Posted by Rebecca Blake on June 30, 2017
ICON 10, The Illustration Conference, has put out a call for papers to be considered for their Education Symposium taking place next July in Detroit, MI. Conference organizers are interested in reviewing submissions from a broad range of sources: academics, educators, researchers, and professional practitioners such as illustrators, typographers, designers, and fine artists. Fitting with the theme “Paradigm Paradox: Teaching in the Future,” submissions should explore how illustration is taught and crafted in a rapidly evolving environment, precipitated by technological changes to both production and delivery methods.
Interested participants should submit abstracts of up to 300 words by July 15. Conference organizers have identified several broad topics that could be addressed. From their call for abstracts:
Hand Made: Embracing craftsmanship in a multitude of media; access to training, tools and media.
Space & Time: The evolution of 3-D, Interactive and Motion-based Illustration (and how to teach it all)
Rethinking the Illustration Major: Where is the Illustration program placed within your institution? What other programs does it correlate with and what are the interdisciplinary dynamics?
The Invisible Classroom: How does digital technology affect traditional teaching? What are the flaws and assets of remote teaching?
Structure and Infrastructure: What spaces, tools and equipment are essential for effective teaching?
Being Present and Active Locally: How do students interweave their creativity with the local populations and neighborhoods where they are in school? In particular, how do they share creative thinking and processes with disadvantaged populations, especially children? Are there mentoring opportunities for the students to become teachers?
Collaboration: Projects that involve collective thinking and making; how are they managed?
Inspiration: Processes to jump-start creative brainstorming.
Narration and Writing: How do students integrate their own stories into projects?
Issues Awareness: How do students engage with topical, political and global issues?
The Art of Seeing: Teaching students to look closely, to develop a critical eye, to become articulate consumers of visual images.
Shifting Realities: Keeping up with the changing nature of illustration.
The Entrepreneurial Illustrator: Teaching students the art of business and the business of art.
For full guidelines and contact information, please visit the ICON 10 Education Symposium call for submissions.
Posted by Advocacy Liaison on June 27, 2017
The Copyright Alliance has partnered with Cravath, Swain, and Moore LLP and Columbia Law School to provide pro-bono trial services for individuals and small businesses involved in copyright disputes in New York City. Through the initiative, Columbia Law School students working under the supervision of lawyers from the firm provide legal counsel and learn trial skills as related to copyright law.
Designers and illustrators operating in New York City with a copyright dispute are encouraged to apply for consideration in the program. Applicants will be considered based on criteria published on the Alliance’s website. If you’re interested in applying for the program, visit the website to download the forms. For more information, contact the Alliance”s Copyright Counsel, Terrica Carrington, at firstname.lastname@example.org. (Please note that applying for the program does not guarantee legal assistance.)
Posted by Rebecca Blake on June 24, 2017
Over the past year, Guild member and designer Theresa Whitehill of Colored Horse Studio has had a unusual relationship with software giant Adobe: that of both judge and mentor in their 2016 student Adobe Design Achievement Awards. As judge, Whitehill had the opportunity to review work by design, illustration, and film production students from around the world, working last August in tandem with a team of peers.
Q: How did you decide to take on the judging gig?
I looked into the ADAA program, and was really flattered to be asked. The commitment didn’t seem to be too much— only one weekend. Also I’ve been immersed in Adobe products since Photoshop 2.5, but never had the opportunity to interact with the company on a personal level, so I was thrilled to do so and see Adobe campus.
But although the commitment is for one weekend at the Adobe campus, it’s a long schedule – 8:00 a.m. to 5:30 p.m. with a couple breaks, lunch, and dinner. It meant traveling for two hours from my rural studio and overnighting with family. So it wasn’t a light commitment; I had to really want to do it.
Q: What was it like arriving for the first day of judging?
I had to leave my studio in St. Helena at 4:30 a.m. to get to the Adobe campus on time, and was greeted with coffee and pastry in the kitchen. I was overawed to meet the other judges. These were people like art directors with major companies, video producers who worked with MTV in its inception, people who worked in conceptual development. But I realized coming from a book design and book arts background that I brought a unique perspective. Additionally everyone was really generous—that healthy ego you find with creative, talented people.
