in some way you have to post on social media and use those 10 words as hashtags. Now this can relate to many different subjects to actually post such as a song, book, poem, picture, drawing, etc. 
  6. See where it takes you, let it inspire you, and maybe it will inspire someone else
Here's my example



Rules: Using words as Creative Expression - TDMorris

         Follow Rules or a Pattern with Words as a Creative Experiment - TDMorris 

          I decided to do something to explore options for the ending of my book, which is also part of my commitment to write every day for thirty days.  My rules applied to each character and had to fit the following criteria: 

1. All scenes had to be written in screenplay format. 

2. All scenes had to include a sonnet as part of the dialogue. 

3. All scenes had to show the nobility of each character. 

4. All scenes had to show how each character overcame their fears. 

5. All scenes had to show how each character in the book faced their final moments. 

6. All scenes had to have a plausible ending for the book. 

            After a rewrite for each character the best options were presented.  I decided the best ending is for the character Death, as an archetype, was to be released from her assignment as an angel of death, so she can be with the love of her life.  That scene entitled, “Here Say,” is included in the link below. 

                      COTOPAXI – Episode Three – Of Mime Hammer and Here Say 

List of characters and their demise: 

      1. Flight crew: Episode Three, Act Three – Scene 1, A Flyer’s Cross 

      2. Pilot: Episode Three, Act Three – Scene 1, A Flyer’s Cross 

      3. Chief Micah Mohr: Episode Three, Act Three – Scene 3, Capture the Flag 

      4. Netter: Episode Three, Act Three – Scene 4, I Will Not Comply 

      5. Willie Mohr, Micah’s dad: Episode Three – Scene 7, Here Say 

      6. Captain DeSade, Death: Episode Three, Act Three – Scene 7, Here Say 

COMMENTARY: The first will be last; the last will be first.

A Page of dialogue is shown below.  The entire scene can be viewed by following this link: https://1drv.ms/w/s!ApyJsrhXmR_XgQW7w-C_WUafGXIH?e=WCwL94

POINT OF VIEW

(WILLIE watches the broken clouds in the sky.  White cotton wood seeds float in the air in the same direction as WILLIE’s forearms in the grass.)

SOUND (The pheasant cries again in the meadow.)

 VOICE OVER

                                                                     WILLIE

When clouds pass the skylight’s rim,

The wind is not felt from within,

nor the breeze that whips the leaves.

It recoils the limbs like the chorister’s hymn.

 

Her hand extends in four-four time at measures end.

. . , turn quick, the sparrow is caught in the limbs

and the branches bend, intertwine there in.

With faint smile she reaches out, . . and then again.

 

Where is the cold air flow upon my face?

When lost, it comforted me with its embrace.

The pale pheasant sings a muffled song near twilight;

and we pray twice when we sing with the sparrow’s might.

 

To the King! Sing praises day and night,

and like the cotton wood seed we too can take flight.

                                                                                                                                         FADE TO

 CLOSE UP

 (A breeze comes.  The meadow grass bows.)

 (The spot light expands to show more of DEATH.)

 (MEGAN stands and runs.)

                                                                     MEGAN

(Crying.) Help.

(DeSADE, as DEATH moves to WILLIE’s side and strokes his hair.)

 (WILLIE recovers slightly.)


Wednesday, February 24, 2021

Text Piece - Tom & Emilee (Instructions)

  1. Go to the CD section in the library.
  2. Select a shelf to begin at, and from that shelf, move up 4 rows/shelves.
  3. Next, move to the left 4 rows/sections on the shelf.
  4. From there, pull the drawer out (if the library is set up as such), and from the CD closest to you, count 4 in and pick up the CD.
  5. Next, choose 4 words on the case that are to your liking and write them down.
  6. Now repeat the process by choosing another spot, or continuing from the place you are at.
  7. Move down 4 rows/shelves
  8. Go 4 rows/sections to the right.
  9. Count 4 in and pick up the CD.
  10. Choose 4 words.
  11. From a middle shelf, move 4 to the left, 4 down, and 4 back.
  12. Pick up the CD and select 4 words.
  13. From another middle shelf, move 4 to the left, 4 up, and 4 back.
  14. Pick up the CD and select 4 words.
  15. Next, choose another spot or continuing from the place you are at, move 4 to the right, 4 down, and 4 back.
  16. Pick up the CD and select 4 words.
  17. From the words you have collected, create a poem with two stanzas that each have 4 lines.  You may add words to meet your creative needs.
  18. Finally, print your poem and leave it in the last CD case you picked up.





Text Piece - Rebekah and Andrea










Text Piece - Circus Fugue

 

Cicus Fugues

 The gold edition is partitas, preludes and fugues.

Foreground, before, who would Intuitive be for?

Isaac, lost to himself , . .

He’s amid the libraries of Alexandria.

 

Like Wow, I’m on my way to the Carnival Mass.

Does Brahms play in Philadelphia, as Cleveland joins the circus?

Hallelujah!  Juan’s mother drives the Tiger’s wagon.

