PURPOSE FOR THIS PROJECT
When I first initiated this project, I realized the student had no idea about composition. The student’s idea of composition was static and inert. To get the student to see this lifeless composition, I asked them to place a point on a piece of paper and pass the sheets to me. I showed the students what they did. Each placed a large point somewhere near or in the middle of the sheet. One student used a circle, another used a square, and the rest used dots or Xs or squiggels.
My aim in the class was to get the student to see a composition other than static — a composition having dynamics and life.
This has far reaching implications. Not only does it have importance to the artist and designer, but to other areas of cognitive thinking.
Why dynamics? A living person is dynamic. A corpse is static. I have always found living people more interesting than a corpse. Some may like the dead and find them interesting, in a kind of starile way, but they do not react or show emotion. Maybe that is why some people are fascinated with inertness. Nothing happens.
My main emphasis is to get the individual to see outside the norm, away from the center and possibilities that are active and alive rather than dead.
Many forms of compositions exists: Golden Mean, Dynamic Symmetry, see Wikipedia:
https://en.wikipedia.org/wiki/Composition_(visual_arts), and they illustrate their function.
My interest is in the static form. How does a static element become active? This is where Interactive Art plays an important part in seeing dynamics. The arrangement of shapes by the viewer can create interesting arrangements that can also interact in his daily life and decisions. Seeing different points of view on the same subject has far reaching rewards.
The following examples will illustrate a dynamic approach to art and thinking.
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