Unit 1- Construction Workshop on Line and Movement
Session aim: create a minimum of 3 test pieces that explore and/or communicate line and movement.
Below is a document of sketches I produced in order to develop some ideas for creating my test pieces. I used the movement of various tools for inspiration, as shown below.
- These pieces can be further developed in both their structure and form. Their shape allows for them to be enlarged- perhaps as an installation piece.
- They show a clear evolution of both my ideas and my confidence as the workshop progressed. I began with a somewhat obvious idea of creating a sphere that conveys the movement of cello-tape, and progressed onto a more abstract piece that portrays the movement of mechanics within a pair of pliers.
- My test pieces enabled me to make decisions about my further projects by providing an idea of what does and doesn’t work. For example, I don’t like the way the 2D style polystyrene circle looks and so next time I would shape it into a 3D sphere.
- I worked quickly and actively with the first ideas that came into my head. This allowed me to create more pieces as well as explore concepts I would normally disregard.
- All 3 materials available to me: tin, steel rod and polystyrene were used in my session. Tin was my favourite to work with as its malleable yet strong so it can be moulded into a shape and keep it well.
- There was a sense of trial and error in my work as I tried out a concept of wrapping tin around itself and an error occurred in that the colours didn’t make this as visible as I’d like. So I tried wrapping tin with steel rod and I preferred this much more.
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| The movement of pliers- one side moves whilst the other stays still. |
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| The motion of a hanging screwdriver takes from a side-view (folded tin). |
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| The motion a hanging screwdriver takes from above (spiral tin). |
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| The spinning motion of cello-tape leaves these blurred lines in a viewers vision. |
Below is a diagram explaining the tools I used to create this sculpture, the tools I used for this example was used for the others as well.










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