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RACCOONS


BRIEF Exploring new ways to represent data through expiramental mark making was our task. After choosing an animal, we created over 250 sketches and marks to best represent our animal’s behaviors. The process included multiple rounds of revisions, large quantities of sketches, animal research and critiques. This process lead us to our final deliverable where we choose the 16 marks that work best for both the category of drawing and our animal. I can easily say that this project taught me the importance of exploration and process as we were expected to create alot of work in a short amount of time. I also learned about myself and what methods of drawing and which mediums work best for me. This project was a great way to visually understand mark making and strategies behind icons and symbols.


CONTENTS BRAINSTORMING

03

SECTION [01]

05

SECTION [02]

11

SECTION [03]

18

SECTION [04]

26

SECTION [05]

33

SECTION [06]

40

SECTION [07]

45

SECTION [08]

51

SECTION [09]

57

SECTION [10]

62

SECTION [11]

70

SECTION [12]

75

SECTION [13]

80

SECTION [14]

84

SECTION [15]

87

SECTION [16]

91

REFLECTION

95

02


BRAINSTORMING visual, emotional, stereotypes and sounds

03


BRAINSTORMING visual, emotional, stereotypes and sounds

04


SECTION [01]

RACCOON IMAGES

UNDERSTANDING A RACCOON FROM A VISUAL AND GESTURAL PERSPECTIVE


06

[IMAGES]


07


[IMAGES]

09


10

[IMAGES]


SECTION [02]

[GESTURAL]

11


[GESTURAL]

[02] G EE SS TT U U RR AA LL G SHOWING MOVEMENT AND MOTION THROUGH ILLUSTRATIONS

12


[GESTURAL]

13


[GESTURAL]


[GESTURAL]

15


16

[GESTURAL]


[GESTURAL]

17


SECTION [03]

PA I N T E R LY [ PA I N T E R LY ]

A SYSTEM OF THIN AND THICK LINES

18


[ PA I N T E R LY ]

USING CONTRAST TO CREATE THE FORM OF A THREE DIMENSIONAL OBJECT

19


20

[ PA I N T E R LY ]


[ PA I N T E R LY ]

21


22

[ PA I N T E R LY ]


24

[ PA I N T E R LY ]


25


26

[GRAPHICAL]


[GRAPHICAL]

27


28

[GRAPHICAL]


[GRAPHICAL]

29


30

[GRAPHICAL]


[GRAPHICAL]

31


32

[GRAPHICAL]


SECTION [05]

SHAPES using only shapes and part of shapes to create a raccoon

33


34


[SHAPES]

35


36

[SHAPES]


[SHAPES]

37


38

[SHAPES]


[SHAPES]

39


SECTION [06]

PHOTOCOPIER

[PHOTOCOPIER]

U S I N G C U T A N D PA S T E TECHNIQUES TO REPRESENT AN ANIMAL

40


[PHOTOCOPIER]

41


42

[PHOTOCOPIER]


[PHOTOCOPIER]

43


44

[PHOTOCOPIER]


SECTION [07] A LT E R N AT E MARKING TOOL

[ A LT M A R K I N G T O O L ] USING NEW TOOLS TO PRODUCE INTERESTING TEXTURES AND MARKS (NO BRUSHES OR TRADITIONAL ART SUPPLIES)


46

[ A LT M A R K I N G T O O L ]


[ A LT M A R K I N G T O O L ]

47


[ A LT M A R K I N G T O O L ]


[ A LT M A R K I N G T O O L ]

49


50

[ A LT M A R K I N G T O O L ]


SECTION [08]

SPECIFIC MEANING

51

[SPECIFIC MEANING]

USING ONE LINE TO PORTRAY A SPECIFIC MEANING IN RELATION TO THE ANIMAL


52

[SPECIFIC MEANING]


[SPECIFIC MEANING]

53


54

[SPECIFIC MEANING]


55


56


SECTION [09]

[BEHAVIORAL] BEHAVIORAL CHARACTERISTICS S N E A K Y , S LY , T H R I F T Y , BANDIT, BOTHERSOME,

57

ANNOYING, THIEF


ILLUSTRATING THE ANIMALS BEHAVIOR THROUGH AN

[BEHAVIORAL]

IMAGE

58


[BEHAVIORAL]

59


60

[BEHAVIORAL]


[BEHAVIORAL]

61


[TEXTURAL]

SECTION [10]

TEXTURAL EXPLORING A RACCOON’S TEXTURE THROUGH MARK MAKING

62


63


64


[TEXTURAL]

65


66

[TEXTURAL]


[TEXTURAL]

67


68

[TEXTURAL]


[TEXTURAL]

69


SECTION [11]

70


HYBRID

71


72

HYBRID


HYBRID

73


74

HYBRID


NEW SURFACE

SECTION [12]

75

MAKING MARKS ON NEW SURFACES TO ADD TEXTURE AND PATTERN TO THE DRAWINGS


76


[NEW SURFACE]

77


78


79


[ICON]


82

[ICON]


[ICON]

83


SECTION [14] INDEX EXAGGERATING A PART OF THE ANIMAL (TALL,

[INDEX]

WIDE, LONG)

84


[INDEX]


86

[INDEX]


SECTION [15] ABSTRACTION REPRESENTING A RACCOON USING ABSTRACT FORMS

87


88

[ABSTRACTION]


[ABSTRACTION]

89


90

[ABSTRACTION]


SECTION [16]

TYPOGRAPHIC U S I N G O N LY LETTERS TO FORM A RACCOON

[TYPOGRAPHIC]

91


92

[TYPOGRAPHIC]


[TYPOGRAPHIC]

93


94


REFLECTION

R E F L E C T I N G O N T H E PA S T F E W W E E K S O F E X P LO R I N G S Y M B O L S, I C O N S A N D MARK MAKING, WE LEARNED HOW TO W O R K Q U I C K LY T O P R O D U C E L A R G E QUANTITIES OF WORK. THE PROCESS R E Q U I R E D I N T H I S P R OJ E C T WA S EYE OPENING TO ME AND OVERALL CHANGED MY IDEA OF A DESIGN P R O C E S S. B E G I N N I N G W I T H A LOT O F E X P LO R AT I O N A N D T H E N R E F I N I N G A N D S E L E C T I N G W H AT W O R K S WA S VERY BENEFICIAL TO ME. ASIDE FROM LEARNING NEW PROCESSES A N D T E C H N I Q U E S, I WA S A B L E TO P R O D U C E 16 S O L I D A N D R E F I N E D M A R K S T H AT R E P R E S E N T M Y A N I M A L THROUGH TEXTURE, LINE, MARK E X P LO R AT I O N , A N D S Y M B O L S .

95

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