Ceramics

When I took this workshop last year, in all honestly, I didn't enjoy it at all. I disliked the coil pots, the brief and everything else; this may be because last year I wasn't open minded towards new things. However, this year, I really enjoyed ceramics, possibly because the subject was a lot more personal and I found the teaching method a lot more helpful.

Firstly, we all got told the brief — make a figurine of yourself — and we had to design a figure on paper before hand. I drew mine with plaits, my parka coat and converse as this is what I'm generally portrayed by. After we were roughly happy with our design and notes, we started handling the clay, and I found this part difficult; kneading it in order to remove air bubbles to stop it exploding in the oven. We used red clay as it holds together better, but it was tough to handle and move around and mound to the shape you wanted. 

Once the clay was kneaded well enough, we started to smack it down against the table to flatten it out; we then moulted it into a square in order to cut it with cheese wire later. The tutor showed us a diagram for our figure, showing us how to use your thumb to measure it out properly (the average figure is 7 and 1/2 heads tall.)

Once I'd cut some clay off, I used a rolling pin to flatten it out then used an etching tool to sketch out my figure. 

Once happy with it, I pulled it out from the clay and lay it flat. After realising that moulding it as one part was too hard, I split it up in order to mould each part and use solution to stick them back together later.

When I was happy with the basic shape, I made a base (hollowed out to prevent exploding) then sat the figure on top, using a scraping tool to smooth it out. I then started adding my fringe and plaits.

When the plaits kept falling off, I ended up using seperate pieces of clay and twisting them together which worked a lot better. I added extra clay around my neck and wrists then smoothed them out to make the coat, then etched the coats design in to the shoulders.

I decided to leave the face, as I wasn't confident making feautures and didn't want to ruin it as I am happy overall happy with my figure, although I believe some parts are too lumpy.

The World I Live In - Evaluation

The World I Live In - Evaluation
I enjoyed the project in the summer because it was research and I had lots of options to choose from. One particular one was when I listened to different songs and drew what I felt from each song. I enjoyed making notes and there was no actual pressure as such to get this in as I worked at my own pace. I intended to find I worked in short bursts which I like better.
For my theme I just made lots of lists/drawings/discussions about what I thought related to me and how people around me thought what related to me. Some we agreed on, some were surprising.
 I decided to go with what I thought were the most personal to me.

I did a mixture of Primary, Secondary and observational drawings. I also made notes on post it’s ‘and took photos. I developed my research with advice from the tutors and my dad.

I think the biggest influence in my designs was my family’s’ input as we are close, my personal choices and the Illustrator Andrew Loomis. I want to be an Illustrator and I looked through some of books my dad had and researched him online. I love the colours he uses and the techniques he demonstrates.

The images reflected his everyday life (he used to do lots of observational drawings of his family and house) and I think this links into the theme The World I Live In. I love the glamour and colour of his subject and images and another thing I found out in research is that the Illustrator for Marvel Alex Ross is influenced by Loomis. Marvel is another part of my world.

Another area I really enjoyed was the work by Photographer Cecil Beaton and since looking at his work my interest in this area had increased also. I have since attended some workshops in college about photography.

My final pieces of work were based on Loomis and I will use this as an influence again. It has reinforced my decision about Illustration to the extent that I have mainly researched Illustration courses in the UCAS sessions at college.

In my drawings and planning board I used acrylic, coloured pencils and pastels using different texture and coloured paper. I used a mixed media on my final piece of pencils and pastels on coloured paper.

I did not manage my time in the last few weeks and I think if I had been better organised I would like to experimented more with mixed media and done more pastel work. I think overall the picture of me wearing a hat is my favourite and I wish I had done than that as my final piece. I chose my final piece because I thought it reflected me more but because of my time management I had to focus on the picture instead of taking my time and I think this took away my enjoyment. I think Cecil Beaton influenced me in using photographs for research and his images were similar to Loomis. Loomis is the biggest influence in this project which I think is reflected in my planning boards.

Some of the problem solving I did was looking at the images of Loomis and trying to put a modern interpretation on them and how it related to my world. I enjoyed this part of the research as it was my ideas not anyone else’s input.

