LESSON 5: Soundscapes and Rhythm, Monoprints- wax resit and water color on paper
Karissa Ferrell, Extensions of Time & Tonal Rhythm of Time, (2011) wax resist and ink wash on paper
Description:
Building off the sound inspired monoprints of Lesson 1, students will analyze their favorite song or sound. Each student will choose a section of a song to visually analyze and interpret (beyond the lyrical content) focusing on the tonal qualities and rhythms, based on artistic examples given. Students will use a wax resist method combined with watercolor washes to translate the sounds they hear into colored shapes (tints and tones), lines, and patterns. Some recognizable yet poetic or metaphoric imagery is acceptable for this lesson.
Objectives:
Artists' Examples of
- Wassily Kandinsky, Various Compositions
- Barbara Robertson, Diffusion, 2008
- Adolph Gottlieb, Dialogue & Frozen Sounds
- E.E. Cummings, Noise Number 13 also information and discussion time will be given to his poetry
- Amanda Knowles. Flux 4, (2008).
- John Cage, Chance and Art & Color Etching also information and discussion time will be given to his musical
compositions and innovative use of chance
Defining Terms:
Soundscape- the component sounds of an environment or the component sounds of a piece of music.
Tone- any sound considered with reference to its quality, pitch, strength, source, modulation, or intonation of the voice as expressive of some meaning. i.e. a tone of command or a shrill tone. In visual art the tone often refers to a color in shadow or a color + black.
Tint- a color diluted with white; a color of less than maximum purity, chromo, or saturation; a delicate, pale, or pastel color.
Pattern/Repetition- a design, decoration, or ornamentation made by consistently repeating elements such as lines, shapes, colors- with little variation.
Rhythm- the pattern of regular or irregular pulses caused in music by the occurrence of strong and weak melodic and harmonic beats; duple rhythm, triple rhythm. Or a measured movement, as in dancing. Art, Literature: A patterned repetition of a motif, formal elements at regular or irregular intervals in the same or a modified form.
Remix- to mix and re-record the elements of (a musical recording) in a different way. – Lady Gaga is a good example of this.
Building off the sound inspired monoprints of Lesson 1, students will analyze their favorite song or sound. Each student will choose a section of a song to visually analyze and interpret (beyond the lyrical content) focusing on the tonal qualities and rhythms, based on artistic examples given. Students will use a wax resist method combined with watercolor washes to translate the sounds they hear into colored shapes (tints and tones), lines, and patterns. Some recognizable yet poetic or metaphoric imagery is acceptable for this lesson.
Objectives:
- Students will choose a song or sound to analyze and visually interpret using a wax resist method.
- Students will write a written reflection explaining their artistic choices for the colors (tints and tones) lines and patterns they incorporated into their finished designs.
Artists' Examples of
- Wassily Kandinsky, Various Compositions
- Barbara Robertson, Diffusion, 2008
- Adolph Gottlieb, Dialogue & Frozen Sounds
- E.E. Cummings, Noise Number 13 also information and discussion time will be given to his poetry
- Amanda Knowles. Flux 4, (2008).
- John Cage, Chance and Art & Color Etching also information and discussion time will be given to his musical
compositions and innovative use of chance
Defining Terms:
Soundscape- the component sounds of an environment or the component sounds of a piece of music.
Tone- any sound considered with reference to its quality, pitch, strength, source, modulation, or intonation of the voice as expressive of some meaning. i.e. a tone of command or a shrill tone. In visual art the tone often refers to a color in shadow or a color + black.
Tint- a color diluted with white; a color of less than maximum purity, chromo, or saturation; a delicate, pale, or pastel color.
Pattern/Repetition- a design, decoration, or ornamentation made by consistently repeating elements such as lines, shapes, colors- with little variation.
Rhythm- the pattern of regular or irregular pulses caused in music by the occurrence of strong and weak melodic and harmonic beats; duple rhythm, triple rhythm. Or a measured movement, as in dancing. Art, Literature: A patterned repetition of a motif, formal elements at regular or irregular intervals in the same or a modified form.
Remix- to mix and re-record the elements of (a musical recording) in a different way. – Lady Gaga is a good example of this.
Color Schemes-
- Primary: Colors that cannot be mixed, they are purest hues: Red, Yellow, Blue
-Secondary: Created by mixing two primary colors: Green, Orange, Purple
-Tertiary (Intermediate): Created by mixing a primary and a secondary color: Yellow-orange, Reddish-purple
-Analogous: Colors that are adjacent or touching on the color wheel: red, orange, yellow
-Triadic: Colors that are equally distant from each other on the color wheel
-Earthtones: toned down or muted colors, created by mixing a color with it's opposite or complement: red mixed with a little green creates a brick or brownish red tone.
-Monochromatic: A color scheme consiting of tonal variations of a color mixed with white (tints) and black (tones)
-Complementary: A color scheme consisting of clashing colors or colors that are opposite each other on the color wheel: red/green, orange/blue, yellow/purple
-Secondary: Created by mixing two primary colors: Green, Orange, Purple
-Tertiary (Intermediate): Created by mixing a primary and a secondary color: Yellow-orange, Reddish-purple
-Analogous: Colors that are adjacent or touching on the color wheel: red, orange, yellow
-Triadic: Colors that are equally distant from each other on the color wheel
-Earthtones: toned down or muted colors, created by mixing a color with it's opposite or complement: red mixed with a little green creates a brick or brownish red tone.
