Watercolor Still Life Paintings

After scholars completed their color wheel studies, scholars applied their knowledge of color science and mixing colors and created a rough sketch or study of a still life.  Scholars studied "grounds" (Foreground, Middle-Ground and Background) or spacial arrangements and applied that additional knowledge to their still life compositions.  Scholars selected two or three still life objects and arranged their own individual still life arrangements and sketched what they observed.
After sketching, scholars began to lay down areas of color or washes to establish the basic shapes of their selected objects.  Once the shapes were roughed out, the scholars went in and applied the tints and shades of their colors and added specific details such as highlights, reflections and additional shadows.  Each scholars utilized the various painting techniques taht appealed to them.  Some of those techniques observed were wet on wet and wet on dry techniques, dry brush, creating a wash, "erasing" areas or mopping up areas of color with their brush.

Science of Color

Scholars recently wrapped up designing color wheel studies.  Each scholar was given a predetermined size of watercolor paper and a compass.  Scholars were instructed to find the center of their paper, then create a circle measuring 10 inches in DIAMETER using the appropriate RADIUS.  Once scholars completed that, they were asked to create arcs using the given radius and use the 4 BISECTING points in their circle.  Once scholars completed all of their ARCS, they ended up with 12 leaf or spear head shapes.  Scholars chose where their PRIMARY COLORS should be located and then completed the color wheel by mixing their primaries into SECONDARY COLORS and then mixing their primary and secondary colors to create TERTIARY COLORS.  Each of the individual artworks looks similar but to complete the wheel, any additional "empty" areas were to be filled in with color and the scholar could use any type of color theory they wanted to finish the wheel.  The last remaining objective was that each scholar was to select one HUE and create a value scale and create TINTS and SHADES of that hue.

Students in study

Scholars are finishing their paintings of still life objects and then moving on to creating studies of facial features, starting with the eyes.  In class students are given a sheet of examples to study off of, a demonstration of how to draw the eye with explanations of the various parts of the eye is given, and then scholars use the handout, mirrors and peers at their table to create their own studies or sketches of eyes.

Learning from the past and artists working today

With each assignment my students are introduced to an artist.  Some of the artists we study come from history.  We have studied artists such as Pablo Picasso, Georgia O'Keeffe, John Biggers, Jacob Lawrence.  We also draw inspiration from today's working artists such as Deborah Butterfield, Chuck Close, Phil Hansen, and others.  Below are examples of some of their work.

Butterfield, Ferdinand

Butterfield



Pablo Picasso



Picasso

Chuck Close

Close, working in studio

Phil Hansen

Hansen

Give 'em a hand

Scholars worked on design projects using their hand as the subject.  To tie in lessons on shapes vs forms and various lines, (emphasis on diagonal for this assignment) scholars created their designs, used 5 to 7 diagonal lines, and chose no less than 3 but no more than 4 colors.

Working on the finishing touches

Scholars devote their class time focusing on the lesson objective

Once scholars drew their hand and added their lines, they created a variety of interesting shapes.  Scholars used their colored pencils to fill in their shapes making sure that no two colors ever sat side by side or were on top of each other.

Scholars Jazz up their designs with color and make each one Unique.  Even Mr. George would be impressed.

Once scholars completed their designs, they were asked to go back in and look at the values they created.  If their designs used all light colors, they were challenged to consider if it would be more interesting if a color they were using, say Purple for example, used both dark purples and light purples in their designs.

Scholars are informed of the lesson objectives, shown a partial example and view a demonstration.  After a quick question and answer session, scholars get to work to meet the objectives.  In our lessons, the objectives are clearly defined but how each scholar gets to the destination is up to them. After each session we review or critique to measure understanding.

Completing the GRID

This is one of my and my scholars favorite assignments. For this assignment, I research and select historic individuals for my scholars to study, sketch and draw.  Once an individual is selected for a particular MOD/class, I print their image and grid off the photo.  Each scholar receives a 1" x 1" from the photo.  Scholars are not told ahead of time who the individual is.  Instead, scholars focus on their portion of the photo and recreate it on a 6" x 6" piece of drawing paper.  Scholars pay attention to the lines, shapes, values and textures in their photo and using a simple #2 pencil, attempt to recreate their portion of the photo.
Once scholars have finished their grid drawing and we have discussed the ratio and proportion and have practiced exercises related to ratio and scale, the scholars come up one at a time, find their grid number on the large image and attach it.  It is awesome to watch scholars begin to hang around the large drawing as it begins to "reveal" who the historic individual is.  Scholars will take guesses and try to see who's right.  I love to see the bulbs come on and that Ah-ha moment is achieved when they see who it is and they get it.

Josephine Baker

Ray Charles

Constance Baker Motley

Once scholars are finished with their grid drawing, they begin studies of the human figure.  Studying a persons proportions and measuring, scholars will be able to accurately render a drawing from a model in real life.  Until that time, scholars will begin studies and sketches using wooden mannequins.

Scholars practice sketching from a wooden figure.  As scholars create studies from the mannequins, they build up confidence and skills needed to measure and render drawings of a human model.

How can someone find out if they are HIV positive?

 

Although a person may have HIV symptoms, that alone is not an indicator that a person has HIV.  If you feel that you are at risk or may have been exposed, the only sure way to know is to get an HIV test.  Thank you again Mr. Tommy Amico for your visit and your information.