a2 graphic design essay

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Graphics A2-Personal Study

Personal study - Unit 3:

Fashion illustration is not just visual, as is any other stylized illustration or art-form. When artists create or view art, they automatically give justifications about their work and also analyze other creations. When studying graphics, we as future artists have to learn how to create, understand and analyze works of art.

Patrick Boyer  is an Illustrator in fashion and has been in the business for several years, he enjoys creating web-design based illustrations and has won several awards for best graphic designer. I have chosen two images to analyze and differentiate them.

Image (a)  was designed in 2004 for web-design and illustrative magazines. This image is based on photographic images collaged together with illustrative designs that have been added later on Photoshop. The forms used in the image are all natural objects and animals, giving the sense of natural beauty to such a modern and developed piece of art.

The devices used in this design show through the female dominance in this image, and are of sexual and of desirable reference, mainly directed at the male audience, around the ages of 18-35+. The fact that the image is so recent and modern, it doesn’t really effect the way people view it.

The structure and composition of this image, including the colour and text used work really well with today’s society, which has flown far from nature therefore; this has made the image very successful in my opinion.

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Image (b)  was designed in 2004 for an illustrative magazine. Patrick Boyer has been influenced by many other designers before him and real-life models that help him draw fashion positions and clothing. Boyer has definitely used photographs to create this design, most probably then manipulated on Adobe Illustrator and Photoshop to create the vector and colour.

Apart from the influence of photographs, this image is a purely illustrative design. Boyer has used block colours for the background (that also include gradients that can be found straight from the program, Photoshop) and facial features.

This is a very recent piece of art that a couple of years back could not been possible to design. Although this type of artwork is quite modern, people are know familiar to it and doesn’t really affect the audience’s way of viewing it.

You could say that Boyer’s pure illustrative skills have great similarities to Jason Brook’s work and therefore can be referenced back to him, although Boyer’s overall work is more detailed in both facial and bodily features.

I would definitely say that this design has been very successful, the wide range of colour and detail satisfy any viewer of illustrative knowledge.

The difference between image (a) and (b) is of course the fact that one is purely illustrative and the other holds characteristics of photography. Although both created by the same designer/illustrator, both of the images couldn’t be more different in concept and visual terms.

Jason Brooks  one of most famous fashion illustrators, is considered one of the most successful in his field of work, earning the most and distributing the most all around the world. I have chosen to analyze two images from his fashion and lifestyle galleries to differentiate them from one another.

The ‘Untitled’ and ‘Twisted Disco’, image (a) and (b) were designed in 2005 by Jason Brooks, for interior design and for C.D covers.  

I chose both these images because they had, although from the same illustrator, a very different feel and design concept.

In image (a) the figures are silhouetted to enhance the background and the overall mood of the design, where as in image (b) the figure is in the main focus of the eye and thus the background is darker to enhance the figure itself.

The moods of both images      (a) and (b) are very different, image (a) has a very calm, cool and collective look, where as image (b) is warm, energetic and suggests the title, “Twisted…”.

Image (a), even though it has been designed recently I can’t help view it as and older piece, maybe because it’s a sophistically calm design, all I can picture is this design appealing to an older audience around the ages of 20 – 50. Image (b) on the other hand would stand out to younger crowd of maybe 13 – 30 yr olds.

I do think that both images have been successful, the colour and composition suit their category; interior design and C.D design/fashion.

References to other artists are rare with Jason Brooks as he really began a whole new fashion illustration era, he created a very unique style that most artists use as influence themselves.

Document Details

• Word Count 783
• Page Count 3
• Level AS and A Level
• Subject Art & Design

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Graphic Essays and Comics

Overview   |   Recommended Software   |   Student-Made Examples   |   Other Examples   |   Instructional Video

A graphic essay (sometimes called a visual essay) uses a combination of text and images to explore a specific topic. Graphic essays can look like comics, graphic novels, magazines, collages, artist books, textbooks, or even websites. Graphic essays often first take the form of written essays and then have graphic elements added to enrich the reader experience. Unlike infographics, which also combine text and images, graphic essays are often more text-based and usually have a narrative arc or specific reading order.

