Color Relationships 2, 2015 week 1

The first session of the Winter 2015 Color Relationships class was held on Friday, January 9. This series of lessons will address the visual phenomena of films, veils, volume color, white light, and colored light. We will explore how we perceive these phenomena, and what strategies we must develop in order to recreate them in our media. We reviewed concepts of arrays and halation that were fundamental to Color Relationships 1, held in the fall of 2014. Then the class was challenged to create an illusion of a black film, using only swatches of opaque gray. The solution was given and discussed, and a new challenge assigned for homework: Create the illusion of a colored film over two or more colors.

The first session of the Winter 2015 Color Relationships class was held on Friday, January 9. This series of lessons will address the visual phenomena of films, veils, volume color, white light, and colored light. We will explore how we perceive these phenomena, and what strategies we must develop in order to recreate them in our media. We reviewed concepts of arrays and halation that were fundamental to Color Relationships 1, held in the fall of 2014. Then the class was challenged to create an illusion of a black film, using only swatches of opaque gray. The solution was given and discussed, and a new challenge assigned for homework: Create the illusion of a colored film over two or more colors.

News flash: Dick will be a panelist at the Art Maui symposium this Saturday, January 17. See http://artmaui.com/2014/12/creativity-commercialism-and-you-making-a-living-in-art/ for more detail.

Homework assignment

In addition to the film assignment below, please be on the lookout for examples of films in daily life, in magazines, or on the web, to share next week.

[gview file=”https://dicknelsoncolor.com/wp-content/uploads/2015/01/Assignment4-FilmNEW.pdf”]

Don’t miss the videos at the bottom of this page for practical tips for solving this problem!

Class recap – some key ideas

Array and halation exercise

As a warmup and review, Dick asked the class to sort sets of Color-Aid chips into arrays and demonstrate halation. He led a discussion on strategies used, which included

  • Finding the parents (which could not be produced by mixing any others)
  • Identifying the relationship between the parents (such as complementary)
  • Noticing the values of the parents and children, and whether they followed a consistent progression, such as darkest to lightest, or had incongruities
  • Looking for inconsistencies like tinting (introduction of white) in potential children when it was not present in the parents.
  • Hands-on exercise: Create an illusion of a transparent black film

    Hands-on exercise: Create an illusion of a transparent black film
    Hands-on exercise: Create an illusion of a transparent black film

    The solution to the black film illusion exercise

    Creating the illusion of a film takes some thinking and observing. Most of the attempts in the photos above resemble transparency, but are false films, or veils (coming up next week!), not films. (The photos were taken in the early stages of attempting solutions.)

    One solution possible with the array provided is an illusion of a transparent black film laid over a gray swatch on a white background. Here you need white, plus three values of gray: 1) the gray swatch itself; 2) a gray representing the film over white; and 3) a gray darker than either of those for where the film overlaps the swatch. Looking at the solution PDF below will help this verbal description make sense.

    A film will always darken any color or value below it. You need to show how the film modifies more than one color. These contribute to a convincing “gestalt”, when combined with a casual or natural-appearing overlap (one in which the edges of the swatch and film do not align, and where the film is not entirely contained within the swatch). See the “Rules to remember” in the solution below for more tips for creating effective film illusions.

    [gview file=”https://dicknelsoncolor.com/wp-content/uploads/2015/01/BlackFilmSoluFinal.pdf”]

     Critiquing transparency illusions in the Albers book

    Looking back at his experience in Josef Albers’ color class at Yale, Dick recognizes that they never observed real films to see how they behave. Thus, many of the transparency illusions in the book are impossible – “freaks”. Several ignore the background – the “film” only influences another color, but not the ground that both are laid on. Some show the overlap area as a blend of the two colors (figure and film). These are incorrect “false films” because the value of the overlap area lies between the two colors, rather than showing how the film color darkens the other color.

    Watercolor demonstration: How films behave

    Transparent watercolor washes behave as films, modifying all colors below them. Dick gave a demonstration, laying cyan washes of different opacities over areas of layered yellow and magenta watercolor.

    A dual film illusion created by a past student


    This clever construction demonstrates very clearly how color is relative – how our perception depends on context. On the left, we see what looks like a red film placed over orange and pale green grounds. On the right, lifting the orange flap, we see a white ground, and what appears to be a light green film placed over a solid red strip and the white background. All of the colors used are actually opaque.

