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《“回”系列创作分析》由会员上传分享，免费在线阅读，更多相关内容在行业资料-天天文库。
1、延边大学硕士学位论文摘要在学生时代，欣赏并临摹许多著名大师的作品，对我的毕业创作影响深刻，通过阅读相关绘画大师的人物传记，理解了很多出现在大师作品当中的“符号”意义。所以，毕业创作采用抽象的艺术表现形式，进行创作。著名的俄罗斯画家康定斯基，为我的毕业创作影响深刻，包括其作品的表现形式，以及其作品内涵。通过康定斯基的美学思想，引申到我经历的大学及研究生生活中，发现其中有共通的交叉点，以此作为我毕业创作的主线。“回”主要表达包括本人的成长经历、对周围事物的看法。面对自己的生活方式以及未来生活的憧憬产生了种种徘徊和不安。利用“回”来诠释自己过去的七年
2、学习生活。以它作为切入点深化毕业创作的内容及意义。作品在探究过程中，分别从构成、形式语言、色彩、肌理等诸多方面进行研究，打破了中规中矩的构图及色彩搭配的形式，大胆进行改变。追求无拘无束的创新。作品的视觉效果朴实不华，夸张但不另类。画面中的“线”及“沙子”等都是经过反复大量的实验而确定。杂乱无章的基地中，找到规律即“回”的意义。本论文，通过对“回”的剖析，唤起生活中的现实意义，鞭策自己的同时也希望给同样困惑的观者一些启示。关键词：回；抽象；符号；形式语言；肌理I万方数据延边大学硕士学位论文AbstractThispaperthroughthe"b
3、ack"seriessummation.Thepaperisdividedintothreechapters,expoundsrespectivelythecreationbackground,inquiryprocess,practicalsignificanceinthreeaspects.Intheageofthestudents,appreciateandcopyingmanyfamousmastersgraduatecreation,profoundinfluenceonme,byreadingrelevantartistbiogra
4、phies,understandingalotofmasterworksappearedinthe"symbols"meaning.So,graduationcreationofabstractartform,creation.ThefamousRussianpainterKandinsky,profoundinfluenceformygraduationcreation,formofhisworks,andthecontentofhisworks.ThroughtheKandinsky'sestheticsthought,extendedto
5、theUniversityandresearchexperiencesofmylife,foundthatthecrosspointofcommon,asthemainlineofmygraduationcreation."Backtothe"mainexpressionincludingmygrowingexperience,viewofthingsaround.Inthefaceofourwayoflifeandlookforwardtothefuturelifeproducesallsortsofwanderinganduneasy.Us
6、eitasastartingpointtodeepenthecontentandsignificanceofthegraduationcreation.Worksintheinquiryprocess,werestudiedfromtheconstitution,theformofthelanguage,thecolor,textureandsoon,afterrepeatedexperimentsanddetermine.Thispaper,basedonthe"back"analysis,arousetherealisticmeaningi
7、nlife.Thegraduationcreationdeeplyexplained.Keywords:Back;abstract;symbols;formlanguage;textureII万方数据延边大学硕士学位论文目录摘要……………………………………………………………………IAbstract……………………………………………………………………II第一章绪论„„„„„„„„„„„„„„„„„„„„„„„11.1选题由来„„„„„„„„„„„„„„„„„„„„„11.2研究内容„„„„„„„„„„„„„„„„„„„„„11.3研究目的„„„„
8、„„„„„„„„„„„„„„„„„1第二章创作理论背景„„„„„„„„„„„„„„„„„„„22.1抽象绘画的追溯„„„„„„„„„„„„„„„„„2
