ROALD DAHL PROJECT
SPECIALISM: ILLUSTRATION AND GRAPHICS
Please see link below for details of the unit criteria that this
project covers
UNIT: 1 Introduction to visual language
in art and design
UNIT: 2 Introduction to research skills
in art and design
UNIT 3: Introduction to critical and
contextual awareness in art and design
UNIT 4: Introduction to materials,
processes and technical skills in art and design
UNIT 5: An integrated approach to
2D problem solving in art & design
A Publisher has commissioned you to produce a book of
contemporary illustrations that interpret the idea of one of the writings by
Roald Dahl 13th Sept 1916 – 23rd November 1990. Dahl was a novelist, poet and screenwriter
most famous for his Childrens’ books that we all grew up with.
In this project
you will be responding to a piece of narrative text (selected from the works of
Roald Dahl), initially through photography, which will give you the imagery to
develop towards making illustrations in a range of media.
The final
objective is to produce a book of your illustrations. Your final images could
depict a sequence of events or you may wish to select and portray several
different scenes from the same book.
Time 6 Weeks week starting 7th January – 24th February
Time 6 Weeks week starting 7th January – 24th February
Week 1
– Research, Storyboards and Photography
Week 2 and 3
– Drawing
Week 4 and 5- Printmaking
and Mixed Media Experimentation
Week 6: Selection,
Presentation and Evaluation.
Some student work for this project:
Some student work for this project:
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| The Witches |
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| Fantastic Mr Fox |
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| Dirty Beasts - The Scorpion |
WEEK 1
In the first
week of the project you will need to select and familiarise yourself with a
book by Roald Dahl, many of you will know these stories well, but refreshing
your memory through some reading will help you to visualise
characters and scenes more effectively.
A full list of
Roald Dahl’s work can be found online at www.roalddahl.com but here are a few
you may want to consider:
Charlie and the Chocolate Factory,
Fantastic Mr. Fox, George’s Marvellous Medicine, James and the Giant Peach,
Matilda, The BFG, The Twits, The Witches, The Magic Finger.
As soon as you
have selected your text you need to start shortlisting scenes that interest you
in terms of developing photographic and illustrational work.
Choose at least
3 separate scenes. Now you need to deconstruct these scenes, what do they
include in terms of characters? Props? Costume? Location? Make Up?
You need to
consider all these things carefully as you will be need to be resourceful and
prepared in order to get as good a photoshoot as possible. To help you prepare
for this you need to complete several pages of storyboarding for your shoot.
Fantastic Mr.
Fox Storyboard
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Your storyboard must show a sequence of
ideas over time to pass this project. Find
some good examples of these online and include them in your sketchbook with
some analysis on why they work well . Remember a storyboard should be a
functional tool that helps you resolve potential problems and prepare
effectively, it must include:
· a sense of text and narration of the story
· drawing that communicates clearly and reflects good layout
· dramatic viewpoint and injection of theatre within characters
· larger than life characters and dramatic expressions
· lists of props, models, costume, make up
· thoughtful annotation.
· locations required.
Think ahead, if you need to book studio time then do this in advance (use photography if possible, otherwise a small space exists within the Art department).
· drawing that communicates clearly and reflects good layout
· dramatic viewpoint and injection of theatre within characters
· larger than life characters and dramatic expressions
· lists of props, models, costume, make up
· thoughtful annotation.
· locations required.
Think ahead, if you need to book studio time then do this in advance (use photography if possible, otherwise a small space exists within the Art department).
This week you
should also look at how others have interpreted the work of Roald Dahl, this
will involve collecting imagery and analysing Quentin Blake’s original
illustrations and films made by Tim Burton (Charlie and the Chocolate Factory)
& Wes Anderson (Fantastic Mr. Fox).
WEEK 1- 2 Photography
You need to carry out your
photoshoot(s) as soon as possible. Remember the imagery generated from this
shoot will be sustaining your work for the next 6 weeks, if you get fantastic
photos you are already a huge step down the road towards a successful project,
poor or limited imagery will make the next 6 weeks a real struggle.
Consider every aspect of your
photos and be resourceful. If you have ambitious ideas about location shoots
make every effort to carry them out, if you need time away from the college
campus to do this, then this can be arranged, but staff must know of your plans
in advance.
Use your storyboards for
inspiration and direct your models to get the shots you need, don’t forget that
dramatic lighting and camera angles
can help create powerful imagery.
Take lots of photos and print
off contact sheets for your sketchbook. Select your favourite 12 images to
start your illustrations from and print these out at A5 or A4. You may need to
tweak your selected images with Photoshop to ensure you have optimum colour,
definition and contrast.
Alongside your photography
you need to research at least 2 photographers who explore narrative or
fantastical themes through their work. Some good examples of this are Annie Leibovitz, Mert Alas & Marcus Piggott, Ruven Afanador, Viona Ielegems and
Steven Klein.