    Class materials

    Two ways to accurately cut inlay shapes in Illustrator

    Here are instructions for how to create interlocking shapes in Illustrator for the film illusion assignment. The pen tool can also be used to construct your shapes, if you are proficient with its use. If you will be printing these instructions, this version should give you higher print quality.

    Cutting shapes in Illustrator, low-res
    Cutting shapes in Illustrator, low-res

    Videos


    This 6-minute video introduces the concepts of films and gestalt, and demonstrates how it is possible to replicate the illusion of transparency with opaque colors. This is useful for any artist wishing to convey shadows, for instance.


    This 2-minute tutorial shows how different values of transparency can be achieved.


    Building on the videos above, which demonstrated how transparent black films behave, this video shows how opaque colors can be arranged to create believable representations of colored films.


    This 11-minute video shows how to create the illusion of a film over a set of colors using Adobe Illustrator. It demonstrates how to adjust color, and how to use the Pathfinder “Divide” function to create precisely interlocking shapes. This is Dick’s newest tutorial video, created for this class.

    Color Residual 2: February

    Artists shared current studies and work in the second color residual session, and Dick led a formal critique using the critique guides in this post. The topic of surface was discussed, and principles of films were reviewed.

    The second color residual session was held on Saturday, February 22. Artists shared current studies and work, and Dick led a formal critique using the critique guides below.

    Sharing and critique

    [gview file=”https://dicknelsoncolor.com/wp-content/uploads/2014/03/Critique3Questions.pdf”]

    Objective Critique Guide

    For more information, refer back to the Color Relationships class week 10 post and materials on the artist’s fenceposts.

    Surface

    Van_Eyck-Arnolfini_Portrait_1024Water was a subject in one piece discussed, which brought up the topic of “surface”. Light behaves differently when it encounters different surfaces. Water is transparent – light penetrates it – and it can be reflective – light bounces off it. Light is absorbed or reflected to different degrees by other surfaces. Paying attention to this behavior will help your paintings be more realistic, if that is a goal. Dick recommended the Arnolfini wedding painting by Jan van Eyck as a good one to study for examples of careful observation and rendering of different surfaces. Look closely at different parts of this full resolution version of the painting to see for yourself.

    Review quiz – films

    There was a brief review of concepts of films using the quiz images below. These images were chosen to really challenge your understanding of how colored films work! Refer to Color Relationships week 4 and week 5 for more examples and explanations of films.

    Color Relationships 2013 week 5

    Homework

    The new homework assignment is to create an illusion of a veil, as detailed below. Ongoing assignments are to identify examples of color deceptions and halation (exercises 1-3) and visual phenomena (films and veils) in nature, or in your own or others’ work. Create improved versions of any past assignments. And be on the lookout for freaks, and evidence of your own increasing visual sophistication or color snobbery!

    Veil-Assignment

    Here’s an example:

    Class recap

    Critique – reworked assignments 1, 2, and 3

    Assignments 1-3 were about color deception – fooling the viewer’s eye with our choice of color. To have a strong influence, a color must have a lot of chroma, not be wimpy. Primary colors, and other full-saturation colors (those on the outer rim of the color wheel) have the most chroma. Any color that is tinted, shaded, or toned has less chroma. You can pull off these deceptions with non-saturated colors, but the most dramatic and surprising results will come from using saturated colors, particularly complements. These are the colors to choose as the array parents, and grounds, for assignments 1 and 3. For assignment 2, the colors must be less saturated, and closer in hue, but can still have quite a lot of value contrast.

    Quiz and review

    The latest exercise (illusion of a film) added to the first three the element of consistency in order to pull off a very specific illusion.

    While films darken all colors in a consistent manner, their relative contrast over light colors is greater than over dark colors, due to a mathematical relationship called the “Weber-Fechner Law,” something we won’t study in class but which is described in Interaction of Color.

    Several people shared experiences of their growing “color snobbery.”

    Critique – illusion of a film

    Tuesday homework: Illusion of a film
    Tuesday homework: Illusion of a film
    Saturday homework: Illusion of a film
    Saturday homework: Illusion of a film

    Remember the key fact of films: they darken any color they cover. They CAN be made from an array, but not all arrays will create the illusion of a film. Instead, they often create a “false film” – an illusion of transparency, that doesn’t behave as a film does in nature. This was never recognized in Dick’s time in the Albers course, or in the examples published in the book or app. They also failed to recognize that the film had to affect the support (background) in the same way it affected the figures in the study. The most familiar example of a film in nature is a shadow. Shadows darken all objects under them in a consistent manner.

