Color Mixing -- a few options
The goal is to mix colors in an artistic way and learn what happens when we mix different colors with each other.
We will do this with one or a combination of different mediums; we can use chalk pastels, watercolor pencils, markers, and/or watercolor paints.
As long as we meet the goal of mix colors in an artistic way, we can work abstractly or representationally.
Also, if you do choose to use watercolor paints, be sure to use a thicker, heavier, stiffer paper; otherwise, it will disintegrate with the application of a wet medium.
Are you looking for more structure, but don't want to be tied down to the trappings of representational art? Try your hand at abstract expressionism.
Using a pencil, start scribbling in a circular motion; one long line all over your paper. Keep your pencil in contact with the paper at all times, making the scribble in one long motion. Cross often over the lines you have made. Stop when you see there are enough lines on your page. Fill in the areas with watercolor paints and watercolor pencils in layers, to create blends of colors.
Are you looking for more structure, and but you don't like the aesthetic of abstract art? Try applying a spectrum of color to a representation of an everyday object.
Draw enlarged outlines of your subject multiple times on one piece of paper. Decide on placement and size to make the composition visually interesting. Your subject should touch the four sides of your paper, and may appear to continue off the paper. Fill in each shape with watercolor paint and watercolor pencils in layers to create blends of colors. You can use fine-line black marker to define the edges of your final composition.
Are you looking for less structure? As long as you are blending colors with the materials and techniques described above, you are free to experiment.
Foreshortening is the visual effect or optical illusion that causes an object or distance to appear shorter than it actually is because it is angled toward the viewer. Additionally, an object is often not scaled evenly: a circle often appears as an ellipse and a square can appear as a trapezoid.
Shape: a shape is a two-dimensional area with a recognizable boundary.
Figure and Ground: the perceptual tendency to divide visual patterns into two kinds of shapes with the figure(s) appearing to be on top of, and surrounded by the ground.
Positive Shape: refers to a figure.
Negative Shape: refers to a shape that is part of the ground.
Closed Shape: contain no (or few) negative shapes.
Open Shape: allows negative shapes to penetrate.
Shape Constancy: the tendency to see a shape as unchanging, regardless of the angle at which you see it.
Foreshortening: making the depiction of an object appear three dimensional by "shortening the depth dimension."
Size Constancy: the tendency to see the size of an object as unchanged, regardless of the distance between the viewer and the object.
Organic Shapes: have irregular edges.
Geometric Shapes: have regular edges, such as squares, triangles, circles, etcetera.
Henri Matisse was a French artist, known for his use of colour. Matisse was initially labelled a Fauve (wild beast). Fauvism is the style whose members shared the use of intense color as a vehicle for describing light. using intense color as a vehicle for describing light has a long and pedigreed history.
Diagnosed with abdominal cancer, Matisse underwent surgery that left him chair and bed bound. Painting and sculpting became a challenge, so he began creating cut paper collages, or decoupage. He would cut sheets of paper into shapes of varying colors and sizes, and arranged them to form lively compositions.
Aerial perspective: The colours of the object also become less saturated and shift towards the background colour, which is usually blue, but under some conditions may be some other colour (for example, at sunrise or sunset distant colours may shift towards red).
Diffuse sky radiation: The sunlit sky is blue because air scatters short-wavelength light more than longer wavelengths. Since blue light is at the short-wavelength end of the visible spectrum, it is more strongly scattered in the atmosphere than long-wavelength red light. The result is that when looking toward parts of the sky other than the sun, human eye perceives them to be blue.
First, students sketch out the composition they want to create.
Next, students cut their shapes out close together so the paper isn’t wasted
Then, students draw shapes on the colored paper with pencils and cut them out.
Finally, students arrange the cut out shapes on a large piece paper. When satisfied with the placement, glue the shapes in place with a glue stick.
First, use your pencil to create cross contour lines on your contour drawing of your hand. Remember, you should start with light lines; because you can always make your lines darker, but it is more difficult to make your lines lighter.
Next, color your drawing AFTER you have drawn your cross contour lines.
Then, go over your pencil lines with a black felt-tipped marker.
Line: an element of art that is used to define space, contours, and outlines, or suggest mass and volume.
Descriptive lines: lines that help us understand what we are seeing.