The processes I went through were mostly positive experiences including using photography as part of my research.

I think I can say my drawings of Loomis went well as I have completed a number of drawings influenced by him.

I think what went worse was the Freud images. I found it harder than it appeared and I found his techniques difficult to use. I found his use of colour depressing as the work went on so I found it harder to finish the work.

I did not use my time well and this is an issue that always happens because then I start to panic and then get even further behind. I start out well but as the unit progressed I found myself focusing more of the Loomis work than the paperwork. This is because I find the paperwork boring even though I know it is important part of the course to show how my ideas have developed and my understanding of the course.

I did not use my blog effectively because I do not enjoy it. I let my notes pile up then had to put them all together. I am going to try and set a time each week in the next unit to try and keep on top of it.

I am satisfied with most areas of the course, particularly researching Beaton and Loomis. I think this is a string area and this is seen in my creative work.

I could have planned my time better and kept on top of the writing side of the course. This is what I would do differently and I need to sort it out before the FMP.

Georgie Lee

851 word count.

http://ceramicworkshop1.blogspot.com

The World I Live In - November
Monday 2nd November.
Talked to Claire about my work and she gave some ideas how I could develop it and my design boards. I am starting to panic now as the work is due in soon.
I finished the picture of me in my pug pyjamas - it took me a lot longer than I thought because of the design on the legs. I should have allowed extra time for this and I did not. Next time I will think about times and the amount of detail. I am starting the Carlsberg picture this week, it took some time to get my dog to pose. I did not think about that dogs have a mind of their own.

11th November
Finished the Carlsberg one but I will have to go back later to it to see if I need to add any details. I am trying to catch up on the paper side but I always fall behind on this. I need to better sorted out.
I chose an image of a Loomis woman wearing a hat - I chose this because I love hats. I have started to do this in pastels which I love to use and I have chosen coloured paper for a bit more experimenting (like Clare suggested).

16th November
Finished the one in the hat and I love it. My mum loves it because she says I have captured me! Not sure what she means but I have enjoyed this one most because I feel more confident using pastels and I think this shows in the work.
For my final piece I am doing the pikachu one as I think this most reflects e and I am doing mixed media of pencils and pastels on coloured paper. I am aware of the time again and I think this is spoiling my enjoyment.

19th November.
Trying to get everything sorted again and my organisation sskills have not been good again. I need to set this as a smart target but will use Loomis again if I can.

The World I Live In

8th October
I am doing some of Lucien Freuds work and I am not really enjoying it. All the dark colours are depessing and I found it harder to complete as I am not enjoying it. It is also harder to paint than it looks and I should have kept a colour note of some of the paint mixes I used.
I do not think I will be doing this again as an artist to inspire.

19th October
I have started working on the influence of Andrew Loomis and I really enjoy his work. I find the colours easier to use as they are more happy if that makes sense. I am going to chose some images then get my dad to take some photos of me in a modern day context.
There is an illustration of a woman relaxing reading a book so my dad took a picture of me in my Pikachu onesie using my tablet and wearing converse. All of these relate to me as I have always had a pair of converse, I am always using my phone or DS andI love to wear onesies when I am not having to go anyway.

23rd October
I am working on finishing this picture. I chose to use acrylic as I want to gain more experience in this media. I have chosen a similar image from Loomis but on the photos I am wearing my pug pyjames playing a game on my DS. I choose to do this in one of my favourite media of coloured pencil.

28th Oct
I chose to more images and my dad took some photos of me as a modern interpretation. One was of a girl with her a dog enjoying a drrink. My dad took a photo of me with a bottle of Carlsberg and my dog. I wore modern clothing including skinny jeans which I usually wear when not in onesies. I liked this picture  and decided to do it in acrylic again.

Tuesday 10 th September

Nearly a week back at college doing a Unit about the 'World I Live In'. Its a very vague title but with lots of space for idea. I have been making lots of what this could include, looking back at my sketch book over the holiday I am aware of my family, dog, friends, music and books. But what else could it include so I have started looking at personal things to me such as nachos, pizza, snapchat, onesies pugs. I am also looking at artist which I think may link into this. I am also looking at seconary research but waiting to see what this can include.