-Monochromatic: A color scheme consiting of tonal variations of a color mixed with white (tints) and black (tones)
-Complementary: A color scheme consisting of clashing colors or colors that are opposite each other on the color wheel: red/green, orange/blue, yellow/purple
Materials and Preparations:
Procedures: (4-5 days)
(DAY 1)
- Each student will place the water color paper or Rives BFK on their desks (painting side up).
- A piece of wax paper will be placed on top and taped to the table or the back of the water color paper (if the wax paper slides around it will affect their image).
- Students will use pencils or mark making utensils to draw directly onto the wax paper. Hard pressure must be applied to transfer the wax to the surface of the paper (some indentions are helpful for the ink wash stage).
- Students can also place preparatory drawings (on newsprint) or printed images on top of the wax paper and trace through onto
their paper- Extremely hard pressure is needed for tracing through layers of paper.
- Once the invisible wax resist drawing is completed, students will mix tonal and tint washes of water colors that they associate
with the tones, rhythms and sounds of their song.
- Washes should be applied conservatively from light to dark. Teacher will demonstrating wet on wet, dry brush, pooling,
layering colors, and salt techniques for students to use when developing their water color images.
2. Students will spend the remaining part of the period planning out their image: creating preparatory sketches on newsprint, finding
images for tracing, and finishing their song analysis worksheet.
(DAY 3 & 4)
(DAY 5) Closure:
Formative-Teacher will monitor student’s work in the computer lab, making sure they stay on task and understand
the analysisquestions.
Summative-Students will be graded on both the aesthetic qualities of their soundscape image and their written
explanation and connection to their work. Students will also grade themselves based on the self-assessment (40 points scale - 10 points each for meeting the criteria, good craftsmanship, effort & involvement, and creativity & originality- taking it beyond the basics). The rubric was given at the start of the project. Teacher will grade the completed project based on
the given criteria.
Lesson 5 Presentation Slides: Click on the image to view its original source
- Computer lab and headphones (or this part of the lesson could be done as homework)
- Watercolor or Rives BFK paper
- Wax paper
- Masking tape
- Drawing utensils and or mark making tools
- Water colors and or ink washes
- Brushes
- Water containers and palettes (for rinsing brushes, and mixing colors)
Procedures: (4-5 days)
(DAY 1)
- Teacher will use the slides and Wikipedia links to introduce the selected artists. Teacher will lead students in a conversation/discussion (introducing the defining terms) analyzing each painting and connecting the artist’s choice of tonal qualities, lines, rhythms and patterns to the sounds which were used as inspiration.
- Teacher will pass back their Sound Inspired Monoprints from the first lesson. Students will have a chance to look at their images and remember and associate with the connections they made in the introductory lesson.
- Students will be given some time in the computer lab (and or at home if needed) to select and listen to a song or sound of their choice. Students will use the handout with prompting questions to aide in the analysis of their song.
- Teacher will also explain the *Optional Extra Credit assignment (described below under Extensions). If students choose to do the extra credit assignment they must email their written response to the teacher by the
- Teacher will demonstrate the wax resist method combined with water color washes. Teacher will particularly focus on lines and shapes repeating to create rhythm and demonstrating color mixing techniques to create tints and tones.
- Each student will place the water color paper or Rives BFK on their desks (painting side up).
- A piece of wax paper will be placed on top and taped to the table or the back of the water color paper (if the wax paper slides around it will affect their image).
- Students will use pencils or mark making utensils to draw directly onto the wax paper. Hard pressure must be applied to transfer the wax to the surface of the paper (some indentions are helpful for the ink wash stage).
- Students can also place preparatory drawings (on newsprint) or printed images on top of the wax paper and trace through onto
their paper- Extremely hard pressure is needed for tracing through layers of paper.
- Once the invisible wax resist drawing is completed, students will mix tonal and tint washes of water colors that they associate
with the tones, rhythms and sounds of their song.
- Washes should be applied conservatively from light to dark. Teacher will demonstrating wet on wet, dry brush, pooling,
layering colors, and salt techniques for students to use when developing their water color images.
2. Students will spend the remaining part of the period planning out their image: creating preparatory sketches on newsprint, finding
images for tracing, and finishing their song analysis worksheet.
(DAY 3 & 4)
- Teacher will remind students how to set up and begin their water color resist drawings. Students will have two class periods to complete their image including layers of water color wash.
- Students will clean up their prints in process- store in flat drawers, wash brushes and pallets.
(DAY 5) Closure:
- Students will have time to fill out the self-evaluation and the written reflection of their work. If students did the *Optional Extra Credit assignment, they should email it to the teacher by 6pm that day.
- Students will turn in their final song/sound analysis and soundscape for teacher evaluation.
