Up Up & AwaySTACY HU
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ARTIST STATEMENT
The inspiration behind this artwork comes from my interest in the depth and complexity of human relationships and how separation affects these relationships. I aimed to create a feeling of loneliness and despair, which is why it set in an empty, vast canyon. The boy and girl are seen reaching out to each other while the boy is being taken away by a hot air balloon. The tangled manner of the black ropes adds a sense that the situation they are in is complicated.
I started this piece as a magazine cutout project in my drawing and design class. While working on the rock layers of the canyon, I learned that I had to retrace my lines and go over my shading many times to gradually develop the value seen on the final work. I also found that as I continued the sections of strata, my method of drawing them changed, so slight variations can be seen in different parts of the canyon rock when observed carefully. This artwork represents anything in life that can force two people apart and shows that both leaving someone behind and being left behind can be frightening and lonely experiences. However, the boy is being pulled away by a graceful hot air balloon, and the girl is left in a magnificent canyon, which signifies that there is always something beautiful in seemingly distressful situations. |
Instructor Resources
INSTRUCTOR
Emily Moran
Torrey Pines High School
INSTRUCTOR WEBSITE
INSTRUCTOR STATEMENT
I teach this lesson to grades 9-12, Mixed Level Introductory Drawing & Design Class, typically in the beginning of the school year. This is an introductory 2-D class, so throughout the year we explore all sorts of different media (ie: graphite, paper cutting, pen & ink, mixed media, scratchboard, etc.) I teach Drawing & Design and Painting classes at Torrey Pines High School, San Dieguito Union High School District.
Although the drawing assignment is more of an exercise in creativity, students can focus on developing their intentional use of the Elements of Art as well as gaining better understanding of how to create an interesting composition by also being aware of the Principles of Design. I usually do this project early in the school year to get their creative juices flowing while also introducing them to the Elements and Principles. I find that some of their most creative work is produced from this seemingly simple assignment. Skills are broad and can definitely be transferred throughout other projects.
I wanted to come up with an assignment that would seem simple in directions so that it would not be intimidating for students who have very little experience making art. The project really emphasizes how to use your imagination to push yourself creatively. And then, while they are being introduced to the Elements and Principles, it is a great way to practice looking, seeing, and really just being aware of these fundamental aspects that exist in any visual art form. Students become motivated once they choose their cut-outs and start to see where they can go from there. These pieces are like visual stories that unfold as the students work, and I think there’s something exciting about that that seems to be very intrinsically engaging for them. There is no concrete pressure to create something realistic or of a specific style.
Scissors, glue, magazines, white drawing paper. That’s it! I show them how to cut things out of magazines in more interesting ways than just a square. I limit the size the cut-outs should be and the number, so that the majority of the space becomes their own drawing. I also encourage them to seek out images or things that they themselves find visually compelling or interesting. Sometimes, I prompt them to pick images from the magazines that demonstrate a particular element or principle to start.
Several examples from this project are always highly successful, visually and creatively, but this particular project stood out because in addition to it having those visually interesting and creative qualities, it also seemed to take on a very thoughtful story. It has a very whimsical playful quality, but also evokes a deeper sense of sadness and loneliness that was unexpected and quietly powerful. And I could see that she was technically skilled, as well, in her detailed rendering of the canyons.
Emily Moran
Torrey Pines High School
INSTRUCTOR WEBSITE
INSTRUCTOR STATEMENT
I teach this lesson to grades 9-12, Mixed Level Introductory Drawing & Design Class, typically in the beginning of the school year. This is an introductory 2-D class, so throughout the year we explore all sorts of different media (ie: graphite, paper cutting, pen & ink, mixed media, scratchboard, etc.) I teach Drawing & Design and Painting classes at Torrey Pines High School, San Dieguito Union High School District.
Although the drawing assignment is more of an exercise in creativity, students can focus on developing their intentional use of the Elements of Art as well as gaining better understanding of how to create an interesting composition by also being aware of the Principles of Design. I usually do this project early in the school year to get their creative juices flowing while also introducing them to the Elements and Principles. I find that some of their most creative work is produced from this seemingly simple assignment. Skills are broad and can definitely be transferred throughout other projects.
I wanted to come up with an assignment that would seem simple in directions so that it would not be intimidating for students who have very little experience making art. The project really emphasizes how to use your imagination to push yourself creatively. And then, while they are being introduced to the Elements and Principles, it is a great way to practice looking, seeing, and really just being aware of these fundamental aspects that exist in any visual art form. Students become motivated once they choose their cut-outs and start to see where they can go from there. These pieces are like visual stories that unfold as the students work, and I think there’s something exciting about that that seems to be very intrinsically engaging for them. There is no concrete pressure to create something realistic or of a specific style.
Scissors, glue, magazines, white drawing paper. That’s it! I show them how to cut things out of magazines in more interesting ways than just a square. I limit the size the cut-outs should be and the number, so that the majority of the space becomes their own drawing. I also encourage them to seek out images or things that they themselves find visually compelling or interesting. Sometimes, I prompt them to pick images from the magazines that demonstrate a particular element or principle to start.
Several examples from this project are always highly successful, visually and creatively, but this particular project stood out because in addition to it having those visually interesting and creative qualities, it also seemed to take on a very thoughtful story. It has a very whimsical playful quality, but also evokes a deeper sense of sadness and loneliness that was unexpected and quietly powerful. And I could see that she was technically skilled, as well, in her detailed rendering of the canyons.