Comics are a genre used to express ideas through images combined with text or other visual information. Comics can take the form of a single panel or a series of juxtaposed panels of images, sometimes called a strip. Text is conveyed via captions below the panel(s), or speech bubbles and onomatopoeias within the panel(s), to indicate dialogue, narration, sound effects, or other information. Graphic novels are often considered to be a longer form of comics, typically in book form.

A web-based graphic essay can take the form of a blog or a single page website, such as a Microsoft Sway page or an interactive Prezi. For Microsoft Sway and Prezi graphic essays, see the examples below. If you are creating a blog we recommend visiting the Web-Based Projects page .

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There are many different software programs that can be used to create graphic essays. Below is a list of the software that we recommend for making a graphic essay. We organized the software by category and put the software from top to bottom from best to worst. We recommend using a software you know well or learning the software well enough to establish an easy workflow, so you can spend less time troubleshooting and spend more time on your project. Check out our Software Support page for links to tutorials for all of these programs.

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A-level Art and Design

7201, 7202, 7203, 7204, 7205, 7206

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Summary of subject content
• 3.2 Overarching knowledge, understanding and skills
• 3.3 Art, craft and design
• 3.4 Fine art

3.5 Graphic communication

• 3.6 Textile design
• 3.7 Three-dimensional design
• 3.8 Photography
• Scheme of assessment
• Non-exam assessment administration
• General administration

Students should be introduced to a variety of experiences that explore a range of graphic communication media, processes and techniques. They should be made aware of both traditional and new media.

Students should explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their work where appropriate.

Students should explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples. This should be integral to the investigating and making processes. Students' responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions.

Students should be aware of the four assessment objectives to be demonstrated in the context of the content and skills presented. They should be aware of the importance of process as well as product.

Areas of study

Students are required to work in one or more area(s) of graphic communication, such as those listed below. They may explore overlapping areas and combinations of areas:

• interactive media (including web, app and game design)
• advertising
• packaging design
• design for print
• illustration
• communication graphics
• motion graphics
• design for film and television.

Skills and techniques

Students will be expected to demonstrate skills, as defined in Overarching knowledge, understanding and skills , in the context of their chosen area(s) of graphic communication. Students will be required to demonstrate skills in all of the following:

• understanding of meaning, function, style, scale, colour and content in relation to the chosen area(s) of graphic communication
• awareness of intended audience or purpose for their chosen area(s) of graphic communication
• ability to respond to an issue, concept or idea, working to a brief or answering a need in the chosen area(s) of graphic communication
• appreciation of the relationship of form and function and, where applicable, the constraints of working to a brief
• appreciation of the appropriate use of typography (which could include hand lettering and calligraphy)
• understanding of a variety of materials and genres appropriate to their chosen area(s) of graphic communication.

Knowledge and understanding

Students must show knowledge and understanding of:

• relevant materials, processes, technologies and resources
• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts created in the chosen area(s) of graphic communication
• historical and contemporary developments and different styles and genres
• how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to the time and place in which they were created
• continuity and change in different styles, genres and traditions relevant to graphic communication
• a working vocabulary and specialist terminology that is relevant to their chosen area(s) of graphic communication.

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ARCHITECTURE 3D DESIGN | MY Creative Decisions | Personal Investigation Essay

Subject: Art and design

Age range: 16+

Resource type: Unit of work

Last updated

3 July 2024

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Best formatting, for our AQA Art & Design COMPONENT 1 Personal investigation essay.

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State the Brief - Introduce and outline project.

Clarify your focus of the investigation, Meaningful connections Artists & Movements, Development and refinement of ideas Artists & Movements, Recording ideas and Evaluate.

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CREATIVE THINKING RESOURCES specialises in Media Studies, Film Studies, Graphic Design, Theatrical and SFX Special Effects Makeup, Design Technology, Architecture and Three Dimensional Design 3D. A wealth of free and purchasable resources including Full unit schemes of work, Teacher Powerpoints, student handouts, Home Learning booklets to revision materials, covering Key Stage 5, 4, 3 and 2.

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The capital city of Irkutsk oblast: Irkutsk .

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Irkutsk Oblast is a federal subject of Russia located in Eastern Siberia, in the south-eastern part of the Siberian Federal District. Irkutsk is the capital city of the region.

The population of Irkutsk Oblast is about 2,357,000 (2022), the area - 774,846 sq. km.