. . , and there’s room for us.


by Emilee and Tom

 

By Emilee and Tom

Text Piece - Calli and Allison

Art Work Instructions:

  1. Locate bulletin board with a lot of flyers
  2. Write down three of the words closest to the middle of the flyer
  3. Number the phrases
  4. Use a random number generator to determine the order of the phrases
  5. Combine the phrases in a flyer format
  6. Attach new flyer to the bulletin board



 


Instructions with paint TDMorris


Monday, February 22, 2021

Artwork Instructions - Tom, Allison, Andrea, Jess

1) Draw a circle about the size of the quarter

2) Underneath the circle with one corner touching, draw a rectangle with rounded corners

3) Draw a straight line form one corner of the rectangle to the circle

4) On the left side of the circle, draw an isosceles triangle with the longer point facing up

5) Draw a triangle that looks similar atop the circle

6) Draw a backwards "L" near the bottom left and right corners of the rectangle

7) Draw a thick "S" shape in the top right corner of the rectangle

8) Draw a smaller circle in the middle of the bigger circle

9) Draw 3 parallel lines under the smaller circle

10) Draw a smaller triangle on top of the 1st triangle from step 4

Artwork Instructions - Group 2

  1. Grab some paper and place it on a flat surface
  2. Select a warm colored paint and gently squeeze it out into a line.
  3. Grab a cool colored paint and squeeze it out into the shape of a spatula.
  4. Select an earthy colored paint and again squeeze it out in the shape of a leaf.
  5. Fold the paper in half and squish!
  6. Unfold the paper and place a hand in the paint.
Your artwork is complete. 

This is a Commitment - Melissa May Beutler

I want to update my Instagram and Redbuble every day, just so I can get more ideas flowing. I haven’t been making as much personal work since this semester started and I want to get used to posting every day again.

This is a Commitment-Jess Hebertson

There are only 15 works by female artists shown in the art history survey class here at Snow (out of 272 pieces total). Our professor keeps saying things like teaching mostly European and male artists is the standard, and that this is standard because it is “our cultural inheritance”. In my opinion, this kind of thinking is what has kept marginalized groups out of the arts in the first place. I want my work to be valued, I want other women’s work to be valued, and I want to celebrate the artists that paved the way for me to be sitting in art classes and pursuing a career in the arts. I’m committing to finding and learning about a non-European and/or female artist that I don’t know a lot about that isn’t taught in the survey course here at snow everyday for 30 days. I want to expand my visual library and celebrate the often uncelebrated.

This is a Commitment--Rebekah Ashby

 I'm going to take 10 minutes every day for 30 days to be in a quiet place (physically and mentally). I find myself distracted by a lot of things (school, fears, responsibilities, desires, etc.), and thus I hardly take the time for a healthy pause/reflection that rejuvenates my energy and assists in devising creative ideas and solutions. My purpose in this quiet time is to be still for some part of my day, write down thoughts, feelings, and impressions that I attain in this short amount time. I will daily post what my experience was each day--what my quiet place was and what happens (or doesn't happen) in that time.

This is a Commitment - Emilee Thomas

     The thirty-day commitment I decided to undertake is to "connect to others in a selfless way."  Upon evaluating my current goals to focus less on me and look to others, along with doing small acts of service for others daily, I felt this would be a great way to accomplish both.

  • Feb. 20, 2021 (Day 1):  I helped a roommate frost and decorate cupcakes that she was planning to give away to others.  I talked with my brother on the phone and asked him about his life, schoolwork, wife, and other things that are going on in his life.  Later, despite being tired, my roommate asked me to exercise with her and so I agreed so that she wouldn't have to exercise alone.

  • Feb. 21 (Day 2):  I helped cook soup for my roommates and their friends who were coming over for dinner.  Later I asked a roommate who seemed down if she was okay, listened, and helped comfort her.  

Sunday, February 21, 2021

This is a Commitment UPDATE - Calli Sumsion

 I want to draw or create something every single day that doesn't involve school assignments. Some days I might be adding on to a work I've already started or starting something completely new. In general I want to get my "creative juices" flowing without the stress for school (even though this is technically an assignment, haha.)

This is a Commitment - Andrea Martinez

 

My goal is to post every Sunday a picture of my art on my art page. During the week I will think, draw, and on Saturday do the final piece and then post it on my art page. 

(Sunday) Feb.21, 2021:



Friday, February 19, 2021

"This is a Commitment" - Allison Ipson

 Goal: Title at least one artwork a day for a month.

Day 1: Thursday, February 18th, 2021


"Foreboding"



"Altered"

Day 2: Friday, February 19th, 2021


"Heavy Laden"

Day 3: Saturday, February 20th, 2021


"Antiqued Identity"

Wednesday, February 17, 2021

 Sensory Deprivation Experiment


I was curious how I would approach visual arts if I suddenly lost my sight. I have done blind contours before in class, but this was a first since I was doing this by myself with a blindfold. I wouldn't be basing the contour off of lines that I saw, but rather lines that I felt.