Once the judging got started, it was like jumping off a ski jump. But there was so much great discussion during the judging process... Anytime you’re put into an environment with like minded people, you get to bond and know each other’s mind.
Q: Was there good communication between the judges while reviewing the student work?
When you combine the breadth of experience of all the judges, the judging becomes very comprehensive. Judging makes you articulate things you may not have realized you know. But at the same time, having other judges with different experience helped me check my reactions. For example, sometimes I’d be blown away by a student’s work, and another judge would point out that it’s actually quite derivative.
Q: What was the judging process like?
On the first day, the 14 judges were split into groups to judge in our own areas of expertise. In my group, we evaluated submissions in photography, illustration, and graphic design (fine art and commercial) I initially picked my top three candidates for each area, and later in the day, met with the other judges in my group. At that point, we started comparing each others’ choices, and selecting the group’s top three choices.
On the second day, we continued evaluating the submissions to select the winners and honorable mentions. We also had discretion to address submissions which didn’t seem to fit a particular category, and could make recommendations to Adobe to add categories of work. The award process is very much a living being; as technology and schools develop and abandon disciplines, the categories of work can change. The result is the ico-D and Adobe are learning as much from the judges as the judges are about the work. (Note: ico-D, the International Council of Design, co-produces the ADAA with Adobe.)
By Sunday afternoon, we had made our final choices, and the groups met to review the winners of each category. That meant groups which were still questioning a choice could ask the entire body of judges to weigh in on the selection. Ico-D was great to work with; they were present to ensure that the judging adhered to standards for best practices, followed guidelines, and was fair.
I said to another judge that sometimes I felt professional jealousy because the presentation quality was so high. I was also amazed at the extraordinary illustration talent—it felt like a privilege to view it.
Q: Were you impressed by the student work? What surprised you the most?
Overall the work was really impressive. Some projects were clearly underdeveloped but others were so professional. In fact, I said to another judge that sometimes I felt professional jealousy because the presentation quality was so high. I was also amazed at the extraordinary illustration talent—it felt like a privilege to view it.
I was struck by how about 85% of the projects seemed to assume a limitless budget for printing, etc. I ended up gravitating to the projects that assumed that a client (fictional or otherwise) might also have a budget, so that the project was developed with limits in mind.
Q: What do you think was the best takeaway for the student winners?
The students who put together almost seamless projects may not have the ability to show their work to someone who can help them. This awards process can give recognition to students who may not have the time, opportunity, connections, or resources to promote themselves. On top of that, there are the tangible benefits, such as the trip to the AdobeMax conference, or the mentoring opportunities.
Q: And what did you get out of the process?
Once the judging got started, it was like jumping off a ski jump. But there was so much great discussion during the judging process. Even judges who didn't talk much would speak up and pull us back to the core mission. Anytime you’re put into an environment with like minded people, you get to bond and know each other’s mind. I also learned a lot about myself. It gave me the opportunity to step outside of my environment and look back at my career. And I’m so grateful I got the opportunity to contribute.
Below: Teresa Whitehill in her studio.
photo © Adrienne Simpson. Used with permission.
Posted by Rebecca Blake on June 22, 2017
How often have you faced this challenge? You have a disparate selection of images—they may have very little in common in terms of subject matter, color palette, or composition—and it’s your task to create a cohesive and effective layout using all of the images. Proper color editing of webpage images is a step most web designers overlook. Yet ignoring this crucial step can result in a webpage which is unbalanced, misdirecting the viewer’s focus and resulting in an unpleasant (if not confusing) user experience.
In her blog post titled Color Editing for Web Page Design, Photoshop & Color Specialist Martha DiMeo walks through a case study of a website’s homepage to demonstrate how editing color can be the solution to create unity and visual flow. In a recent project, she needed to combine four disparate images on a webpage. The images had previously been color corrected to be used separately, in either print or email, but didn’t work cohesively when placed together.