Outlines: a line that surrounds a shape.
Contour lines: the outer edges of shapes.
Hatching: thin, closely spaced, parallel lines.
Crosshatching: hatching lines that cross.
Implied lines: lines that suggest an edge, rather than clearly define it.
Edge: where one shape or space ends and another begins.
Closure: our tendency to “see” completed figures where lines are left open.
Line of Sight: the lines along which people look.
Expressive line: lines that send us messages about what the artist wants his or her work to make us feel.
Line Shape or Movement: straight, curved, and jagged.
Line Direction: vertical, horizontal, and diagonal.
Abstract lines: are expressive and nonrepresentational; they are not used symbolize, outline, or look like shading.
Blind Contour Drawing: Definition (scroll down a bit)
Blind Contour Line Drawing Lesson Plan
Blind contour drawing context
Letter of Recommendation: Blind Contour Drawing
Critique: Mona Lisa
What do you see?
When describing an artwork you must stick with the facts. Include things like the objects, people, shapes, and colors that you and others can see. Do not include opinions.
Critique: Starry Night
How is it organized?
Analysis has to do with pointing out the relationships among the things you and others can see in an artwork. Do they clash or harmonize? Are they balanced? Is there variety? Is there unity without monotony?
Critique: The Scream
What is it saying?
To interpret an artwork is to explain the meaning of it: What is it expressing? What is the content? This is perhaps the most creative part of criticism.
Sometimes we have to be indirect, to resort to the use of metaphor, to explain the meaning of a work.
In art, there is often “more to it than meets the eye.”
Critique: The Persistence of Memory
Is it successful?
The purpose of evaluation is to determine the quality of a work.
The question is what criteria – what standards – should be used to decide whether an artwork is excellent?
Let’s discuss some of the criteria critics have used:
Formalism uses the elements and principles of design as a criterion in art criticism.
Expressiveness refers to how effectively the work expresses or reflects a theme or worldview.
Originality is a judgment about the works inventiveness or novelty. Does it display a fresh theme, or a fresh treatment of an old theme? Is the medium unique in some way?
Is it successful?
There is no single cluster of criteria for judging excellence in art. Different kinds of art require different criteria, and there are different schools of thought about what is good art. Still, when you evaluate an artwork, state your reasons. Your reasons should be grounded in the information and analyses you assembled from the first three stages of this criticism method.
What do you see?
How is it organized?
What is it saying?
If you are looking at my website in advance of the 2017 2018 school year, you are going to be disappointed. For the past two years, all that I taught was Digital Arts, and I taught that class as a year-long course. I am currently working on the structure for the new classes that I will be teaching this year.
The first thing to note is that visual art electives are moving from year-long classes to semester long classes.
So, if you are enrolled in Digital Arts, you could get a rough understanding of what we will be doing in class; but we will not be able to do all of the things we have done in the past. Notably, Digital Arts will not be doing web design or animation.
If you are enrolled in Cartooning and Animation, we will be doing animations; so you could get a rough sense of some of the things we will be doing in Cartooning and Animation if you look at some of the Adobe Flash (this year we will be using Adobe Animate) tutorials and assignments from last year; ; but we will be doing things that Digital Arts hasn’t done, so you’ll only get a small insight.
With that said, here’s a bit of an overview of the classes I will teach, as I currently imagine them:
In Digital Arts, we will learn how to use Adobe Illustrator and Adobe Photoshop. I imagine that we will spend the first two months working in Adobe Illustrator, and the second two months working in Adobe Photoshop, and the last month we will create a capstone project that shows our best work in a project that combines both programs.
In Cartooning and Animation, we will likely take some time developing stories – creating characters, settings, and plots. We will likely draw some cartoons by hand, and eventually move onto the computer. We will likely use Adobe Illustrator (or Adobe Photoshop) to continue our development as cartoonists. We will end the semester creating short, animated films using Adobe Animate.
In Video/Film we begin the semester working in groups to plan projects, write stories, use digital sound and video recording devices, and edit footage. Early on in the semester, we will establish roles and develop production teams within the class. By the second month of school we will be producing a regular (likely fortnightly) news program for the school. For this class, we will using Adobe Premiere to edit our videos.
That’s it, I guess. Now I’m off to write my syllabus. I look forward to meeting you. Best wishes.