16th September
Still a bit vague, got lots of ideas but it is starting to get overwhelming. I need to get it sorted or else I will get stressed and lose focus. I am starting to make lists but I need to try and keep things all in one folder but it is difficult. I have been learning about chunking out which means breaking things down so it is easier to understand. This is helping me to stop getting worked up as much.

29th September
Choose two artists - Lucien Freud and Andrew Loomis.
I have picked Freud because some of his paintings remind me of my family members and I like how realistic he makes them look. They look miserable but not everyone smiles all the time. I am looking at some images called Bella and I am going to try and do that.
My dad helped look at other people and as I want to go into Illustration he showed me a book by Andrew Loomis. I love his work! The colours are so bright and the women are so glamorous.
I also like the techniques he uses for drawing. They are still used today and I watched some videos on YouTube showng people using techniques. I also found out that the man who does the Marvel Comic Drawings is really influenced by him.
I think this will be the main influence I use in my work because it appeals to me more than Freud.

Summer school, Day 3: 12th August

Moving away from the sketchbooks and the personal aspect, this lesson was more about future options and opportunities. At the start of class we all spoke about whether we were interested in university and career options; a mind map was made of jobs that certain courses could lead to, including: graphic designer, landscape artist, illustrator, fashion designer and more. 

Kat asked us what GCSEs and other qualifications were needed for certain jobs and this then led to the group visiting the UCAS website and sampling examples of different courses and what was needed to get on to them. A different amount of UCAS points and level of passes is needed for different courses and universities and I need to look further into this. 

The rest of the day was independent learning. In order to gain more research and possibly some inspiration, my friend Heather and I decided to spend our afternoon visiting the Cooper Gallery. The exhibition that we visited is titled "Yorkshire Made me" and is full of great men and women from different professions and areas from all around Yorkshire, it has brought them all together in one exhibition to celebrate Yorkshire Day. (I have quite a lot to say about the exhibition along with photographs, so I have decided to write it all in a seperate post, Cooper Gallery: Yorkshire Made me.)

This was the last day of Summer School, overall I found it to be very helpful towards my sketchbook work and really informative towards my UCAS work.

Summer School, Day 2: 11th August

This time we looked further into what a sketchbook is and what makes one up. Kat brought out a huge pile of old sketchbooks from previous students and I'll be honest; what I saw slightly surprised me. I had known that sketchbooks could be creative and that the purpose was to make it your own, but I saw that they could be more than just sketches with a few scribbled annotations — they can be personal and busy and crowded; sketchbooks are made unique through different formats and ways. Pages can be ripped, burned, cut and coloured; or they can be left crisp and white, which is what I've always done and which is what some people prefer. 

The content of each sketchbook differs from person to person and as I was looking through the sketchbooks I selected and was asked to comment on them, I realised that it is sometimes difficult to make each page different to the last. Below are a few pages/sketchbooks I enjoyed and why.

This page was one of my favourites because of this section here, the cording. I don't know if this was intentional but it looks like the shape of a tree, which I enjoyed because of a similar silhouette I painted in my sketchbook, and the colours spattered over it are a lovely combination in my opinion.

This sketchbook was very personal and when I flicked through it, I felt a little like I was intruding and that I shouldn't really be looking. The pages made me start thinking about including some more personal aspects into my own sketchbook and to possibly start including my own troubles, like this student did. 

I loved this section, due to the amount of colours and how intricate and delicate the weaving appears. Another aspect I enjoy is the number of different materials involved, in my opinion it shows thought and creativity and makes the weaving look even better due to how it mixes it up — I would possibly like to learn this technique myself. 

After looking at the sketchbooks we discussed with Kat what was possibly missing from our own sketchbooks and one thing mentioned (as discussed last entry) was a personal aspect which I think needs to be mixed more into my annotations. Questions asked were related to family, friends and possibly objects; I realised that I needed to start writing in my annotations why certain people, places and objects were being included in my sketchbook, what/how much they mean to me, who people are to me and even how we met.

