Abstraction assignment

adams-subjectivelandscape

Channeling. 48 x 48 inches, acrylic on canvas. ©2008 Deidre Adams.

The second assignment was called “Abstracted Landscape.” The instructor also referred to this as a “subjective” landscape. We were to abstract a particular landscape of our choice, but also to explore a concept as it relates to abstractions of landscape. However, the water was muddied by this direction:

Look into schools of scientific thought such as geology, geography, physics or mathematics (geometry). For example, scientists have proven that nature grows in patterns (the Fibonacci Sequence, DNA). Create the patterns in nature as exhibited in trees, water, rocks, plants, etc. Or, you may wish to explore artistic/philosophical movements such as Transcendentalism or Shintoism.

I never quite got to the point of being able to reconcile this concept with the idea of landscape, so in the interest of getting something done in a timely fashion, I just went for abstraction. This came shortly after my trip to Traverse City in September, and I had some great photos from that trip, specifically from a visit to the derelict Traverse City State Hospital. I still need to do an entire post about that place, but one of its many offerings of fantastic weathered surfaces was a brick wall with some exceptional cracking paint patterns.

adams-crackpattern2

©2008 Deidre Adams.

But, while I was very interested in doing something related to cracking patterns, I had no idea how to go about finding areas of scientific research related to them. So I started looking into nature-related topics, and because I was already thinking about these shapes, I realized that vein patterns in some leaves make enclosed shapes that are very similar to the shapes formed by patterns of cracks in weathered paint.

adams-leaf

©2008 Deidre Adams.

adams-leaf1

I wondered if there is some kind of scientific reason for this, but it’s kind of hard to research something if you have no idea what that something might be called. So I found a lot of very technical information about leaves and venation patterns, but nothing that answered my question.

Then, to make the assignment even more specific, we had to collect examples of abstract painting and choose a particular painting to take the colors from (not necessarily in the same proportions as the original). My color chart:

adams-colorchart

We had to do preliminary painting “sketches” for every assignment. I found these rather difficult, as I took way too much time in doing them, far too painstakingly. I think the idea was just to go for placement, value, and color, but I never could get the habit of just scratching them out fast. Especially in acrylic, which takes a lot of mixing to get a specific color. For later assignments, I started doing the sketches in watercolor; that helped me to loosen up considerably. Also, when I work abstractly, my process is not to try to recreate something specifically, but rather to put some things on, study them for a while, then cover up parts, add parts, etc., in an intuitive manner. Even when I do start with a sketch, the finished product is always quite different. Anyway, these are the sketches I made for this painting: Somewhat overworked, too literal, and not terribly interesting.

adams-sketches

In working on the final painting, I did revert back to my old ways of working as described. So even through the sketches weren’t really useful to this painting in a direct way, they do force me to get some extra painting practice in. I’m not sure if I will continue to do this as a habit or not. My way — and I’m definitely not saying this is a virtue — is to just get in there and put the paint on, and not agonize too much on meeting a predetermined objective.

As I worked on the painting, I was concentrating on creating the shapes that are formed by spaces within the veins/cracks rather than painting the lines that form their boundaries. I also wanted a layering effect and not something with a direct reference to the source. But it was lacking something, and so I put in the white lines. This made it more lively, but the end product reads more like tree roots than leaf veins, which was not my intention. This happened as I started putting in shading to make different areas stand out and it became dimensional.

As far as the final painting, I think I’m not really satisfied with the colors. They seem too vivid for my taste. If I get inspired, I might go back and muddy things up a little.

January 17th, 2009|Painting, School|3 Comments

Objective landscape painting

adams-objectivelandscape

xxxxx, 48 x 48 inches, acrylic on canvas. ©2008 Deidre Adams.

Over the last several months, I had been busy making some new paintings at school, in my Painting III class. The first two were on display in the school library for a couple of months, so I didn’t have anything to post about. I got everything home at the end of the semester and have now finally gotten around to photographing the work. I’ll put them all up in the next couple of posts.

The is the first one. The assignment was to do an “objective landscape,” which means paint more or less what you see, with limited artistic license. We were supposed to go around and photograph an urban scene rather than some pastoral meadow or the like. “Yes indeed,” said I. “Right up my alley!” Although I did go out and take a lot of new photos, I settled on this one that I had taken on an earlier road trip. This is a grain elevator in Sterling, Colorado. For the moment, I am stymied on what to call it, hence the “xxxx.” I welcome suggestions, as I’m not feeling particularly creative in the titling department at the moment.

Here’s the source photo I was working from:
adams-objectivelandscape_source1

Sterling, Colorado. ©2007 Deidre Adams

I was drawn by the warm late-afternoon light on the left sides of the buildings contrasting with the coolness of the facing sides. As you can see, I did take some liberties with it. My initial inclination was to leave out the power lines to make it cleaner, but my painting instructor convinced me to keep them in, which was great advice. It would have been super dull without them. I discovered a way of working with the paint in a sort of scumbling method that gave me a layering of color that I really like. I can envision doing a whole series of these from different photos.

January 8th, 2009|Painting, School|7 Comments

You’re not helping!

Potential.  ©2003 Deidre Adams.

I’m sure many of you have noticed how language in the art world can be extraordinarily abstruse at times. (I’m using this word intentionally so I can show off how erudite I am; to impress you lowly commoners with my recondite credentials.)

I’m taking a class right now called Art of the 20th & 21st Centuries. The topic is really interesting, and the instructor is great. Her lectures are clear and informative, and we have some great discussions in the class. I love learning about the progression of the different movements throughout this time.

BUT … the textbook, “art since 1900: modernism, antimodernism, postmodernism,” is an enormous stinking pile of self-serving gobbledygook. The authors have no intention of being informative, so that the reader might actually learn something valuable. Rather, it reads as though they are just sitting around in some kind of academic salon pontificating and showing off to one another.

An example of a typical writing exercise question:

What is aesthetic autonomy? What do you think the authors mean, then, when they talk about “artistic acts” negating or refusing “instrumentalized experience”?

Well, okay, you might think to yourself. This probably has something to do with Dada, an “anti-art” movement that formed as a protest against the “bourgeois capitalist society that had led people into war,” expressing their ideas in ways that “appeared to reject logic and embrace chaos and irrationality.”

But in the textbook, the avoidance of actually defining “aesthetic autonomy” reads like this:

German philosopher Jürgen Habermas (born 1929) has defined the formation of the bourgeois public sphere in general and the development of cultural practices within that sphere as social practices of subjective construction of bourgeois individuality. These processes guarantee the individual’s identity and historical status as a self-determining and self-governing subject. One of the necessary conditions of bourgeois identity was the subject’s capacity to experience the autonomy of the aesthetic, to experience pleasure without interest.

Self-determining and self-governing, well that makes sense more or less, but how, exactly, does one go about experiencing pleasure without interest?

As far as “instrumentalized experience,” we have this gem:

The modernist aesthetic of autonomy thus constituted the social and subjective sphere from within which an opposition against the totality of interested activities and instrumentalized forms of experience could be articulated in artistic acts of open negation and and refusal. Paradoxically, however, these acts served as opposition and — in their ineluctable condition as extreme exceptions from the universal rule — they confirmed the regime of total instrumentalization. One might have to formulate the paradox that an aesthetics of autonomy is thus the highly instrumentalized form of noninstrumentalized experience under liberal bourgeois capitalism.

Huh? My brain hurts. Here’s a good, funny post on “artspeak” by Jason Brockert that we all ought to take heed of. Take a look at his web site, too — some wonderful, thought-provoking work.

October 17th, 2008|School|3 Comments