The Drawing & Painting students were exploring artwork from Impressionism, Post -Impressionism, Fauvism. To better understand how the artist made these works each student select a piece and then recreated a small portion of it. The students selected an area of the painting that had a variety of markets, colors and would make an integrating composition.
The students learned to stretch canvas and worked with oil paints for the first time. This expresses made the studies work feel similar to the artist they were studying. The small works work both as individual pieces and parts of a larger image. |
Lily Lamoree
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Before working with the chalk pastels the class studied the work of Odilon Redon and discussed his use of symbolism. They brainstormed ideas for subject matters that they would like to create and the symbols that they could incorporate to give the work of art meaning. We then experimented with both oil and chalk pastels to see what the students prefer to work with. The class unanimously liked the chalk pastels better.
Students depicted dreams, fears, memories, and images that brought them joy. As they worked they share techniques and proved each other with feedback. FLOWER CLOUDS by Odilon Redon
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One of the most challenging parts of painting is learning how to mix color. To help students break away from using paint colors out of the bottle (never a good idea, they are too intense) all students made an image out of color paper. They needed to use at least five colors and could have any subject matter that they liked. Once their image was made, students needed to paint the image they made as closely as possible. To then better understand how color has value, students then made the image in a gray scale matching the values of the colors they selected. When completed, the students had created a triptych.
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The drawing and painting class diverges slightly from traditional drawing and took on the challenge of creating drypoint etchings. This process is focused on creating images from line. The class talked about how value can be created by line: hatching and cross-hatching.
Each student selected a photo that they took and felt would make an interesting image and would have a range of values and textures. We also had them pick photos that they would like to have more than one of, due to the nature of printmaking. Their prints came out amazing and the class worked together to make a kind and fun art community. |
To get back in the habit of looking and drawing from observation, each student created a composition using silk flowers. The students tried to select flowers of different sizes and shapes to add contrast to their compositions.
The students then used contour lines to depict the flowers. Contour lines are smooth lines of varying thicknesses that should show the smallest inside details and precise outer edges of the subject matter. It may sound easy, but requires a great deal of focus. Drawing with contour lines helps students make confident marks, and not guess or make up information. Check out the drawings below by clicking on them to see the detail, varying line thickness, and each student's creativity. |
How can a drawing be made? What does an artist think about as they create a drawing? How does the medium change the outcome of a drawing?
These are some of the questions that the Studio Drawing class disscussed for their first project. To better understand the answers to these questions each student had one minute to experiment with a variety of different drawing mediums. Students could not repeat what some one had done before them pushing students to experiment and think about different ways of making marks. Students selected the technique they liked the best to create a work of art made solely of one mark. |
To mix things up for the class the Revers Drawing Project requires students to use a light-value pencil on a darker-value paper. This changes how the drawing will be created and requires the artist to think backward, where a dark value would be they need to apply a small amount of pressure and a light value will require a lot of pressure.
The subject matter of the projects was meant to reflect each student. They each brought in objects that were important to them or they felt could symbolize themselves in some way and create a still life for their work of art. |
Watercolor is a very challenging medium and requires patients and willingness to go with the flow. The class resurrected artists who use watercolor and all the different ways it can be used, they then each picked an artist that they wanted to learn more about.
Each student came up with a variety of ideas that they wanted to use as their subject matter and expressed with the medium before begging their final pieces. Each project was a success, check out the work! |
The Drawing and Painting class tried their hand at Sumi Painting. Sumi Painting is a traditional Japanese art technique, the artist must on focus on the energy they are using to create the image. Usual the artist uses a dark and light value of ink and layering them to create the game. The pressure of the brush changes the mark that is left on the paper and how the ink will spread and affect the outcome of the image. The process is just as if not more important they the final piece.
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The Drawing & Painting students were exploring artwork from Impressionism, Post -Impressionism, Fauvism. To better understand how the artist made these works each student select a piece and then recreated a small portion of it. The students selected an area of the painting that had a variety of markets, colors and would make an integrating composition.
The students learned to stretch canvas and worked with oil paints for the first time. This expresses made the studies work feel similar to the artist they were studying. The small works work both as individual pieces and parts of a larger image. |
How can an artwork be made? We know that we need the elements of art (line, shape, space, color, value, texture, and possibly form), but how can that be changed up?
After looking at the artwork by Jason Markow, students needed to come up with a creative way to show images created only from different text. They could use song lyrics, a poem, segments from a story or article, or anything that they would like to explore. Next, students needed to create the image that the text would make up. This project helped students plan, understand proportions, and think in a new way about art making. Some questions students needed to ask themselves were: What will your text create? Will it be easy to read, or is the final image more important than the words that make it up? Will you use color or just value? Will all your text be in the same font? What medium will you use? How will your image and text fill the page? What are you saying to your audience with the text you have selected and how you have chosen to represent it? |
One of the most challenging parts of painting is learning how to mix color. To help students break away from using paint colors out of the bottle (never a good idea, they are too intense) all students made an image out of color paper. They needed to use at least five colors and could have any subject matter that they liked. Once their image was made, students needed to paint the image they made as closely as possible. To then better understand how color has value, students then made the image in a gray scale matching the values of the colors they selected. When completed, the students had created a triptych.
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To celebrate fall and getting back in the swing of things, the drawing class drew flowers from observation. After looking at the flower artwork by various artists and talking about how value creates the illusion of form, students selected the flowers that they wanted to work with. The class discussed how to make an interesting composition and made these festive drawings. Check out thier beautiful creations.
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