 

Summer School, Day 1: 10th August

When I first heard about Summer School I wasn't entirely sure what it would involve but I felt curious to find out, to find out about the upcoming academic year and to try and get back into the feel of college before it properly began.

Day one Kat spoke to us about Art and Design and the difference between the two; the group discussed how they are all linked and that all art — whether landscape, portrait, installation, photography, and more — needs a design. I found out that art is subjective; I agree with this, everyone certainly has different opinions on art and what makes it up. In my opinion, art needs a story behind and needs to evoke an emotion within the viewer, making them question the piece and become curious about what they are viewing.

The group made a mind map of different art styles: for example, landscape based art, interior design/3D, illustration, fine art and others. My favourite is portrait drawing. I adore trying to capture a person's likeness, essence and personality all in one image (whether the portrait is a painting, drawing, photograph, collage...)

We viewed Picasso's Weeping Woman and were asked our opinion; my thoughts on this painting are that it's slightly eerie, in all honesty. It isn't a painting I particularly like because I feel the colours aren't linked to the emotion the woman is feeling, and I don't favour abstract art. However, it is obvious that the woman is distraught/distressed and that Picasso thought about her expression and emotions and how he felt he would convey them. 

"Why is she crying?" was inquired and this led to us being told that whoever is on our sketchbook needs to have a reason for being there, and that they must mean something to us. We then spoke about personal life and annotating our sketchbooks with explanations about  certain people and what they mean to us. 

This lesson made me start thinking about making my annotations more thought out and to include more family and friends, and to make my sketchbook more personal.

Progression Mind Map

https://www.facebook.com/jenocular/videos/o.809942145754130/10153141956027696/?type=3&theater

Link to a video of the progression mind map which the whole group contributed to. Video taken by tutor Jennifer Booth.

Unit 9: Careers

Illustrator

As an illustrator, you would produce drawings, paintings or diagrams that help make products more attractive or easier to understand. This could include books, book jackets, greetings cards, advertisements, packaging and detailed technical diagrams. If you are talented at drawing, and have creativity and imagination, this might be the perfect job for you.

You’ll need to be creative while sticking to your customer's design brief. Time management is something you’ll need to use when meeting publication or client deadlines.

Many professional illustrators have a degree in illustration or other art related degree subjects. If you are creative, have artistic talent and the determination to succeed you could still be successful in illustration without a degree.

Hours:

Variable; you would usually arrange your own working hours, depending on your workload and the deadlines you have to meet.

You could be based at home or in a studio, and may spend time visiting clients to market your work and discuss briefs. If you are involved in technical, scientific or engineering illustration you may also make site visits.

Salary:

As a freelance illustrator you would usually negotiate a fee for your services with your client. Some Illustrators employ an agent who would agree a fee on your behalf. Fees charged may depend on the time it would take you to complete the project.

Qualifications needed for job:

Relevant degree subjects include:

• illustration
• fine art
• graphic design.

To do a degree, you will usually need five GCSEs (A-C) including maths and English plus three A levels. Entry requirements may also include a foundation course in art and design or you could even be accepted on the strength of your portfolio.

Ways to get into this job:

As a freelance illustrator you will need to think of creative ways of getting your work noticed. You’ll also need to start building up a portfolio of your work to show prospective clients or for entry onto courses.

Building a website or starting a blog where you can showcase your work is one way to get noticed. Social media such as Twitter is also a great way of connecting with the public and future customers. Many illustrators also produce promotional material such as postcards, graphic novels or comics to send out to customers and contacts in the industry.

Training and development:

You can develop your skills as an illustrator by completing a postgraduate course although this is not essential. Relevant subjects could include:

• illustration
• children’s book illustration
• medical art
• archaeological illustration
• fine art
• graphic design and illustration.

You will usually need a first degree for entry on to a postgraduate course, although you may be accepted with experience and artistic ability.


Primary school teacher

In this job you will help to give young children the best possible start in life. If you like spending time with young people, and want to work in education, a job as a primary school teacher could be perfect for you.

You will need to have enthusiasm for the subjects you teach. You’ll also need to be able to relate to pupils and their parents, and have patience and a good sense of humour.

