a line: defined as an infinite chain of points. length but no breadth.
plane: could be defined as an infinite rug of lines. both length and breadth.
rhythm: as in music, the pattern created by alternation of activity and gap, giving a sense of time.
figure/ground: the subject/the background.
the relationship between this reading and our current classwork is fairly transparent. we are working with lines. given their breadth or potentially the interplay of their angles, some of them become planes. rhythm alone has the capacity to convey our three thematic diving-boards, regularity/progression/randomness, and with the addition of line weight/plane use, we can achieve much more variation. creating a figure/ground relationship that is ambiguous, or even reversible, makes for a much more dynamic image that shifts even while you're looking at it. all of these things should (in a perfect world) be coming together in perfect choreography in the compositions we are generating for our line project.
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