Tuesday, 28 May 2019

Module 1: Process: Week 4 (20 May)

Week 4 (20 May)

Readings 

Lectures

Mentor Discussions

Group Discussions


Research (Practical)
 
Here I melted candle wax and added small amounts of oil pigments. the wax was then poured onto the horizontal surface pooling quickly and running when the support was lifted to a vertical position. I started with yellow pigment and add blue in increments.
Adding synthetic and plastic materials which I heated and observed the processes and changes they underwent
Wax, synthetics and plastics - on vertical
 Wax and pigment
 Wax and pigment peelings - the cooled remnants (upturned)
I noticed the pigment concentrations in the wax when inverted.
Wax, synthetics and plastics (bubble-wrap) - heated.
Solidified wax peelings.

Acrylic pigments on plastic
Solidified wax peelings and acrylic pigments
Paint peelings on a horizontal surface (left) and on a vertical surface (right)
 Handmade paper - texture
Leaf patterns and textures - materiality??
Heated fabric on a horizontal (above) surface and vertical surface (below)

Module 1: Process: Week 3 (13 May)

Week 3 (Week beginning 13 May)

Readings 
The Crisis of the Easel Picture - Rosalind E. Krauss

Lectures

Mentor Discussions

Group Discussions

Research (Theoretical)
Jackson Pollock - He was widely noticed for his technique of pouring or splashing liquid household paint onto a horizontal surface (‘drip technique’), enabling him to view and paint his canvases from all angles. It was also called ‘action painting’, since he used the force of his whole body to paint, often in a frenetic dancing style. 

Research (Practical)
Experimenting with dripping and flicking black acrylic paint on a horizontal surface. Paint was thick and undiluted and pooled in "blobs" as it hit she surface of the paper.
This time I diluted the paint with a little water which induced fluidity particularly when the paper was titled upright. 
Additional water mixed in with the paint and a peg produced interesting patterns as it rolled across the surface of the paper. The pouring of the aqueous medium allowed it to spread outward more liberally.
My favourite action was using a piece of twine, coated with paint which was repetitively flicked against the sheet of paper. 

Dropping paint. Using textured netting and a paper-weight (heavy book) to transfer paint from one sheet of paper to the next.
Black, white and red sequence.
Paint-coated twine flicked repetitively.
 
"Blobbing/dabbing" paint (using my fingertips) which I later discovered was a textured gel.
The textured gel formed peaks similar to that of beaten egg-whites.
With the addition of primary colours - red, blue and yellow paint, splattered with a brush.

Sunday, 26 May 2019

Module 1: Process: Week 2 (6 May)

Week 2 (Week beginning 6 May)


Readings -


Lectures -

Mentor Discussions -

Group Discussions -

Research (Theoretical) -

Research (Practical) -

I went to library in search of support resource info. I came home with a stack of inspiring books but was told I need to stick with the TLC Resource book so I don't get confused.
 A bit late for that I think!!
 I was asked to pin my heated plastics on the wall. Silly me thought they "got lost" on the white wall and so I pinned them onto wooden panelling. I was asked to pin the "holey one" to the white wall and Peter and John discussed how colour, shade and tone advances and recedes.
 My eyes struggle a little with perception and spatial as I has Amblyopia.
 and so have "poor visual acuity, limited stereoscopic depth perception and usually have difficulty seeing the three-dimensional images in hidden stereoscopic displays such as autostereograms."

I got enthusiastic about engaging with clay as a material. I'm not sure I'm "doing this right" but I enjoyed slowing down the process of constructing something and just observing the nature of the organic matter.
 Note: the photobomber - she was very interested in the clay too!
Who knew you could GRATE clay??
 Then I got carried away with editing, rotating and flipping images!





Level 7 Advanced Week 1 (29 April)

On the 29th April 2019 I started Level 7 Advanced. When I received my resource materials I was instructed to read through the materials and listen to the lecture about process on the USB stick. On the Tuesday the 30th, I had my first Skype session with TLC Mentors John and Peter. Another student called Carol was part of the session and I am getting to know her. We needed to read an excerpt by Richard Serra and his verb list. 


 It was written around 1967-68 by American conceptual artist Richard Serra. It is an instruction manual disguised as an art piece. The list is comprised of verbs in infinitive form. It is a neat compilation of various verbs you can apply to yourself or anything else and turn it into empiric performance piece. 

Despite its ambiguousness - all verbs more or less relate to the actions generally applied during an artistic process - such as cutting, mixing, stretching, arranging, covering, expanding, continuing, etcetera. But they are taken out of the context and gathered together seemingly at random. All the verbs in the list describe the processes of giving or changing a form of something. The list mainly deals with such questions as "What are you doing?" and "What you can do?". The whole thing comes from an observations Richard Serra had made while working in his studio. He simply documented what he was doing step by step. He verbalized the way he was dealing with materials and the way he comprehended the very nature of artistic process. 

Originally the list was simply a handwritten note - somewhat reminiscent of school dictionary expansion exercises. But later it spawned numerous derivative piece such as "Splashing" or "Scraping Hands". It shows the potency of taking out the words out of actions and transforming them back into actions. And that what makes it so powerful.

"Verb List" exceeds its primary purpose. As a list it is bigger than sum of parts it represents. It is a kaleidoscopic snapshot of an artist's mind in the mode of self-reflection. But it is distanced from the artist's point of view to the sheer abstraction. It is a selection of words designed to convey certain things stripped of its original function. In the list - the words are free from their usual roles. They are just there. It is the mind that puts them here or there depending on chosen context. In that way - the words on the list are like flies trapped on the sticky ribbon flytrap forced to embroil themselves and roll into makeshift cocoons in order to turn into moths that inevitably will be attracted to the fire of the mind (cue Coil).

The list is incredibly flexible. You can bend them any way you want and still you will be within its boundaries. It can serve as a direct instructions or just some boorish tips or you can simply enjoy the way the words sound together. You can make your own list, rearrange the existing sequence, find some obscure relations and construct some imagery or even narrative out of it, you can even scramble the way the words are written. [Source: http://interstellar-superunknown.blogspot.com]

 I thought I understood what was being asked so I jumped in the "deep end" by processing (chopping/cutting) flax, stacking bricks, tearing/tossing paper and heating/burning plastic and synthetics materials.

TO CHOP/SLICE

TO HEAT/BURN
The process of heating and burning plastic was intriguing and fun to observe. Heating cause the material to wither, wrinkle, shrivel and retract.






TO STACK
Cornstalks
 ..and bricks




TO TEAR/TOSS/TUMBLE


The following week, on the 7th we reconvened again on Skype for an hour to discuss the week's artwork. They talked about the principles of art as we know it (drawing, painting, 3D, sculpture etc) and drawing attention to the physics of artwork: gravity, friction, tension etc. We talked about tension in the brick stacking and what causes them to fall.

My WOW moment came when Peter (or was it John?) pointed out my corn stack shadow resembled (is that the term?) a pencil drawing...
That just blew me away!
I guess that how process art work - by accident.