One of the main routes into primary school teaching is to do Initial Teacher Education or Training (ITET) and get qualified teacher status. To do this you must have GCSEs in English, maths and a science subject. You will also need clearance by the Disclosure and Barring Service.

Hours:

Full-time teachers work an average 37 hours a week, with typical class times starting between 8.30am and 9.15am and finishing around 3.15pm to 4pm. Teachers will spend more time outside of normal hours, planning lessons, marking work and also taking part in activities, such as parents' evenings and outings.
Teachers normally work 39 weeks a year split over three school terms.

Salary:

The main salary scale is from £22,023 to £32,187 a year.

Qualifications needed for job:

The most common way to become a primary school teacher is to do Initial Teacher Education or Training (ITET) and gain qualified teacher status (QTS). The following ITET routes lead to QTS:

• university-led training through an undergraduate degree or postgraduate award
• school-led work-based training.

For all routes you will need:

• GCSEs (A-C) in English, maths and a science subject or equivalent qualifications. Check with course providers which qualifications they will accept
• passes in numeracy and literacy skills tests
• Enhanced background checks by the Disclosure and Barring Service (DBS).

Training and development:

After your teacher training course, you would need to successfully complete three terms in a teaching job before you could gain QTS. During this time a mentor would support you.
Throughout your teaching career you would also need to continue training to keep up to date with new methods and ideas in education. You could do this by attending training days in school and local authority training workshops.
The National College for Teaching and Leadership also offers programmes for:

• teachers who are taking on leadership and management responsibilities, including heads of subject or area and subject co-ordinators
• deputy head teachers, assistant head teachers and those hoping to move up to their first headship
• newly-appointed, first time head teachers
• leaders in early years settings.

Fine artist

Fine artists create original works of art using a variety of methods such as painting, drawing, sculpture, engraving, printmaking or media like computer graphics. If you are a very creative person with original ideas, and you have talent in one or more artistic areas, this job could be for you.

You’ll need a good appreciation of colour and shape. You will also need self-motivation to work
alone and the business skills to promote your own work.

Most fine artists have training in art and design, and qualifications like an HND, degree or a postgraduate award. If you are exceptionally talented and can produce work that there is a demand for, you may be able to sell your work without any formal qualifications.

Hours:

You will usually arrange your own working hours, which may involve fitting your art work around another full-time or part-time job.

You may work in a studio, at home, in rented space within a shared studio, or in specialist facilities such as a print or sculpture workshop.

Income:

Earnings will vary greatly depending on work opportunities, reputation and the amount you agree with the client.

It's common for fine artists to earn their living from a combination of exhibiting and selling their creative work with other part-time or full-time jobs.

Qualifications needed for job:

To be successful as an artist, you will need a high level of skill and talent in your chosen art form to create art that people want to buy. Most fine artists have some training in art or design, which can include qualifications such as an HND, a degree or a postgraduate award. If you're exceptionally talented you may be able to sell your work without formal training or qualifications.
Relevant subjects to study include:

• fine art
• art history with fine art
• art and design
• visual art.

Self Promotion:
Many artists work on a freelance basis, so you’ll need to be able to promote yourself. You can either do this yourself or use an agent. An agent may give you access to more potential buyers, but they will take commission from sales. You could also promote yourself in different ways including:

• developing your own website
• having a presence on social media like LinkedIn and Twitter
• joining together with other artists or ‘collectives’
• organising your own shows in galleries or other venues
• volunteering with community arts projects.

Promoting yourself will also give you the opportunity to meet with other artists and make contacts in the art world. Developing industry contacts may help you to sell your work and get commissions or orders from clients who like your work.

Training and Development:

You could develop your techniques and ideas by attending courses at all levels. You can also learn more about new techniques and developments in the art world by joining artists’ collectives and meeting with gallery owners and other artists who will be able to give opinions on your art.


Information taken from: https://nationalcareersservice.direct.gov.uk/Pages/Home.aspx

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Annotations/analysis of FMP

These pages introduce people to the book and what it's about. The seven squares spell out Freedom, they are a mixture of drawings and prints with paint added. I am pleased with how this turned out; every square is done in watercolour except 'F' which is acrylic and 'E' which is paint liner pen.