Formative-Teacher will monitor student’s work in the computer lab, making sure they stay on task and understand
the analysisquestions.
Summative-Students will be graded on both the aesthetic qualities of their soundscape image and their written
explanation and connection to their work. Students will also grade themselves based on the self-assessment (40 points scale - 10 points each for meeting the criteria, good craftsmanship, effort & involvement, and creativity & originality- taking it beyond the basics). The rubric was given at the start of the project. Teacher will grade the completed project based on
the given criteria.
Lesson 5 Presentation Slides: Click on the image to view its original source
Extensions:
* Optional Extra Credit (assignment worth-10 critique points): Write a 1-2 page reflection on your choice of 2 or more of the (8) video clips (listed below). Email your written reflection to [email protected] Note- your responses may be displayed on the student examples for the Soundscapes and Rhythm webpage.
Questions to consider in your reflection:
Specific Links:
VIDEO 1- Ted Talks: Julian Treasure, “The 4 ways sounds affects us”
http://www.ted.com/talks/lang/eng/julian_treasure_the_4_ways_sound_affects_us.html
* Optional Extra Credit (assignment worth-10 critique points): Write a 1-2 page reflection on your choice of 2 or more of the (8) video clips (listed below). Email your written reflection to [email protected] Note- your responses may be displayed on the student examples for the Soundscapes and Rhythm webpage.
Questions to consider in your reflection:
- Explain 3 or more things you learned from each video you chose?
- How have these artists and/or scientists given form to sound?
- How does this information/knowledge impact your artmaking?
Specific Links:
VIDEO 1- Ted Talks: Julian Treasure, “The 4 ways sounds affects us”
http://www.ted.com/talks/lang/eng/julian_treasure_the_4_ways_sound_affects_us.html
VIDEO 2- Ted Talks, Julian Treasure, “Shh! Sound health in 8 steps”
http://www.ted.com/talks/lang/eng/julian_treasure_shh_sound_health_in_8_steps.html
http://www.ted.com/talks/lang/eng/julian_treasure_shh_sound_health_in_8_steps.html
VIDEO 3- Ted Talks: “Evelyn Glennie Shows how to Listen”
http://www.ted.com/talks/lang/eng/evelyn_glennie_shows_how_to_listen.html
VIDEO 4- Ted Talks: Honor Harger, “A history of the universe in sound”
http://www.ted.com/talks/lang/eng/honor_harger_a_history_of_the_universe_in_sound.html
VIDEO 5- Ted Talks: Evan Grant, “Making Sound Visible Through Cymatics”
http://www.ted.com/talks/lang/eng/evan_grant_cymatics.html
VIDEO 6- YouTube: “Hidden World: Cymatics”
http://www.youtube.com/watch?v=bxV0FrFMxUY&feature=related
VIDEO 7- YouTube: “Cymatics - Bringing Matter To Life With Sound” (Part 1 of 3)
http://www.youtube.com/watch?v=05Io6lop3mk
VIDEO 8- YouTube: “Cymatics - Bringing Matter To Life With Sound” (Part 2 of 3)
http://www.youtube.com/watch?v=ahJYUVDY5ek&feature=related
e.e. cummings (Wikipedia) http://en.wikipedia.org/wiki/E._E._Cummings#Poetry
Kandinsky: The Telegraph June 10, 2006 “The man who heard his paintbox hiss”
http://www.telegraph.co.uk/culture/art/3653012/The-man-who-heard-his-paintbox-hiss.html
John Cage (Wikipedia) http://en.wikipedia.org/wiki/John_cage
Remixthebook: http://www.remixthebook.com/the-course/sound
http://www.ted.com/talks/lang/eng/evelyn_glennie_shows_how_to_listen.html
VIDEO 4- Ted Talks: Honor Harger, “A history of the universe in sound”
http://www.ted.com/talks/lang/eng/honor_harger_a_history_of_the_universe_in_sound.html
VIDEO 5- Ted Talks: Evan Grant, “Making Sound Visible Through Cymatics”
http://www.ted.com/talks/lang/eng/evan_grant_cymatics.html
VIDEO 6- YouTube: “Hidden World: Cymatics”
http://www.youtube.com/watch?v=bxV0FrFMxUY&feature=related
VIDEO 7- YouTube: “Cymatics - Bringing Matter To Life With Sound” (Part 1 of 3)
http://www.youtube.com/watch?v=05Io6lop3mk
VIDEO 8- YouTube: “Cymatics - Bringing Matter To Life With Sound” (Part 2 of 3)
http://www.youtube.com/watch?v=ahJYUVDY5ek&feature=related
e.e. cummings (Wikipedia) http://en.wikipedia.org/wiki/E._E._Cummings#Poetry
Kandinsky: The Telegraph June 10, 2006 “The man who heard his paintbox hiss”
http://www.telegraph.co.uk/culture/art/3653012/The-man-who-heard-his-paintbox-hiss.html
John Cage (Wikipedia) http://en.wikipedia.org/wiki/John_cage
Remixthebook: http://www.remixthebook.com/the-course/sound
lesson_5_criteria.pdf | |
File Size: | 89 kb |
File Type: |