Part 3: working it out: project visuals: viewpoint

This is an exercise in looking at objects from different viewpoints to determine the most suitable format, angle and zoom that best communicates an idea.

I started by making a small collection of objects around a theme from a given list - I chose 'workshop' - with a potting shed theme.

The next step was to document them using a digital camera, from different angles and zoom, looking for interesting shapes and textures.

digitally documenting a collection of workshop objects 01

digitally documenting a collection of workshop objects 02

digitally documenting a collection of workshop objects 03

I then had to repeat the activity - this time by drawing the objects and using a different format from the viewfinder - I decided to use a square format.

the same objects drawn in a square format

Next we had to select one design to draw at a larger scale as a client visual.

For this I wanted the illustration to be an informal pattern of gardening tools - as if they had been thrown into a box ready for use.  I wanted it to look quite flat - the sort of design that could be made into a lino cut or wood cut.

For me this format and layout works - I can imagine it as a finished work as a lino cut.

This was a useful and interesting exercise.  Initially I just threw the objects into a wooden seed tray and photographed them.  As I worked through the exercise I consciously made decisions about the choice of objects and their arrangement within the seed tray.

As usual I really enjoyed it - and I would like to go on to make a lino cut of it!

Part 3: working it out: diagrammatic illustration - giving instructions

The brief here was to create an instructional illustration from a choice of topics, from which I chose 'Making a cup of tea'.

I was talking to my sister about the exercise and she asked if the illustration could be used at the school where she's an infant teacher.

She needed a set of sequence cards for making a cup of tea that was to be used by a small group of children for whom English is not their first language.

This was marvellous!  I had a client brief - and I had to ensure that the outcome fitted the brief.

The brief: To create a set of sequence cards for making a cup of tea, suitable for primary school children where English is taken as an additional language.

• Must show the sequence of activities simply and clearly
• Illustrations should be attractive to primary school children and include enough detail to provide opportunities for language development
• Images should be in a suitable format to allow them to be cut up for using as individual cards

For inspiration I researched informational illustrations generally, and tea-making specifically.

http://www.fordillustration.com/Instructional-Illustrations

http://www.fordillustration.com/Instructional-Illustrations

From The Times online

The illustrations from Ford illustration are a real inspiration - they are so clear and attractively drawn.  They use a muted grey colour palette with small amounts of colour to highlight details.

The illustration 'It's you to a tea' from The Times online is also very attractive and in a similar style to those above with clean lines and a muted colour palette.

I like the simplicity and the clarity of these drawings.

If possible I would like to be able to sequence the tea-making activities without written descriptions.


I started to work out the steps required to carry out the task.  I really wanted to have 6 steps as these would fit conveniently on an A4 sheet at a reasonable size for clarity and be handy for photocopying.  However, 8 steps make a clearer picture sequence of the instructions, so I decided to create the illustrations to fit on 2 sheets of A4, with 4 steps on each sheet.

I started by making thumbnail sketches of the equipment and sequence of the activities.

sketchbook -sequencing and thumbnail sketches

For each illustration the main activity must be obvious - drawn in a simple and bold style with a subtle background image that doesn't detract.  I thought the best way to achieve this would be to use Adobe Illustrator - it would provide clean precise blocks of colour and sharp lines.

I started by creating a subtle kitchen-feel background - a tiled wall with a worktop in front - in pale grey.  Against the background I placed the 8 illustrated steps, showing the equipment in clear simple drawings, outlined in black.

Using Illustrator allowed me to easily experiment with colour.

experimenting with colour

For example, I could test the kettle in different colours to assess the effects.  I chose to use white because the bolder colours looked too loud and dominant.  White allowed the kettle to take a secondary role and the water to take the lead - because the water in its different stages is vital to tea-making!

I prepared an initial set of images for my sister to look at and to give feedback.  Mostly she was happy with the results, with just one or two comments.

Taking her comments on board, and after looking at the drafts carefully myself, I made some adjustments to the drawings.  They have now been printed out and are ready for laminating and cutting into individual cards.

They haven't yet had a test drive at school so I can't comment on how they worked in reality, but here they are!

Part 3: working it out: abstract illustration

This exercise is an introduction to abstract illustration.

From a suggested list of musicians we are asked to listen to a piece of instrumental music, and to create marks which convey our interpretation of the essence or mood of the piece.  To then stand back from the worksheet and choose a word that describes the tone of the piece.

Being conscious of the mood, and continuing to listen to the music, to select a square area of the worksheet that communicates the meaning of the chosen work, to reproduce it and develop it to enhance the representation.

As I don't know anything about music of any type, this exercise would have to be approached entirely spontaneously.

From the list of suggested composers I selected George Gershwin, and using Google to find free downloadable versions of his work, I found Rhapsody in Blue.

I chose to use only part 1, from the original recording in 1924.  It was written for piano and jazz orchestra, and in this recording, the piano was played by George Gershwin himself.


reference website for music download:
https://archive.org/details/rhapblue11924

I first of all listened to the music a few times and then started creating marks in my sketchbook - with a graphite pencil at first, and then soft coloured pencil crayons to give a more textural appearance, and watercolour - all in shades of blue and grey.

I looked at the marks to decide upon a word that I considered was a reasonable interpretation of the music - and the word that came to mind was 'loopy'.

I went back over the pages again and selected a square area that I felt communicated the word and tone of the piece of music.

I then had a go at reproducing just that square, and developing it so that communication of the mood of the piece of music, through the original marks that I made, was enhanced.

Below is a photo of the original square selected from my sketchbook.

I reproduced it including only the essential elements needed to communicate the message of the music.

Then used Photoshop to give the marks a bit more oomph!

The next image is a photograph of wax-resist on watercolour paper.  I wanted to use this for the background of the illustration.  Again, I took the photo into Photoshop just to increase the intensity of colour from the original, and experimented with effects to get a more granular look to it.

Next are my experiments in Illustrator using the prepared background image together with the original marks used in different ways.

Each time I look at these I seem to change my mind about which one I think works the best.  I still don't know.  I think each one has different merits.

I like the simplicity of this one, but maybe it's not bold enough for the music.

I also like the simplicity here.  I've made it blue and bold and fluid. 

It shows the liveliness of the music and the different types of sound within the piece.

For this one, the marks are less bold, but retain the appearance of the original lines, which I like.

But are they too much like the tone of the background?  Although I quite like the subtlety, I think it probably isn't bold enough for the music. 

Sometimes I think this looks too busy, but other times I think it's ok.

It has a liveliness that works well with the music.













I like the appearance of the marks in this version - they look like original lines drawn in crayon on rough paper.  The different colours and shapes represent different styles within the music.

But it may be just too busy.




Would the illustration be suitable as a CD cover?  Well, because this exercise is totally subjective, I must say yes it would be fine.  If I said otherwise it would mean that I hadn't carried out all the processes spontaneously - and I did!

I really enjoyed this exercise.  It was entirely a new experience for me - I just had to follow the instructions and go!