Updated on 25 March 2017 (Harvard referencing).
15 February 2017. What luck that I still have lots of time to prepare for assessment! While part of Assignment 5 was quite successful (see end of this post), it did not turn out to be a great idea to deviate from the study guide despite having felt it to be a good way to tackle Part 5 of the course. I learned lots from this assignment – and I am extremely glad I took the risky route, because otherwise it might have taken me ages to find out about the following (and at this point I want to kindly ask OCA to provide beginner students with more precise information to avoid them getting lost somewhere on the way):
- Stick to the study guide at all times unless the deviation is so thoroughly signposted/cross-referenced that it can be used by tutors and assessors with great ease: So, since I am always struggling to find enough time for OCA study (needing to do at least 15, sometimes 20 hours per week to finish a course within a year’s time), for me any deviating, no matter how useful it might appear, is going to be no option in the foreseeable future.
- Do all exercises in the sketchbook in a meticulously structured way: For me, until now, the sketchbook had been something for personal use only, to accompany the “real” work. I think now that I might be slow to understand, but it took me until writing this post to grasp that it is supposed to contain the real work. I will need to buy a new, larger sketchbook, because I often tend to produce larger size stuff, up to A1, when experimenting.
- Experimenting itself will have to come with more immediately written down thought directly relating to the experience gained when actually applying the paint: This is something I seem to have misunderstood until now. I know that I tend to use techniques not like tools taken from a toolbox, but as a wisp of intuition. This will have to change radically, or in my tutor’s words “If you can, go back to the initial work and reflect on what happened and how you felt the exercise went before extending your own evaluative written content about this exercise”. Not sure where spontaneity comes in here, but maybe this aspect files with “misunderstood” as well: I guess that applied spontaneity in its real sense builds on knowledge and technical ability, not the other way round.
- My sketchbook is well-annotated, but difficult to read: I had not realized that this would be necessary as I had assumed the notes were for my personal use only.
- Always use the Harvard referencing system, even in blog posts: No tutor has pointed out to me until just now that this is expected even in learning logs, not only for set pieces of writing such as essays: I will go through my posts and correct them.
- Paint, paint, paint, even if it is only tiny side notes: Making drawings and using photos is inadequate to produce the kind of information tutors and assessors will look for: I will try and put together a “travel set” to have in the car to use when I encounter spare time. This is often not more than literally minutes and I have not found a solution yet for travelling with wet paint without destroying some of the results. Also, the paper in all the sketchbooks I have is not really made for painting. Watercolours tend to soak both the front and back of a page and cause the paper to undulate in a most unfortunate way, while acrylics make pages stick together. I will have to ask my art supplier for advice.
- I do not seem to put enough information on my artist research into both sketchbook and blog, while also not taking enough personal information from the research I do: This is another difficult point. There is so much going on in my head that it becomes quite overwhelming at times, so that the researched information gets pushed to the side. Will have to switch my brain on more often …
- Only tackle the final painting after exhaustive experimentation: I do not know how I will cope with that, because I am never finished with experimenting. So-called finished paintings always tend to surprise me with new turns, e.g. in my illustration of Andersen’s tale (Lacher-Bryk, 2017a). My tutor points out the effect visible in the vase as something worth working with in an experimental series before attempting the final piece. However, I did not know before working on the final piece that I would encounter this effect. I hope that I may find a way to correspond to requirements here.
- Be careful not to overwork (“overexplain”) the final paintings: My tutor indicated that preparing by making lots of small paintings will help with avoiding overworking, while allowing to increase the risk-taking. I just hope that this will the case with me, it will need a lot of mental resetting.
- Explain more, e.g. why I choose a particular subject beyond finding it “interesting”: To me the introductory section I wrote for my self-evaluation seemed sufficient at the point, but this is not so. I need to “explain why I chose this subject against the project exercises for clarity”. I have to admit that at this point I am not sure what is expected of me, but I guess that I will need to add some project exercises whose results will then sort of prompt me to embark on the subject of shadows.
To summarize, there is still too little researched background, both in a theoretical and practical way, to my finished work despite an extensive, well-written learning log. While I write this I notice that my scientist’s mind, with some gritty resistance, seems to be making another step forward in understanding what is expected. I have to accept, quickly, that it is the process of creating, and not with any preformed goal in mind, which I need to be looking for, documenting every emerging aspect, based on and constantly related to the work of artists in the field (as my tutor says about my research on Abstract Expressionism: “I would make your point of reference here much clearer. Explain in more detail why and how it has been interesting for you. Explain in more detail how this references your interests in shadows and how you may wish to make abstract works from this and so on.”. I am extremely glad that I chose Understanding Painting Media for my next course, where I expect to find ample opportunity to do just that. My tutor suggested that I read widely around my subject of shadows in preparation for the next course. This sounds like a great idea and will clearly help me with structuring my imagination.
In preparation for assessment I will now need to do the following:
- Assessors will be looking at my work in a way that is structured by the sequence of exercises as contained in the coursebook. In order to achieve this I will need to add to Part 5 posts cross-referencing and sub-heading information for easy access and use.
- Also I will need to add some more well-structured and documented preliminary experimentation, since there was too little of that in part of my assignment. It will have to fit in with a “development towards”.
- There will have to be an addition of more research and cross-referencing with contemporary artists, taking care to access a larger diversity of highest quality resources.
- Citations throughout my blog will need to be changed to fit the Harvard system.
15 February 2017. Having said all that I do not want to sound desperate. So, quoting from the many positive aspects in my tutor feedback:
“This is a great demonstration of creative activity and demonstrates clearly how an idea develops along the way.” (referring to the sequence of “A Shadow-only Painting” (Lacher-Bryk, 2017b).
“Your research is thorough, personally rigorous and the outcomes you have made demonstrated your creative and visual skills well. You have used paint loosely and haven’t been afraid to lose control, which is a big step in your development on this course […] The painting on acetate is bold and daring, so try to maintain this whenever you can.” (referring to “A Shadow On His Soul” (Lacher-Bryk, 2017c)).
“You have really developed a good personally driven research project here […] Overall you have done well and produced work that is personally driven, ambitious and wide ranging.”
Keeping this in mind I am off now to hopefully getting everything else right for assessment, following my tutor’s advice to “edit and pull out some pieces that leave the work teetering on the brink of your viewer’s interest”.
Lacher-Bryk, A. (2017a) Assignment 5, subject 3: Hans Christian Andersen “The Shadow”. An attempt at an illustration (including part 5 project exercises) [blog] [online]. Andrea’s OCA Painting 1 blog, 2 February. Available at: https://andreabrykocapainting1.wordpress.com/2017/02/02/assignment-5-subject-3-hans-christian-andersen-the-shadow-an-attempt-at-an-illustration-including-part-5-project-exercises/ [Accessed 15 February 2017]
Lacher-Bryk, A. (2017b) Assignment 5, subject 1: “A Shadows Only Painting” (including Part 5 project exercises) [blog] [online]. Andrea’s OCA Painting 1 blog, 15 January. Available at: https://andreabrykocapainting1.wordpress.com/2017/01/15/assignment-5-subject-1-a-shadows-only-painting-including-part-5-project-exercises/ [Accessed 15 February 2017]
Lacher-Bryk, A. (2017c) Assignment 5, subject 2: “A Shadow On His Soul” (including Part 5 project exercises) [blog] [online]. Andrea’s OCA Painting 1 blog, 21 January. Available at: https://andreabrykocapainting1.wordpress.com/2017/01/21/assignment-5-subject-2-a-shadow-on-his-soul-including-part-5-project-exercises/ [Accessed 15 February 2017]