PROJECT 1: POINT

When I say that a point is both conceptual and visual, this is what I mean:

As a concept, a point can be a location in time or in space. A position that is not a physical object, or something with length or breadth-- it is not a form that you can literally see or touch in space or time. In other words, someone might ask you what your favorite moment in a film or a concert was. You would reply by identifying a scene or a song. In your mind, that scene or song occurred at a point in time, meaning such-and-such amount of time into a film or a concert. It is a point of reference. Someone might ask you: "At what point in your life did you become aware of death?" You might recall an instance in your life, a moment in time. You would not answer that question by describing the shape, size, texture or color of an object. That would be visual, rather than conceptual.

As a visual conceit, a point is the beginning and ending of a visual element: line. But taken on it's own, isolated, by itself, it does not occupy nor describe a space, until it is joined by another point, or several points, from which lines and shapes may be born. It is therefore, strictly speaking, not a visual element, but is a basic first step in getting to a visual element. It should be noted that a point is not a dot. It is not a speck or a circle or a ball. Those things are shapes. A point is not a shape. Once again, it merely indicates a position or a location.

For your first project, you will be dealing with the point in the terms I've discussed here. Using a sheet of bristol board, measuring at least 10 x 10 inches (it could be larger), you are to think of the surface as an empty space that you will fill with points. Rather than trying to make a recognizable image with these points, I want you to use the classroom exercise as a way of thinking about space as an expression of time. Your points can be close together and spread apart. They can be large and they can be small. If you think in terms of energy, how would you use points that express slowness versus fastness? How close or how far apart are they? How about density-- heaviness versus lightness? A tight pattern versus a loose pattern. I want you to think about the relativity of contrasts in this project. 

Before you begin working on your image, you are required to work out at least three thumbnail compositions on your gridded paper. This is something that you will be required to do for all of your projects. Sketch out in pencil, in boxes that are at least two inches by two inches, three different possibilities for how you will organize or compose your image made of points. Once you settle on a composition that satisfies you, you may then realize it on your bristol board by first laying the general composition out in pencil, very lightly, and then adding your points in ink. Draw your points, do not just use the quick stipple technique. They need to be clean and round with space between each point. They should not be shaped like a quick jab produced by the tip of your pen. Once you finish making your point, erase any and all graphite layout lines that may be seen, using your white plastic eraser.

Due Date: January 26 at the beginning of class

You will be required to turn in your sheet of "thumbnail" sketches as well as your finished piece on bristol board. Sign your name with the project number and the date, on the back, lower right hand side. This will be the way in which you will turn all of your projects in to me.

Above are a selection of student examples for this project.