3-D Concepts
168-109-802/168-109-808
Mitchell Hall B49
*****
Amy Mangrich
amangric@uwm.edu
Assignment:
Read Chapter 9 ‘Color’
Quiz Chapter 9 ‘Color’ (due Wednesday, March 13th or Thursday March 14th)
Project #9 “Color and Object Transformation”
(due: Monday, March 25th or Tuesday, March 26th)
Reexamine chapter 9. Focus particular attention on the sections that discuss the physiological
and psychological effects of color as well as the section on color combinations. Spend some time
carefully observing the color of the objects in the world around you. How does the color of
particular objects affect you physically or psychologically? Select three common, recognizable
objects. Make a drawing of each and write a paragraph on how the local color of EACH object
affects you. Now, consider how the affects of these objects would change if they were painted a
different color. How could you use color to alter the psychologically effects of the objects? How
could the combination of colors help to alter the psychological effect? How could the combination
of colors help to alter the social or political effect? In your journal, make thorough drawings and
notes ideating this problem. Evaluate your discoveries. Based on this evaluation, chose one
object and alter the color of that object in such a way that viewers will have a dramatically
different response to that object. For further instructions on ideation process, refer to the
assignment for Project #8 “Texture Juxtaposition”. Be prepared to discuss your paragraph and
the accompanying drawings with classmates on Wednesday, March 13th or Thursday March 14th.
Also, bring the necessary materials and tools to work on your chosen design for the full class
period.
In-class Review for Project #9 “Color and Object Transformation”
(during class on Wednesday, March 13th or Thursday March 14th)
Write your name on a slip of paper. Put them in a hat. Groups of four will be drawn out of the
hat. You will meet with these three students during class time and discuss the following material
each in turn:
1.
2.
3.
4.
5.
6.
Show your drawings and notes to the other student. Have the other student determine
the intent of your project. Make a mental note about how well your drawings and notes
describe your intent without your verbal input?
Have the other student describe one of the objects that you are working with, preferably
the one that you have selected to construct a final project from. The other student
should describe the colors associated with the object as well as their emotional or
psychological associations with this object.
Describe your plan for the design and construction of the object. Discuss your intent for
the object and the way you will use color juxtaposition or color combinations to achieve
this intent. Have the student describe their emotional or psychological reaction to this
combination.
Have the other student give suggestions that will help make the project stronger as an
aesthetic object and an interesting concept.
Switch roles and repeat this sequence.
When review is completed, spend the remainder of class time on further ideation based
on the comments you received during peer review. You may also work on your project.
Project #9 “Color and Object Transformation” Critique
1.
2.
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4.
5.
Label your work with a number, place the corresponding number in the hat.
Draws a number out of the hat and critique the artwork that corresponds to the number
that is drawn.
Write a short paragraph describing the piece. What is the object? What is its local color?
What are your psychological reactions to the local color of the object? How have the local
colors been modified? What are the psychological effects of the modification? Include in
your paragraph a constructive criticism based on the how well the piece fulfilled the
assignment, how well it was crafted, or on its ability to communicate the artist’s intent.
In large-group, you will be responsible to guide the critique of the piece you’ve analyzed.
Present the information in your paragraph to the class. Allow the artist to respond to
your observations. Present you constructive criticism of the piece and solicit the group
for other constructive criticism or comments on the piece.
Presentation order is determined by sequence.