Pages 1 and 2

On the bottom left is an acrylic painting of some blossom, done using negative space; I am happy with how gentle the painting looks. Top left is a quote by Linda McCartney, who is featured on the second page. I have drawn her in white pencil on black paper, aiming for a soft and almost fragile appearance, because that's how her personality is portrayed to me. 

Pages 3 and 4

These pages are a collection of quotes said by college students and snapshots. Top left is comedian and artist Noel Fielding, drawn in coloured pencil on brown card; I chose brown card to help with the fur on his coat. This one was very fun to do. I chose to draw him because Freedom to my Dad is "laughter," and Noel is a comedian who both my Dad and I enjoy. Bottom right is a graphite drawing of singer Frank Iero; this one is again related to "laughter." The quote next to him is a song lyric about laughing and his music is also personal to me. This drawing was quite difficult to do because of how small the paper was but I am pleased with the outcome. 

On Page 3, top right is Gerard Way, white pencil on black paper. This drawing took a while but I am pleased with how it looks. Gerard's quote is related to a quote someone said to me about what Freedom is to them: "to live without fear." Bottom left is a coloured pencil drawing of graduating students on a watercolour background, linked to my Mum's quote "freedom is education." This drawing was quite difficult because I did the watercolour first.

Pages 5 and 6

Top left is an acrylic painting of a quote: "Having the right to say what you want, eat what you want, wear what you want—just be your own person in the world." I painted the world very quickly to finish the quote off. Bottom right is a watercolour of a flower bud, relating to a friend's idea of freedom being "allowing yourself to blossom." The background is coloured pencil. I am happy with how this square turned out, it looks delicate which is what I was aiming for.

The square on Page 6 is a painting done in Japanese watercolour. This was my first time using this medium, so I wasn't very confident; the colours in the set are very bright and vivid and I was unsure. I'm not very happy with how this painting turned out.

Page 8

This square is a portrait of Mel Gibson from the film Braveheart, in coloured pencil; this one is just a sketch, I believe it could be better, but I'm still pleased with how it looks. If I did it again I would pay more attention to his clothes and make them as detailed as the reference picture.

Pages 9 and 10

Top right is a quote by Malala Yousafzai, in watercolour. Below that, bottom left, is a quick pastel sketch of balloons flying away; I left some of the pastel quite soft and sketchy because I wanted it to appear as if some of them were fading into the distance. 

On Page 10 is a portrait of Malala Yousafzai in coloured pencil. I am very pleased with how this portrait turned out, I tried using circular strokes whilst colouring in. Although it took longer, I believe it was worth it.

Page 12

This is a portrait of Tracy Turnblad from Hairspray, in coloured pencil. After the shading was on, I used a blender on the pencil and I'm pleased with how smooth and soft it now looks.

Page 13 and 14

Top left is a watercolour sketch. I left the man faceless so that anyone can relate to the image; I left the watercolour loose and undetailed, and I'm happy with the effect. Bottom right is a chain snapping in half, in graphite. I made the image sharp to try and replicate the sharp snap of the break. 

Page 14 is Public Enemy's image for their song Fight The Power, in black pen against a grey background. I'm happy with how blunt it looks.

Page 16

This square is a coloured pencil sketch on black paper of Laurence Fishburne from The Matrix. I'm quite happy with how it looks, however it was very difficult to do as I had to layer up all the colours and work them in to one another.

Page 17 and 18

Top left is a very quick coloured pencil sketch of a man walking down the street with a bird flying above him. Their shadows, however, show him as a knight with a sword fighting a dragon; it is to symbolise my own personal idea of Freedom, imagination. Bottom right is a coloured pencil drawing of a woman who is clearly distressed/upset. This square is to symbolise anxiety, linked to, "being free from poor mental health."

Top left on Page 18 is a square that is symbolising equality; both men and women and people of all races should be equal. It is a quick watercolour sketch with a coloured pencil background. Bottom right is a watercolour with use of negative space of a blank canvas, "freedom to start again."

 Page 20

White and red coloured pencil on black paper, this square is the film cover from Schindler's List. I like how the black paper gives the illusion of shadow and makes it even more atmospheric.

