Tape paintings: an exercise in stripes, symmetry and the rules of the game
Author's Profile
Raymond John Carter, MA
brianervinmamaril@gmail.com
University of Melbourne
Carter's Works
Tape paintings: an exercise in stripes, symmetry and the rules of the game
This project researched the one hundred year history of geometric abstract painting and its origins in utopian ideas and non-representational object-hood. Employing predetermined rules and working methods, commercial and industrial materials, cloth tape was used to create ‘paintings’... Read More
Abstract: This project researched the one hundred year history of geometric abstract painting and its origins in utopian ideas and non-representational object-hood. Employing predetermined rules and working methods, commercial and industrial materials, cloth tape was used to create ‘paintings’ that employed stripes and symmetries. The results of this investigation demonstrate these alternative materials and methods can reconfigure and innovate the geometric abstract tradition and contemporary abstract painting.
Related Resources
Author's Profile
Matthew D Rogers MA
brianervinmamaril@gmail.com
University of Melbourne
Rogers' Works
Resources for teaching three-dimensional art
The purpose of this project in lieu of thesis is to create a sculpture curriculum resource for art teachers. Sculpture offers a spatial engagement with depth and form to students that other artistic practices cannot. After reviewing art education literature for a pilot study conducted in 2009, it I... Read More
The purpose of this project in lieu of thesis is to create a sculpture curriculum resource for art teachers. Sculpture offers a spatial engagement with depth and form to students that other artistic practices cannot. After reviewing art education literature for a pilot study conducted in 2009, it I...
Author's Profile
Julia Elizabeth Morris PhD
brianervinmamaril@gmail.com
University of Melbourne
Morris' Works
Assessing Western Australian Year 11 students’ engagement with responding in Visual Arts
Responding to visual arts is an important outcome of both the Western Australian and the Australian (F-10) Curriculum in Visual Arts (ACARA, 2014; Curriculum Council, 2008; School Standards and Curriculum Authority, 2014a). Responding is important because it facilitates students’ development... Read More
Responding to visual arts is an important outcome of both the Western Australian and the Australian (F-10) Curriculum in Visual Arts (ACARA, 2014; Curriculum Council, 2008; School Standards and Curriculum Authority, 2014a). Responding is important because it facilitates students’ development...