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Illustration: From graphics to graphics. Author’ picture book

机译:插图:从图形到图形。作者的图画书

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摘要

This work is about the changing world and illustration within it. It is about different ways of illustration, what is it like, why and how did it become this way. Who does it target and what is it like when it is good.udThis work also speaks about picture book as a special kind of book, equally made of written words and pictures, and how we see it, how it works for us.udThere are many kinds of picture books, there are different ways of how they are made and many target audiences – all this results on their looks, purpose and usability. Texts, pictures and design are three elements which form totality – picture book.udBecause my intention was to create the artist picture book, I incorporated graphic art as well- which has been present in illustration and books from the beginning (the history of graphics is also the history of book) and it seems it is here to stay- with slight changes and also considering digital technology.udAt the end I inspect relationship between illustration and fine art, this ever-lasting rivalry, and tiny inconsistencies connected to this matter: in my opinion vagueness should not exist anymore if things were defined correctly.udPractical part of this work represents author’s picture book and the analysis of it’s visual elements and in last, pedagogical part I describe my work with the class of first year’s secondary school students – how they created their own picture books, using the same text as I did and working in groups of four.udud
机译:这项工作是关于不断变化的世界和其中的插图。它涉及不同的插图方式,它是什么样的,为什么以及如何变成这种方式。它的目标是谁,什么时候变好。 ud本作品还谈到图画书是一种特殊的书,同样由文字和图片组成,以及我们如何看待它,如何对我们起作用。 ud图画书种类繁多,制作方式也有不同,目标受众也很多-所有这些都取决于它们的外观,目的和可用性。文字,图片和设计是构成总体的三个要素–图画书。 ud因为我打算创建艺术家图画书,所以我也将图形艺术也纳入其中-从一开始就出现在插图和书籍中(图形历史也是本书的历史),似乎可以保留它-进行细微更改并考虑数字技术。 ud最后,我检查了插图与美术之间的关系,这种持久的竞争以及与此相关的微小矛盾。问题:我认为,如果正确定义事物,就不再存在模糊性。 ud该作品的实践部分代表作者的图画书及其视觉元素分析,最后是教学部分,我用一年级以下课程来描述我的作品在校学生–他们如何使用与我相同的文字并以四人一组的方式创作自己的图画书。 ud ud

著录项

  • 作者

    Rupel Nina;

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  • 年度 2013
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