Assessment 3 Planning

Group: Shirley Zhao, Annie Kuang, Jessica Lam

Concept: Nothing - state of being not existent (invisible, camouflage)

Event: Framing existing objects within a mirror cube room (mirrors are on the exterior).

Poster: Keep it minimal.

Course concepts: TBD - Thinking through media, Convergent/divergent, Uncreativity, Alien methods, Unfinished business, Reverse engineering

(Source: acidbrainfather, via yupcamy)


Second class - brainstorm on everything and nothing

(via thejessicalam)


Scottie Wilson (1891-1972)

  • Distinctive hatch marks provide texture in his works
  • Populated by sinister “greedies and evils” in his earlier pieces, later replaced serenely decorative swans and fish. (combat between the good and evil)
  • Fascinated by a pen at a store and felt compelled to use it.

"The pen seem to make me draw, then images, the faces and designs just flowed out. i couldn’t stop - i never stopped since that day"

  • He doesn’t like selling his works. 
  • Stuck mainly to a narrow range of visual elements..botanical forms, birds and animals, clowns etc. 

"When I’m working I can see what’s happening, and I can imagine what’s going to happen. I can see best when I’m finishing my pictures with a pen. When I’m making strokes; hundreds and thousands of strokes"

  • Later drawings are more symmetrical, coloured pencil and wax crayon were added to his tool kit, and the cross-hatching became more complex. One curator has identified 7 styles of cross-hatching angles, double shark’s fin, rope, overlapping shoals, wavy forms, saw teeth and scales. 
  • Evolution of his style was notoriously non-existent and, because he did not date most of his works, it is very difficult to place his works in time apart from the few documentary records that exist
  • In 1960s, Wilson began to to create paintings on plates. 
  • Works were initially rendered in black and white ink, later in colour. 
  • A favourite with the surrealists. 
  • Compositions spread outwards from the support centre and symmetrical to that axis. 

Assessment Task 2 - Final Image: What Makes A Cake?

My final work created by combining my research and the work of other artists. It maps out the roles of the individual ingredients, as well as the chemical process that occurs during baking.

Please click here for a hi-res version of the image.

For the rest of my posts, click here.

Assessment Task 2 (10/10) - Compiling the final image

After I had taken all the photographs, I imported them into Photoshop and put them together.

The brown set (hi-res) represents the roles of each of the ingredients. From left to right:

  • STRUCTURE - Flour and eggs assist in creating the structure for the cake, which I represented by forming a “brick” wall out of the two ingredients.
  • LAYERING - The layers surrounding air pockets in the cake are formed by the sugar, fat and egg. Sugar and butter form the initial bubbles, which are then further surrounded by a thin layer of egg. In the middle of the sugar pile I’ve placed a small square sheet of bubble wrap to signify the air pockets.
  • AIR POCKETS - Baking powder, sugar, fat and egg all play a role in the formation and expansion of the air pockets. The balloons came about from divergently thinking about air pockets.
  • GLUTEN FORMATION - Fat and sugar prevent the formation of too much gluten in the cake, resulting in the soft, crumbly cake texture.
  • MOISTNESS - Sugar and fat contribute to the moistness in a cake, while egg provides the majority of the liquid in a cake batter.
  • SWEETNESS - Sugar is the source of sweetness in a cake.

The red set (hi-res) represents the chemistry that occurs during the baking process. I have used red as the backdrop to reflect the heat in the oven. From left to right:

  1. When the cake first enters the oven, the air pockets are small and not yet inflated.
  2. Bubble expansion begins and causes the cake to rise.
  3. Thermal expansion, water vapour and carbon dioxide all assist in the expansion of the air pockets and hence the rising of the cake. At this point, the egg begins to coagulate which causes the cake to solidify.
  4. At the end of the baking process, Maillard reactions occur which causes the cake to brown and crust (and hence the brown/ orange paper).

To combine the two sets together, I placed the on top of each other and applied a mask of concentric circles to the top layer. By doing this, only sections of the two sets are visible. I wanted to demonstrate the correlation between the two processes - that it requires both the ingredients and the science to form the cake. The idea behind the concentric circles was taken from Russell van Kraayenburg’s Season Produce posters. Circles also embody the air pockets and the layering of fat and sugar around the air bubbles.

Assessment Task 2 (9/10) - Experimenting

Once I had planned out the images, I experimented with the different materials that I would be using.

First set: Flour bricks
Second set: Egg bricks
Third set: Substitute for water
Fourth set: Substitute for oil

The first two experiments (flour and egg) were done to find the best method for constructing the bricks. The second two experiments (water and oil) had to be conducted due to the original liquids not showing up in the photographs. In the end, different substances had to be used.

Assessment Task 2 (8/10) - Planning the photographs with uncreativity

Using food as a medium for art is a very alien method for me. I’ve always wanted to try it, but I’ve never ventured to do it because I dislike the thought of wasting food. To prevent the amount of food wastage, I used Photoshop and images from Google images to construct how I wanted the photographs to look like. This also let me fiddle with the composition of the images to figure out the best design.

Assessment Task 2 (7/10) - Hembakat Är Bäst (Homebaked Is Best)

The first two images are a part of a “140 page coffee-table baking book presented in a very visually unique and spectacular way” [1] for an IKEA campaign to promote their kitchens. There’s something really beautiful about these photographs, but at the same time there’s an eeriness to it. Once you get over the strangeness and beauty of them, the clinical tidiness structure is unnerving. The formality and structure of these images offset the nature of these organic ingredients, with the flour being packed into solid blocks seeming really odd because flour isn’t often associated with heavy blocks.

This is another example of representing a recipe through  deconstruction and visual means rather than in text form. While the actually practicality of the recipe is questionable, there is no doubt that the end result of these images and breath-taking. The act of cooking, which is very relaxing and comforting, is bottled up and restricted to these geometric forms.

Stealing this idea of the geometric contrasted against the organic, I designed my own version of the work.

Assessment Task 2 (6/10) - Divergent thinking

Originally I had grouped the purposes of ingredients according to each ingredient. This time, I grouped the ingredients under the main purposes:

  • Structure - flour, eggs
  • Air pockets - sugar, eggs, fat, baking powder
  • Hinders gluten - sugar, fat
  • Moistness/ provides liquid - sugar, fat, eggs
  • Sweetness - sugar

This allowed me to brainstorm ways of representing this information conceptually. For example, when I thought of air pockets it led me to bubble wrap and balloons. When I thought about the structure, I thought about a brick wall. Using this method of thinking, I started forming an idea for how I could bring all my elements together.