    This week’s new concept: Veils

    The key fact to remember about veils: They will lighten every color they cover.

    These visual phenomena – films and veils – enrich our vocabulary for visual communication. You may choose to use them, or not, but at least be aware of the choice. You may want to make a conscious effort to include films or veils, or create halations. Create a checklist for yourself of elements of visual grammar from which to choose. You automatically create harmony in your work when all parts behave as they do in nature. Mastering visual grammar will let your art speak more eloquently and effectively.

    Successful veil and film transparency illusions from the Albers book
    Successful veil and film transparency illusions from the Albers book
    What do you see?
    What do you see? How were these created?

    Class materials

    Here is the presentation on veils. Notice the parallels to films!

    Color Relationships 2013 week 4

    Homework

    The new homework assignment for this week is to create an illusion of a colored film, detailed below. Ongoing homework assignments, as in past weeks, are to 1) Create more convincing studies of previous assignments; 2) Identify “freaks” in artworks or publications; and 3) Exploitation: Identify halation or uses of color deception in your own or others’ works, or examples of films in nature or images.

    Slide14

    Here’s a sample solution and example of the collage inlay technique to use for this assignment.

    Illusion of a film: a collage inlay made only of opaque colors
    Illusion of a film: a collage inlay made only of opaque colors

    Class recap – some key ideas

    Critique – reworked assignments 1 and 2

    Dick stressed the importance of getting into the habit of identifying the primary components of every color, until it becomes second nature. The goal of these assignments is to effect a COLOR change. If one parent is a shade or tint, its chroma is reduced, relative to one with full saturation, so it will be less influential – less dominant. Placing a tinted or shaded figure on higher chroma grounds introduces a foreign element, creating a “freak” and weakening the illusion.

    An array with its tints and shades. You’ll create the strongest color deception effects if you stay within the array with the most chroma: the base array, not tinted or shaded.
    An array with its tints and shades. You’ll create the strongest color deception effects if you stay within the array with the most chroma: the base array, not tinted or shaded.

    TuesdayReworked1&2

    For assignment 1 (make 1 color appear to be 2, or 3 appear to be 4), choosing colors with very strong chroma (full saturation array parents) as the grounds, and a middle child as the figure, creates the most convincing illusion. The strong chroma of the parent essentially removes or subtracts its color from the child, making the child look more like the other parent in comparison.

    For assignment 2 (make 3 colors appear as 2, or reversed grounds), the grounds cannot be as strong in chroma as for assignment 1. Just as it is impossible to make a gray look like white or black, it is impossible to make a mixed color look like a primary.

    Critique – assignment 3

    This was the third of the three color deception assignments. Refer to the detailed critique questions in last week’s summary.

    1. What was I trying to do?

    Make four colors appear as three. Show how two colors can appear to be the same, as well as very different. Design a unique array with dominant anchors. Design a unique format.

    2. Did I do it?

    Did I create a convincing illusion? Did I show how two colors looked the same, but were actually very different? Is my format unique and effective? Is the illusion as dramatic as possible?

    For assignment 3, the grounds (parents) should be very different from each other, and the figures (children) have to look alike. A common mistake was having the figures reversed, creating an effect more like assignment 1. Putting the figure (child) on the ground (parent) that it most favors was the key to making this illusion convincing. The strong chroma of the parent “sucks out” that color from the child.

    3. Was it worthwhile?

    Where can I use this in my own work? Does this help me see why a particular piece didn’t work as well as it could have, or why something appears magical and I didn’t realize how it was done?

    Tuesday4=3

    FilmsSaturday3

    Dick described how his own piece in the Albers book could have been improved
    Dick described how his own piece in the Albers book could have been improved

    This week’s new concepts: Films and Gestalt

    The new material this week concerned films. What are they, where are they found, why should we care, and how can we use them? The key fact to remember about films: they will always darken any color they cover.

