Additive & Substractive Abstraction Julie Mehretu Additive & Substractive Abstraction

"Stadia II," 2004. Ink and acrylic on canvas, 108 x 144 inches.

"Dispersion," 2002. Ink and acrylic on canvas, 90 x 144 inches.

Creating a work of art can include additive techniques (building up layers of marks, paint, or materials) and subtractive methods (erasing, removing, or hiding elements that compose the work). Julie Mehretu often adds and removes visual information as she creates her drawings and paintings. The artist refers to elements of mapping, architecture, and atmosphere in her artworks.

"A mark that leans forward has a very specific kind of gesture to it and you can assign a particular social meaning to that. So in my mind these marks operate with that type of social gesture." -Julie Mehretu

How does the scale of an artwork affect the way that one might experience it?   How does Mehretu use strategies of erasure and concealment in their work, and to what effect? How can the process of drawing and painting, like sculpture, be both additive and subtractive? What roles do Mehretu's assistants play in the process of creating her work? How would you describe her work, in relation to building and architecture, or destruction and disintegration? VIDEO LINK: http://www.art21.org/texts/julie-mehretu/activity-thematic-addition-and-subtraction

CREATE Research a specific location, in your neighborhood or elsewhere. Collect photographs, data, or maps that document a change in that place over time. Use layering and tracing to build an image that reflects this history but becomes increasingly abstract, with successive layers. Example Growth in St. John’s County If I chose to use this as a subject I could include: Road Maps Community/neighborhood plans Google Earth maps Photos of construction Nautical Charts of St. John’s, Durbin Creek, or other local waterways Construction equipment Blueprints of schools, offices, or other public buildings What other imagery can you think of?

Student has shown extensive research of a specific location, in their neighborhood or elsewhere. Student collected extensive (8-10 or more) photographs, data, or maps that document a change in that place over time. Student used layering and tracing (8-10 or more layers) to build an image that reflects this history but becomes increasingly abstract, with successive layers. Student has used subtractive techniques in their process. Student has shown adequate research of a specific location, in their neighborhood or elsewhere. Student collected adequate (5-7) photographs, data, or maps that document a change in that place over time. Student used layering and tracing (5-7 layers) to build an image that reflects this history but becomes increasingly abstract, with successive layers. Student has shown some research of a location, in their neighborhood or elsewhere. Student collected minimal ( 3-4) photographs, data, or maps that document a change in that place over time. Student used layering and tracing (3-4 layers) to build an image that reflects this history but becomes increasingly abstract, with successive layers. Student has shown minimal research of a location, in their neighborhood or elsewhere. Student collected minimal (1-2) photographs, data, or maps that document a change in that place over time. Student does not demonstrate layering and tracing technique to build an image that reflects this history. Student understanding of abstraction and layering technique is not clearly seen in their work. 4 SCALE 3 2 1

TIMELINE Day 5 – Research Due – You will present to Mrs. Welch and/or Ms. Smolin your research during class on day 5. This must be approved PRIOR to your project being started. Day 6-10- Artwork Production Each day in Art you will work on your project. You will have the use of both projectors, the light table, tracing paper, and any other drawing aids you may need in order to complete your work. Day 11 Reflection Writing You will create a brief statement regarding your work. Reflection guide will be given on this day.