DiMeo’s process to reconcile the images involved carefully evaluating the combined images, and adjusting each to create rhythm and harmony. The result is a harmonious image that allows the viewer to absorb the web page with ease. To read how DiMeo identified the problem areas and adjusted the color balance, read the full article.
This article originally appeared on CQ Blog, Martha DiMeo’s blog on her website ChromaQueen.com.
© Martha DiMeo. Paintings © Meldy Phaneuf. Color correction images © Martha DiMeo. Used with permission.
Posted by Rebecca Blake on May 24, 2017
Science illustrator Pieter Folkens came to our attention when we put out a call for a visual artist with experience in the entertainment industry. Not only is he a renowned marine mammal artist, Folkens has also created animatronics models used in films such as “Free Willy” and “Star Trek VI: The Voyage Home”. In April, Folkens represented visual artists with the Copyright Alliance at "Beyond the Red Carpet,” an event which showcased the creatives working behind the scenes in the film industry. The Alliance interviewed Folkens for their "Five Questions” interview series with individual creators.
“Five Questions with Science Illustrator Pieter Folkens” covers his early fascination with marine mammals, triggered by the discovery of fossilized shark teeth during a third-grade field trip, and shortly thereafter, excavating a 13.5 million year old sperm whale skull. That experience eventually led to a satisfying career documenting whales, dolphins, porpoises, and other marine life in scientific illustration and sculpture. As Folkens put it, “The creative process is an exercise in discovery. The enjoyment comes in two forms—initially learning new things followed by sharing them with others.”
However, it's the Alliance's probing of Folkens' experience with copyright infringment which is particularly illuminating. Folkens was one of the first science illustrators to focus on marine mammals, and his high-quality illustration has often been copied – his work has been infringed up to a dozen times a year (that he knows of). His method of dealing with the infringement is to send a passive notification, followed by an invoice for the use, and an attorney's letter. This sequence of steps permits Folkens to gauge the infringer's response and anticipate what steps he'll need to take. He strongly advises creators to “learn copyright law,’ recommending that they stay abreast of recent case law.
It's clear he's followed his own advice in his response to the final question, on what he would change about copyright law. Folkens cites concerns with the merger doctrine and scenes à faire doctrine, two principles most visual artists are unaware of. (Put very simplistically, the merger doctrine states that when an idea and the expression of that idea are so closely tied together that they’re inseparable, then the expression can’t be copyrighted since ideas are not copyrightable. The scenes à faire doctrine states that elements of a creative work may not be copyrightable if the genre of the work dictates them – think of folklore, stock story lines, etc.) Folkens’ concern is that these doctrines are unfairly applied to works of visual arts, citing a comprehensive law review article by attorney Michael D. Murray.
In response to our query, Folkens went into greater detail:
“The issue is developing wrongly in the courts under the notion of “first expressed in nature” that says any depiction of an animal is not protectable because whatever an animal looks like or does was “first expressed in nature” and therefore not a copyrightable idea. (Taken to its extreme, Ansel Adams’ “Moon Over Half Dome” would not be a copyrightable subject because Half Dome is a rock that was first expressed in nature, and same goes for the moon.) It sounds absurd, but it has been a successful defense in several cases in the Ninth Circuit, even when the copying of the original was proven by the plaintiffs. The problem arises from the two step "reductive analysis” employed by the court that essentially removes all elements of expression in the first step (copyrightablity of the subject), keeping the second step (copying of protected elements) out of consideration and away from the trier of fact. I'm taking up that battle in the Ninth Circuit this fall.”
How to Start your Very Own Communication Design Business!
Enter your email address below to receive a free PDF booklet: How to Start your Very Own Communication Design Business! written by Lara Kisielewska
Looking to keep up with industry trends and techniques?
Taking your creative career to the next level means you need to be up on a myriad of topics. And as good as your art school education may have been, chances are there are gaps in your education. The Guild’s professional monthly webinar series, Webinar Wednesdays, can help take you to the next level.
Members can join the live webinars for FREE - as part of your benefits of membership! Non-members can join the live webinars for $45.
Visit our webinar archive page, purchase the webinar of your choice for $35 and watch it any time that works for you.