    Placing a transparent black film over gray chips, Dick demonstrated how a film behaves. He also showed how to create, in a collage of opaque gray pieces, the illusion of a black film. Video tutorials of film illusions, in gray scale and in color, supplemented the materials below. The pieces must be cut and placed very precisely in order to create a convincing illusion – one with good Gestalt.FilmInIllustrator

    If you’re working in Illustrator, you can make an object behave like a film by using the Transparency panel to reduce its opacity and set its blending mode to “Multiply”. This can be handy to check your homework, but please use opaque colors to create your illusion, just as if you were working in paper!

    In Dick’s studies with Albers at Yale, they created illusions of transparency, but he recognizes now that they were creating false films – the studies do not demonstrate how real films behave. We critiqued the two transparency illusions below from the Albers app and book.

    Class materials


    Tri-hue watercolor class, week 7 homework

    For our final assignment, Dick has “removed the fence posts” constraining subject matter and technique. He said, “My goal is to make you more independent. With each assignment I’ve given you more flexibility. You have the opportunity to push your boundaries.” He offered the following guidelines and checklist.

    • Look at what’s happening
    • Look at your checklist
    • Ask, “What would happen if?”
    • Be willing to keep experimenting, even taking it to disaster
    • It’s not a coloring book – the magic happens when you cross the lines
    • “It’ll take painting an acre of canvas before you get it” – George Allan

    A checklist for a watercolorist:

    1. Identify the givens, e.g., white ground, 1, 2, or 3 mixtures, etc.
    2. Define the neighborhood, e.g., Earthy, Candy Store, Luminous, Plain, etc.
    3. Identify the options:
      1. Tones, tints, & shades
      2. Halations
      3. Vanishing boundaries
      4. Film and veil
      5. Reverse gradation
      6. Surfaces
      7. Light and shade

    Bring your work in for critique next week. We won’t be painting in the final class, so you don’t need to bring your painting supplies.

    Tri-hue watercolor class, week 4: film, veil, & volume color critique; light & shadow

    We critiqued class solutions for exercises 1-4

    1. Paint the illusion of two transparent films over a colored shape.
    2. Using the identical format to the first assignment, paint the illusion of a white veil over the original colored shapes. Think of the veil as a piece of tracing paper.
    3. Create the illusion of 4 white index cards suspended in a colored liquid.
    4. Create the illusion of colored index cards immersed in a white atmosphere.

    One set of solutions is shown below. You can see some painting strategies Dick suggested during the week.

    Visual phenomena: films, veils, volume color, atmospheric perspective
    Visual phenomena: films, veils, volume color, atmospheric perspective

    Dick introduced ways to think about next week’s assignment, exercises 5-7, with the video below.

    Tri-hue watercolor class, week 3 follow-up: film & veil painting strategies

    Strategies for painting films and veils, illustrated and annotated!

    On the homework sheet handed out in class, “ASSIGNMENT: Visual Phenomena & Painting Strategies”, only exercises 1-4 are due for next week. Be sure to read the guidance in the top right box about planning a strategy before you start painting. Also, continue your rectangle layering experiments.

    Here are Dick’s hints on strategies for Exercises 1 and 2:

    [gview file=”https://dicknelsoncolor.com/wp-content/uploads/2012/11/WC-FILM-EXPLANATION.pdf”]

    [gview file=”https://dicknelsoncolor.com/wp-content/uploads/2012/11/VEIL-SOLUTION.pdf”]

    [gview file=”https://dicknelsoncolor.com/wp-content/uploads/2012/11/2-Veils.pdf”]


    Here’s what to bring to class on Wednesday:

    • Homework exercises 1-4 (film, veil, volume color)
    • Any new experiments with layering rectangles
    • Paper: 1/4 sheet, a few 1/8 and/or 1/16 sheets
    • Paints, notebook, etc.
    • AND: a flash drive (thumb drive) so you can take home a copy of a tutorial movie about light, which will be of immense help for next week’s homework.

    Tri-hue watercolor class, week 3: tri-hue glazing critique; introduction to visual phenomena and painting strategies

    We started the third class with a critique of the homework assignments – layering rectangles, aiming for more nuanced and complex colors and interactions – “fine French cuisine”.

    [gview file=”https://dicknelsoncolor.com/wp-content/uploads/2012/11/WC-Painting-Strategies.pdf”]

    [gview file=”https://dicknelsoncolor.com/wp-content/uploads/2012/11/VanBoundariesWC.pdf”]

    [gview file=”https://dicknelsoncolor.com/wp-content/uploads/2012/11/ColorReview.pdf”]