The past two years I have introduced my students to the real world application of art through the field of interior design. I want students to see a potential art driven career path, but I also want to make sure that the very technical one point perspective drawing skill is not dry, and disengaging. This unit also gives us a chance to re-visit color theory.
This year while my students were learning about sound waves in their physics classroom we created short videos, and became foley artists, creating interesting sound effects for our videos. The students, as usual, blew me away with their creativity! We used a combination of Garage Band and iMovie which are programs that come standard with the Macbooks our students have. (Stone Ridge has a one-to-one laptop program.) It was also a nice way to preemptively introduce composition for our photography project ate in the year.
This year is off to an amazing start. We began our new and improved color theory unit this week and it has gone even better than I expected.
We started as we always do, by making color theory posters that explain some element of the color wheel or color terms. Below you can see a group that focused on tint, and another that contrasted achromatic, with high chroma color. This part of the unit includes a lot of vocabulary so I do include a short vocab quiz. This helps motivate students to learn the difference between tint, tone, and shade as well as color groups and schemes.
After the color wheel, and this is new this year, we apply our new knowledge with paint mixing. I started this year with a competition to see who could mix the grayest gray.
They all end up looking a little purple, green or blue, but it’s a wonderful practicle application of the color wheel. I’ll tell them to “cancel out” an excess of one color by using its primary. As you can see I do not allow the use of black during this competition, and I also exclude black from the palette for the rest of the unit.
After this gray mixing competition we move on to value. As you might imagine this is very difficult without black, but it does force students to experiment with color mixing maybe more than they previously would have. It also corrects the impulse to add white to everything. (I’m not sure where that impulse comes from. Maybe because pastels are pretty, who knows!?) We also take out first stab at observational drawing for the year.
After this project we dove into our Single Object Still Life Paintings. Except this year, unlike previous years, we started with a gray background. (made without black of course) In years past I have let student choose their background color based on the colors in their object as well as preference. However, this year, I thought we might try something different and I think the end results were far more sophisticated, and thoughtful paintings. They also really reinforced what we had be learning about color theory.
Overall the project was a success. I will have to see how it plays out the rest of the year. Will my students actually apply what they have learned about color theory?
I know I have been MIA for a while, but last year (November 2016) I gave birth to an amazing baby girl! I am now back at work and ready to resume my blogging and teaching and arting, OH MY!
Once again we created single object still life paintings. I swear they get more and more dynamic every year! This project comes as the final piece in our study of color theory. We do this through studying the color wheel, color terms, and finally color relationships. Right before this project each student had the opportunity to design a small logo on Adobe inDesign that showed their understanding of the relationship between two colors and also a presumed emotional reaction to those colors. Finally, we choose an object that speaks to us. Each student is challenged to choose a background color that works with their object to create a color scheme. Then we go over painting techniques and begin! As you can see below, the results are impressive and inspiring.
After four years of trial and error in finding the right sketchbooks for my students I think I may have finally cracked it! I order them these beautiful ProArt hardbound sketchbooks that are only five and a half by eight inches. They are easy to cary and somehow incredibly pleasing in their small size. The girls seem to love them, and have already started to customize them.
I use these sketchbooks as a place for warm-ups, note taking, homework and general doodling, but I also want the girls to make them their own. They are not just a classroom tool, but a safe place for experimentation and expression that feels less formal. I have been encouraging them to put them to use in other classes as well as draw in them at home.
Here are some examples of note taking and free draw so far this year:
Just like I have the past 4 years I am starting out the year with having my Foundations of Studio Art class explore visible light and the color wheel! In preparation for our first big project (Single Object Still Life) we spend the first two-three weeks of classes looking at color theory, color mixing and how color relationships can elicit emotional reactions. Our first project in this month of light and color is always amazing. Each group of three has to create their very own color wheel that highlights one color scheme and one color term, which they then present to the class. Take a look at how amazing this new group of freshman are, already!
My new pin board:
We wrapped up this amazing school year with another round of independent art projects. Each student filled out a contract that outlined their plan of action, their research goals, and their three most important overall goals for the project. It was their three overall goals that I used as a measure for how I would grade them. This was, after all, their final exam.
Check them out:
A small street in Puerto Rico.
The four seasons.
Lily Pulitzer inspired.
A Maggie O’Neal reproduction done by another Maggie.
Endangered animals, made with real life cut-outs, and some photoshop skills.
My students did an amazing job embracing their own strengths and interests in these finals. They were aware of their limitations an abilities and strived to create works of art they could be proud of. As a result I am very proud of all of them. Obviously I could not picture all of them here, so you can imagine there are some really impressive works you are missing out on.