WEEK 2 and 3 Drawing
Through weeks 2 and 3 we will
be concentrating on making a range of good drawings from your photographic
source imagery. We want to see you
explore drawing more thoroughly than you have done before: sustained studies,
quick sketches and experimentation with a range of media.
Research 2
Artists/Illustrators whose work is focussed on strong drawing technique for
example John Hendrix, Peter Brown, Chris
Haughton, Esra Roise, Hope Gangloff,
Dave McKean
WEEK 4 and 5
Printmaking and Mixed Media Experimentation
Some time will be focussed on
producing strong monoprints and relief (gold card) prints from your photos. We
will then use the work you have generated to this point in the project to
experiment with a mixed media approach. Use the photocopier, drawn elements,
text, image transfer, photomontage, collage, printmaking, paint, acetates,
photoshop etc. to come up with some inventive responses.
Research the work of at least
2 of the following illustrators to gain ideas for ways of applying a mixed
media approach Eduardo Recife, Martin
O’Neill, Tim Marrs, Dave McKean, Nazario Graziano, Mario Wagner, Eva Han, Tez
Humphreys.
WEEK 6 Selection, Presentation
and Evaluation.
In the final weeks of the
project you will select, scan and print your best work from the preceding weeks
then compose these images onto a booklet to show consecutive moments of your
story. This should compose of 10 sides Be
inventive, resourceful and ambitious. You may find some images need to be
reworked through PhotoShop so that they interact together effectively. Other
images might require further hands careful colour coordination to show
coherency and flow of the story. You should complete your project with a
word-processed evaluation of 600 – 800 words (further guidance for this will be
given out nearer the time).
MINIMUM SUBMISSION REQUIREMENTS:
A full detailed list will be given towards the
conclusion of the project, but the following will all be required:
·
1 (or more) Sketchbooks with all the relevant
research, storyboards, photography, drawing, printmaking and mixed media work.
·
A 10 page booklet planned and selected showing a
sequence of ideas and highlighted strong moments within your story.
·
A
word-processed Evaluation of 600-800 words.
REFERENCES: See the text in the brief. Use the internet, use the
library, use your imaginations!
DEADLINE: Monday 24th
February – first day back after half term.
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Project title/s
ROALD DAHL
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2
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Be able to apply visual language to a range
of art and design activities.
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2.1
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Apply visual language across a range of
contexts, to influence appearance and meaning in art and design.
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2.2
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Critically compare the use of visual
language, across a range of contexts, to influence appearance and meaning in
art and design.
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UNIT: 2 Introduction to research skills in art and
design
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1
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Understand research tools, methods and
skills.
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1.1
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Critically compare a range of research
tools, methods and skills.
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2
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Understand primary and secondary research
sources.
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2.1
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Critically compare a range of primary and
secondary research sources.
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3
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Be able to use research tools, methods and
skills to inform ideas for creative activities.
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3.1
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Apply research tools, methods and skills to
record and interpret information and develop ideas for creative activities.
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3.2
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Evaluate the effectiveness of research
tools, methods and skills to develop ideas for creative activities.
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UNIT 3:
Introduction to critical and contextual awareness in art and design
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1
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Understand critical perspectives that
influence the analysis of art and design activity.
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1.1
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Critically compare a range of critical
perspectives that influence the analysis of art and design.
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1.2
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Apply knowledge of critical perspectives to
the analysis of a range of art and design activities.
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1.3
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Apply knowledge and understanding of a
range of critical perspectives to support own art and design practice.
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2
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Understand the contexts within which art
and design is positioned.
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2.1
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Critically compare a range of contexts
within which art and design is positioned.
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2.2
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Apply an understanding of a range of
contextual parameters to support own creative development.
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UNIT 4: Introduction to materials,
processes and technical skills in art and design
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Understand materials, processes and
technical skills used in art and design.
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1.1
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Critically compare a range of materials and
processes used in art and design through experimental application.
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1.2
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Apply understanding of materials and
processes to support own art and design activities.
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1.3
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Apply understanding of technical skills to
support own art and design activities.
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1.4
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Evaluate the use of materials, processes
and technical skills to support art and design activities.
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UNIT 5 An
integrated approach to 2D problem solving in art and design
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1
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Be able to analyse and research a
two-dimensional problem in art and design.
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1.1
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Analyse the requirements and parameters of
a two-dimensional problem in art and design.
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1.2
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Apply research activities to support
solutions to a two-dimensional problem in art and design.
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2
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Be able to use an integrated approach to
two-dimensional problem solving in art and design.
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2.1
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Demonstrate the ability to plan, organise
and prepare solutions to a two-dimensional problem in art and design..
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2.2
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Apply practical skills, understanding and
methods to solve two-dimensional problems in art and design
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3
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Be able to use evaluation to support
solutions to problems in two dimensions in art and design.
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3.1
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Analyse the effectiveness of solutions to
two-dimensional problems in art and design.
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