Part two focused on developing ideas through a creative process, from a brief to the finished illustration.  The overall feedback is that I am establishing a very sound creative methodology.  I agree with this as I have noticed that my workflow is less chaotic.

1. Assignment Two: Point of sale display

What worked well?  

My tutor noted it is evident I am working with many of the methods introduced through the exercises.  My research is excellent of both the store environments and illustration styles that would be visual to customers.  Setting up my own still life, taking photographs and sketching numerous compositions is a sound methodology.

Action Points or Improvement

My tutor suggests starting the creative process by first generating spider diagrams.  Brainstorm the context of fruit and vegetables such as where they are grown and harvested, freshness from farm to kitchen, home storage maybe bowls and baskets, food preparation may be chopping board and meal suggestions. I can then generate mood boards to explore possible settings to illustrate the fruit and vegetable to provide extra visual information to shoppers.  She suggested providing visual information to the customers, and my illustration is lovely, but I can now design it into a point-of-sale sign.  Overall my response has been very good.  I can also cut and paste the final solution into a store environment to see how the design works.

My response

I agree and will most definitely start with spider diagrams and doodles next time.  It was evident in the ‘spider diagram’ exercise how well this works.  Mood-boards after the spider diagram and doodles will further fine-tune the ideas, and the final product will communicate more effectively.  Doing a store mock-up is also a great idea I will use next time.

2. Feedback based on Learning Outcomes

2.1. Develop methods to creatively respond to briefs as an illustrator

My tutor mentioned it is great to involve others to broaden my enquiry in the ‘spider diagram’ exercise. Changing ‘words into pictures’ really helps further develop methods to respond to a brief, especially exploring colour and style of thumbnail sketches.  Although this method is spontaneous, almost like a visual stream of consciousness, I will undoubtedly find it reveals more than I first notice.

Action points or Improvement

When doing spider diagrams, my tutor suggested using all my senses and referring to not only sight but also touch, sound, smell and emotions, like happy, sad, contemplative, joyful and relaxing etc., in much the same way as I did for ‘angry’.  For events such as ‘festival’, consider not just my experience but all types of festivals and use this in my spider diagram.  Next time generate a spider diagram and doodle sketches first, which will then inform content for mood-boards.

My response

I could not agree more.

2.2. Demonstrate your use of visual research to explore and generate ideas

I have used mostly British and American styles when researching the 1950s for ‘using reference’.  My tutor said the composition provides a good overview of the 1950s without being overly concerned with cultural accuracy. Still, if this project was for education purposes, then it is appropriate to do a series of Illustrations to illustrate social/cultural differences.  She noted, research was sound for ‘choosing content’, but I should make sure references are accurate for the time frame. My tutor commented that the research was excellent for ‘visual metaphors’ as my examples show a lovely range of styles, all communicating something slightly different through materials and techniques.

Action points or Improvement

I should consider what art and design style influences 1950s America had on the UK and other Western countries.  How did the space race inspire graphic patterns, homewares and especially American cars?  How did the development of technology and manufacturing change the accessibility of new products to working-class people?  Consider how different a 1950s middle-class home in America would be compared to a working-class home in Britain.

My response

I was not sure how to approach all the cultural differences around the world when I did the 1950s exercise.  By doing a series of illustrations to point out these differences is an excellent suggestion from my tutor.  I will use it next time.  Alternatively, I will stick to one culture to ensure accuracy.

2.3. Use a range of drawing, mark-making and image-making skills to develop your illustration practice

My tutor noted that I evidence lots of experimenting with materials, processes and techniques. My’ objective drawing’ skills are very good, especially the attention to detail, such as the texture of the sole.  The scale and proportion are thoughtfully considered.  She suggested creating a whole sequence from different angles and also some very tight details drawings.  She encourages me to continue referring to both the object itself and photographic reference.  Excellent range of drawing and mark-making skills used for ‘subjective drawing’.  She noted that the ‘black and white’ way of working helps consider shape, form and composition.  Lino-cut may be a material and technique to explore further.

Action points or Improvement

I should consider how materials, processes and techniques add visual and sometimes tactile communication to narratives. However, she believes I already understand this as in my’ choosing content’ illustration, the materials and techniques suggest the time period.

My response

Next time, I will create a sequence from different angles when doing an ‘objective drawing’.  I think this will develop my drawing and design skills.  Exploring with Linocut is an excellent suggestion.

2.4 Demonstrating a critical and contextual understanding of illustration and reflect on your own learning

My tutor felt my overall notation demonstrates a critical and contextual understanding of illustration in’ writing a brief’.  She said I had highlighted many points that an art director may provide in a brief for an illustrator, in particular, to draw attention to the families of the health care workers by using composition.  She encouraged me to comment on how the illustrator use of composition and colour achieved this.  

Action points or Improvement

My tutor suggested continuing to independently research illustrators/ artists/designers to inform my practice.

My response

I agree with my tutor’s feedback.

Overall, I feel more confident in my methodology to generate ideas and execute them.  Using what I have learned in Part 2, it is clear that an illustrator/designer should seldom run out of ideas.  The possibilities are endless.