Page 21 and 22

Top left is an acrylic painting of Dan Howell, a YouTuber. My Nannan's idea of Freedom is being happy and Dan is always trying to enforce this, "do whatever you have to do to be happy." It is one of my first times doing a portrait in acrylic, so it could be better. Bottom right is a coloured pencil drawing of Phil Lester, another YouTuber, which I'm very pleased with. He is always trying to ensure people feel like they can do as they wish and to be unaffected by judgement, linked to quite a few quotes people gave me which relate to that.

Page 22 is a portrait of Freddie Mercury in Prismacolour pencils which I'm very happy with. The pencil is blended. The portrait is of him from Queen's music video I Want To Break Free.

Page 24

This square is from the film THX 1138 and is done in black Tombow pen alongside coloured pencil. I like how the Tombow pen makes the guards appear stronger and bolder, whereas the coloured pencil makes the person appear weaker and more fragile.

Page 25 and 26

Top left is a quote by Ayaan Hirsi Ali, quickly done with blue watercolour. Bottom right is a square of a person trying to hide behind their hands, possibly because of fear. I feel this relates to what Ayaan is fighting for. 

Page 26 has a portrait of Ayaan, in Prismacolour pencil which has been blended, making her skin appear smooth and shiny. I'm pleased with it. The background is quick brown pencil.

Page 28

This is a quick coloured pencil sketch of Peter Finch in the film Network. I'm happy with the simplicity of it and the shading beneath him. The use of black paper makes the colours stand out even more.

Page 30

This square is a felt pen drawing of Bob Marley, because of his song Redemption. I'm pleased with how it turned out and how vivid it looks.

Page 32

This square is done in Japanese watercolours, I am pleased with how it has turned out and how vivid the colours are; I am also happy with the shading, however I was unsure with using the seas I have not used them before this project. The flag is from the film The People VS Larry Flynt.

Page 33 and 34

Top left is a simple acrylic square of a bird flying, because of a quote someone wrote for the book, "nobody is really free...even birds are chained to the sky." Bottom right is another simple square of a quote by Oscar Wilde, linked to someone finding "the little things in life," as Freedom. It is purple wallpaper with white paint liner pen.

Top right on Page 34 is a square with splashes of acrylic to create colourful chaos. It is linked to my own personal idea of Freedom, imagination, bright and vivid. Bottom left is a coloured pencil sketch of rain causing puddles, "freedom is being able to walk in the rain."

Page 36

This square took a while, but I am very happy with the outcome. It is done in fine liner pen, created with small dashes built up to create the shape of the hands. This square is from the film In The Name Of The Father.

Page 37 and 38

Top left is an acrylic painting of a shooting star with the words Make A Wish, linked to someone's quote, "being able to do as I wish." Bottom right is a very quick pastel sketch of a field of poppies. I kept the pastel quick and light to try and portray the field as being windy and the flowers as gentle.

Page 38 is a graphite pencil drawing of John Lennon's Imagine. I'm pleased with how it turned out, and how detailed it is.

Page 39 and 40

Page 39 is a coloured pencil drawing of part of the poster from the film Twelve Years A Slave. I decided to add this in because I felt it linked in with Nelslon Mandela and his fight for freedom. The quote on Page 40 is done in watercolour, I feel it relates to Mandela's fight. The drawing of Mandela is in graphite, I believe it could be more detailed.

Page 42

This square is a pencil sketch of Jack Nicholson. I am happy with how detailed it looks and how the shading came out.

Page 44

This square is in coloured pencil and Tombow black pen. I like how effective the black and white looks, it stands out against the orange well. 

Page 45 and 46 

Top left is a quote given and it is in red paint liner with a watercolour background. I am not happy with this square, it could have a lot more effort. Bottom right could, again, have more effort put into it; this square shows a person dealing with mental illness.

Page 46 is in felt pen and I am pleased with how it came out; it is neat and detailed, and the colours are bold.

Page 47 and 48

These last two pages show my own personal idea of Freedom; the planets and stars. To me, Freedom is star gazing.  These snapshots are all a mixture of pencil and acrylic and I am pleased with how they all turned out.