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5 October, 2013   / Typical news from Russia. In Irkutsk region, the bear made his way in one of the cottages located near Ust-Ilimsk. By night, the bear climbed onto the veranda through the window and ate the whole pot of borsch while owners were in the banya. Arrived on the scene the police shot into the air and the bear ran into the woods.

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Baikal , the largest freshwater lake in the world, occupies a special place among the riches of Siberia. This lake is a wonderful natural monument known for its extremely clean, very clear water. Baikal is a unique sea-lake sung in legends and tales of antiquity, one the centers of Asian culture. It is a great place for eco-tourism.

The Circum-Baikal Railway , offering stunning views of the lake and its surroundings, is one of the most visited places of the region. It is an amazing piece of engineering, a historical monument of the 19th century. There are 38 tunnels with total length of 9,063 m, 15 stone galleries, 3 concrete galleries, 248 bridges and viaducts, 172 architectural monuments.

Olkhon , the largest on Lake Baikal, is also popular among tourists. In Buryat folk legends, Olkhon Island is a mysterious place; to this day it is known as the center of shamanism.

Khamar-Daban, Primorsky, North Baikal ridges, Sayan spurs, Olkhinskoye plateau are unique place not only for mountaineering but also for downhill skiing. Tourists are also attracted by mountain skiing in Baikalsk city.

About 60 km from Irkutsk there is an architectural and ethnographical museum “Taltsy”.

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Early autumn in the Irkutsk region

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Creative Approach to Portraiture: An Exciting A2 Coursework Project

Last Updated on April 2, 2023

This A2 Coursework project was completed by Dave Watson , while studying AQA A Level Fine Art at Hereford Sixth Form College , United Kingdom. Dave achieved a final A Level Art result of 91% (A*). Portraiture is a common subject amongst A Level Art students; it is therefore essential that this topic is approached with originality and innovation – which is why Dave’s project caught my eye.

READ NEXT: How to make an artist website (and why you need one)

Dave began his Coursework project by producing accurate and detailed observational drawings. Portraiture is a subject that exposes technical drawing skill: leaves it naked to the viewer. Our familiarity with the human face means we recognise immediately if a line is wrong (unlike, for example, drawings of trees, in which an incorrect line is viewed much more forgivingly). Dave has no issues in this area, demonstrating an aptitude for highly realistic representation (this is also evident in his GCSE Art project, for which he achieved 100%).

With inspiration drawn from images of himself and friends at British music festivals, Dave’s project has youthful enthusiasm embedded within it at every level: explorations of expression, costumes and decorative face paint. It is a study of not only the aesthetic richness of festivity, but ‘ the different frame of mind, perceptions, behaviours that people exhibit at music festivals compared to everyday life ‘.

Guided by a teaching programme that encourages students to explore ideas under subheadings such as light, colour, scale, texture, emotional impact, cultural / social references, gesture and mood (an approach that ensures students investigate their topic thoroughly), Dave’s portraiture focused upon distortion (primarily physical manipulation through pushing, pulling and twisting faces). He referenced a range of contemporary artists such as Bruce Nauman, Julie Verhoeven, Paula Rego, Ben Tour, Russ Mills, Mark Demsteader and Jenny Saville, developing his ideas with the use of a wide range of media. Mediums included coffee (to create blotched, stained washes), highlighter pens (see the drawing below), watercolour, acrylic (applied using a palette knife and dripped in watery washes), biro and coloured pencil. In addition, physical elements such as lighting conditions were explored through vast photographic investigations that were then developed into further drawings and paintings.

Dave’s project offers a reminder that an A2 Coursework project doesn’t have to be devoid of fun: it can embrace excitement that is at the very heart of a teenage existence. It can (and should) follow a candidate into their world.

To gain a full understanding of Dave’s A2 Coursework project, I recommend you watch the video below. This showcases his A Level Art sketchbook – a thorough and comprehensive body of work, in which you see how his work continually feeds back on itself, exploring and developing ideas with reference to artist analysis, photographic investigation, media trials and experimentation with composition: a vibrant and personal A2 Coursework project.

If you wish to see more examples of excellent student artwork, please view our Featured Art Projects .

Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Amiria is a CIE Accredited Art & Design Coursework Assessor.

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