Reflecting on feedback: assignment 1

The feedback from assignment 1 was very helpful with lots of pointers and advice for me. This is my plan taking this feedback on board:

  • Daily drawing and use of sketchbook which I will put up on my blog.
  • ‘Live’ writing on my blog as I am working rather than retrospectively.
  • An exercise on comparison and contrast of 2 paintings  and how this can be applied to my own work.
  • I will experiment more with different brushstrokes and using studies on a smaller scale, A5 .
  • When working on larger painting, I will try blocking  in thin tonal washes instead of drawing outlines.
  • I will make more prep drawing for assignment work.
  • I will critically analyse my own work more, and in more depth, comparing it to the work of others and looking for possible connections.

I have also commented on some of the comments below. 

Feedback on assignment
Demonstration of technical and Visual Skills, Quality of Outcome, Demonstration of Creativity
Working from your preparatory drawings is a useful process.  I suggest more of this will help your observational skills and develop your confidence and skills as you work through the assignments.

I realise that I need to work more prep drawings but my nature is impatient; by the time I have drawn something from several angles with different lighting options I am bored with it. So I will have to discipline myself more.

Your prep flower paintings offer some focussed fluid, brushwork- these qualities are worth developing further.  Practice drawing with the brush by building up thin washes then layers of paint at the prep stage.  (see Pointers) I enjoyed doing these and will certainly do more drawing with a brush. It seems to me a quick and enjoyable way of capturing something.

Sometimes drawing outline in order to plan the painting, hinders ability to remain flexible, adaptable and move the paint around.  Instead try blocking in thin tonal washes across the painting.  This  may help to keep the painting open to development and a more fluid re-painting. I can see this would be a better way of working and I shall do so next time, however I believe the assignment suggested using charcoal, which I got in a mess with 🙂

You reflect on your process at some length, it would be helpful to begin reflecting on the content of the work.  For example you comment briefly on the choice of objects for the still-life, a little more analysis and discussion of what these ‘mean’ to you and how you might communicate this will benefit your work. I could have indeed talked about what the objects mean, although I think I touched on this briefly. I suppose I was thinking they were peaceful aids to meditation – perhaps I did not manage to communicate this peacefulness in my painting but I was aiming for a realistic still life.

Sketchbooks
Demonstration of technical and Visual Skills, Demonstration of Creativity

You have some prep drawings to inform the final painting.  The flower ones offer some fluid brushwork and mark-making.  There is a lightness of touch and sense of drawing (not filling-in) that works well.

More drawing on a regular basis, would benefit your painting development.   Think about using the brushes to ‘draw’ with the paint, rather than filling-in each object seperately.  This will help you see the painting develop as a whole, rather than as different parts.  (See Pointers) I will aim to do some drawing everyday, where possible and explore using a brush more than pencil. I am putting my sketchbook work up each month on my work blog and I hope this will help to discipline me into drawing daily.

You would benefit from exploring a range of brushmarks, building up of tonal ranges and working across a painting- through a series of sketchbook studies on a small scale: A5. Playing with materials and brushes quickly to enjoy the process and as preparatory pieces. (see Pointers).

Research
Context, reflective thinking, critical thinking, analysis  

Harvard referenced research, following good practice.

Some brief comments on individual works relating to chiaroscuro.  In the next assignment critically analyse and comment on your own works- in more depth (see Pointers).  This will help you develop your observation, analytical skills and vocabulary- all feeding into your general confidence.  At the moment you are relying on quotes rather than offering some of your own reflections.  I suggest you reflect on quotes and respond to these with your own thoughts…Ok, I take that on board and will do so. I have been to a few galleries these last few weeks during my trip to the UK  and have these to write up on my blog and will be sure to critically analyse the paintings I focused on.

Utilise, deepen and apply your analysis of others’ work to your own.  Ask how these might relate to your own experiments, ideas and how they may inform your development? (see Pointers).  Then set yourself some simple aims and tasks to try these out.

Learning Logs or Blogs/Critical essays
Context, reflective thinking, critical thinking, analysis  

Good use of Harvard referencing for your image and quote sources.

You’re using the blog  as an archive of your research, reflection and capturing the process of making work.  In parts the log seems to be ‘retrospective’ rather than as you’re working through exercises and studies.  It will benefit your progress to reflect, analyse and log as you work through each part of the assignment, rather than at the end. (see Pointers)  I have always (in D1) used my learning log retrospectively, as this seemed easier than stopping and logging on to write up what I am doing. I will try to have it open and write down the process as it happens. WordPress is sometimes annoyingly slow, and the internet here goes up and down which is not helpful 😦

You have begun to log, research and reflect on the basic tasks, exercises and process during an assignment.  The practice of logging regularly and asking yourself some critically analytical questions, will help you to gain some useful perspective and understanding of what / how you are learning.

Evidence of a small range of historical refs.   You will benefit from expanding on the research and analysing critically, in more depth.  (see both Pointers re: C21st work and compare / contrast exercise). 

Suggested reading/viewing
Context
Research contemporary C21st artists such as:

Michael Petry ‘Nature Morte Contemporary artists reinvigorate the Still Life ..’
Thames & Hudson 2013

The Artist’s Handbook (see reading list)

Pointers for the next assignment
Reflect on this feedback in your learning log.

Use your sketchbook on a daily basis, if possible.  More drawing (with a brush)  will support your painting development. Make a minimum of 6 prep studies at no larger than A5:  these studies may be for composition, tonal or colour references .It is useful to know how many prep studies are required.

You will learn and develop more from the course if you can allocate more time to practice and repeat the exercises and tasks ( the building blocks for the assignment) – be more ambitious in terms of going beyond the tasks / exercises set. (as these are the minimum requirements).

Analyse and comment in more depth on how research of others’ work, might inform your own: set some aims as to how to develop possible connections e.g: chiaroscuro, colour, composition, content and meaning.

 
Ask more questions when researching and analysing the work of others’ (as well as your own work).  Set yourself a task of analysing and comparing two images of artists whose work you appreciate.  In your own words describe, analyse and critically reflect on the media, aesthetics, form and content of the works.  How do they relate to your ideas and practice?  Record all on your log- then make some aims for your own development. I will aim do this with some of the art I have seen recently on my trip to galleries in London.

Use your log regularly to reflect and critically  analyse your process as you work through exercises and assignment (as well as retrospectively).

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Author: Wendy Kate

Happily sharing my life with a tall bearded man from Dorset and a crazy wild animal masquerading as a tabby cat.

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