I would like to experiment with this again with different mediums (clay, paint) to see what might be more friendly to the sightless. I was frustrated by not being able to tell where the lines were that I had already laid down, but it was interesting to see what I could observe by touch. Although I didn't depict it as well, I thought it was interesting taking time to notice the intricate curves and bends in the objects I used.


https://www.youtube.com/watch?v=lCVoQqnmCQw


Sensory Deprivation - Allison Ipson

 https://vimeo.com/513576706

https://vimeo.com/513579968

EXPERIMENT OUTLINE:

Test if eliminating the senses of touch, sight, and smell affect our ability to taste or sense texture when trying foods:

- Subject wears blindfold, is not allowed to touch the food, and plugs nose while eating

- Subject is given small pieces of 12 foods

- Foods are grouped in pairs of 2 according to similar textures in order to ensure experiment works off of taste as much as texture

- Subject will eat the food and see if he can identify it

- If unable to identify, subject may unplug nose and try identifying the food again

- Subject will then eat the second food in the group that is similar without receiving verification on the identification of the first and see it they can identify it

- Subject continues experiment for all 6 food groups 

 

EXPERIMENT RESULTS:

Test 1: Frito vs. Tortilla Chip

            Frito: Wheat thin… no, tortilla chip. Unplugged nose: Frito

            Tortilla Chip: No idea. Unplugged nose: Tortilla Chip

Test 2: Almond vs. Granola

Almond: (Off of Texture)… Nut… No clue what kind. Unplugged nose: Definitely in trail mix… cashew?

            Granola: No clue. Unplugged nose: No clue, but can taste it now. 

Test 3: White Bread vs. Zucchini Bread

White Bread: (Off of texture)… bread, but can’t taste it. Unplugged nose: Bread.

Zucchini Bread: What could possibly be that soft? No idea. Unplugged nose: Zucchini Bread. 

Test 4: Carrot vs. Celery

            Carrot: (Off of texture) Carrot, but can’t taste it. Unplugged nose: Carrot.

Celery: (Off of texture and sound) Celery, but can’t taste it. Unplugged nose: Instantly taste celery.

Test 5: Tomato vs. Grape

            Tomato: (Off of texture) Grape, but can’t taste it. Unplugged nose: *shutter* Tomato.

            Grape: (Off of texture) Grape, but can’t taste it. Unplugged nose: Grape.

Test 6: Pepperoni vs. Cheese

Pepperoni: Salty… nasty w/o smell. No idea. Unplugged nose: Good!... Jerky? No, pepperoni. 

Cheese: (Off of texture) Cheese… Once I said that I could sort of taste it. Unplugged nose: Cheese. 

 

EXPERIMENT ANALYSIS:

- Not being able to smell did seem to inhibit the taste of the foods, however most of them he was able to still identify them off of the texture.

            - When he unplugged his nose, he could identify almost all of the foods. 

- He had tried this before while being able to see the food, but it didn’t work. This time it did work, so we have a theory that seeing something before-hand gives us a preconceived notion of how something tastes. 

- Sometimes once he figured it out by the texture, he could almost start to taste it. We think supplying the name allowed his brain to start filling in for what he should be tasting. 

- Some things that he doesn’t like normally were fine without all of his senses, while some things he normally loves were gross without all the senses. 

- If doing this for a future assignment, I would buy different foods, because some stuff he was able to guess combined off of the texture and knowing what we had at home.  

Sensory Deprivation - Emilee Thomas

    For this experiment, I decided to eat with a blindfold and "nose plugs" in an attempt to take away sight and smell.  This decreased my ability to easily perform this task, as well as increase my reliance on texture/touch.  I had predicted that the lack of smell would also decrease my sense of taste, however, in this experiment, I found that it did not (probably because of the poor quality of the nose plugs haha).
    I wasn't expecting the lost and slightly frustrated feelings that came as I tried to eat.  I didn't know where the food was, how big of a portion was on the end of the fork, and when the meal would be complete.  It made me feel a deeper appreciation for my senses.  

 


Sensory Deprivation - Melissa May Beutler

 For my experiment I had my family help me. I wanted to do something similar to a blind contour drawing and the game telephone. while I didn't impair their hearing, I wanted the drawing to pass along as the word in the game telephone. I had one of my siblings start with a blind contour drawing, and then I had another sibling take that drawing and try to replicate it while not looking at their own drawing. Then that person passed their drawing to another person and they had to try and replicate that drawing without looking. I did this a few more times until the drawing was unrecognizable.






.


Sensory Deprivation-Jess Hebertson

For my experiment I blindfolded myself and started to doodle. I was planning to do some sort of blind contour drawing but I realized that without something to actually look at while doing this drawing, my mind began to wander. I started to think about the times in my daily life when my senses are taken away or limited. I have pretty bad eyesight without my glasses, so waking up in the morning, taking showers, and going swimming are all activities that force me to see the world as a sort of blurry haze. I especially thought about how shaving my legs is a struggle because I can’t see my legs very well, let alone the hair on them.

When I finished, what I ended up with was a sort of mess of lines, it just looked like a scribble, but I had come up with an idea for a piece. I had intended for this experiment to create a finished piece but it ended up being more of a brainstorming activity. Here is a really rough version of the pieces I want to make. The second picture shows what I see in the shower (I kept looking at the first one with my glasses off then adjusting the blur).