Colored Pencil Shading

Colored pencils are present in a student's environment from a very early age, but as they enter a high school level art class, the quality of these colored pencils greatly increases, along with the quality of the drawings they produce with them.  The procedure for colored pencil shading is deceptively difficult, even for me, a lifelong art enthusiast.  I was unaware of the proper way to achieve smooth color gradient and using layering to create complex colors and depth using colored pencils until the other night, so figuring out how to drive home the proper way to do so to teenagers is also a challenge.  First, I would emphasize the importance of keeping the colored pencil sharp and your touch light.  As the point becomes blunted and/or heavy pressure is applied, too much material is deposited and the thick layer of wax resists more color on top of it.  For example:

This practice colored pencil spectrum demonstrates light, layered shading in the red and blue area.  But in the yellow area, a little too much material was deposited and the colors resisted each other.

This example exhibits a smooth, gradient between colors, which was achieved by a sharp pencil and a very light touch.

Showing students these examples can help them to achieve their own smooth shading, which can be used in more advanced drawings, like still lives of fruit.  Fruit can be a great way to practice the layering of colors using colored pencils.  Most fruit have a yellow base and can be made realistic with the layering of more colors over top of the yellow.  I would use this assignment as a final project for a lower level class and practice for a higher level class.

For the higher level classes, I would have them create a zentangle mandala that incorporates several color schemes and areas of value shading.  This allows them to have the freedom to make their own design while showing me their skill with the colored pencils.

Photography

There are several techniques used in photography and photojournalism in terms of composition that can be implemented in other mediums of visual art.  First, there are three rules for the arrangement of objects or points of interest within the frame, creating an interest and making the viewer's eyes move around the image:

Golden Triangle:

Golden Spiral:

Rule of Thirds:

As you can see from just the example images, the compositional strategies give the viewer an interesting viewpoint of a place or object that allows for an expression of emotion and employs a deep understanding of elements and principles of design.  In addition to these, there are four photojournalism techniques that also create an interesting perspective of a subject that allows for deeper thought and understanding.  They are:

Disturbance:  Cutting off surrounding objects with the edges of the photograph to frame the point of emphasis; a frame within a frame.  In this image, I cut off my stepdad and edges of the couch to frame my baby girl, Chloe, also using the Golden Triangle composition technique.

Proximity:  Getting up close and personal with the subject of your image, analyzing the intimate details while keeping the focus away from the center.  Here, I captured one of my knitting projects on top of one of my favorite blankets, highlighting my source of stress relief as a busy college student.  I implemented the Golden Triangle technique in this image.

Vantage Point:  Observing a subject from a new stance or angle, anywhere other than eye level.  This image captured an intimate moment between my boyfriend and I on a beautiful day during one of our adventures.  This image also implements the Golden Triangle technique.

Place:  Using clues in the fore- and background to capture the essence of a particular location.  The elk and edges of mountain ridges provide the clues to my favorite getaway spot in Maggie Valley, NC.  This image implements the Golden Spiral technique.

Although these techniques are used in photography, as shown here, they can also be used to create interesting compositions in drawings, paintings, and graphic design.  But to learn these techniques, I would have students use either cameras from the school collection, or their phones if the school has limited resources, to capture what they feel is the essence of their school.  This gives them the opportunity to think about what their school has to offer and use these techniques to capture what they see every day in a new way.  It also keeps the students on campus and under supervision while taking their various images.

In teaching students these techniques, I would encourage them to visit photography and/or photojournalism websites for inspiration.  For example:

photography.nationalgeographic.com

jillgreenberg.com

brentstirton.com

Practice Parent Letter

Dear Parent/Guardian,

I am thrilled to have your child enrolled in my visual arts class this term.  I am looking forward to engaging with them in the classroom to help create a enjoyable learning environment that will allow your child to grow in many ways.

Arts education is crucial during this time in your child’s life as it can foster creativity and affect their upcoming career choices.  Arts education not only plays a vital role in your child’s growth and development, but is also key in the lives of the school and community. During this time in your student’s life, a classroom that allows them to express themselves on paper and in discussion can give them the control and stability that they may feel is missing from other aspects of their lives.  For these reasons, I make it my personal mission to maintain an environment that is not only engaging and fun, but allows for students to build confidence and skill.  This will allow your child to take pride and pleasure in their work while enjoying a supportive and safe environment. 

During the term, students will create several pieces of artwork which have the chance to be exhibited in many different shows throughout the year, including the State Fair, the South Carolina Youth Art Month Celebration, the Art of Healing competition, the National Scholastic Arts competition, the school art show, and the district art exhibition.  I encourage your student to work hard and strive for the chance to show their work to their peers and compete for recognition.

I request that you and your student review the safety rules, class information, and expectations before the start of the term.  I also request that you sign and return the attached form, affirming that you read the materials and understand the rules and expectations.  Without this signature, your child will not be able to access materials and equipment necessary for participation in class.

I look forward to working closely with your child during this new and exciting term.

Sincerely, 

Kaitlyn A. Borders

Color Theory

In my earlier blog, I included a brief lesson outline teaching color theory, but the final project did not provide a complete understanding of how colors work together.  So, I would like to expand upon the explanation of terms and paint mixing/application and introduce a different project, which would allow Art I level students to make more conscious choices to show their understanding of color theory.

To begin, I would give a presentation for the various color theory terms, providing definitions as well as visual aids.  First, I would address the primary and secondary colors through a fun video:

After watching the video, I would reinforce that the primary colors combine in pairs to make the secondary colors.  Then, I would explain the remaining terms using a variety of picture examples found on Google Images:

Tertiary/Intermediate: A combination of consecutive primary and secondary colors.

Tint:  Combining a hue with white.

Shade: Combining a hue with black.

Analogous: Colors that are next to each other on the color wheel.

Warm and Cool: Cool colors evoke a sense of calm or a colder temperature, whereas warm colors evoke a sense of energy and a warmer temperature.

Triadic: Colors that are evenly spaced on the color wheel.

Split Complementary: One color and the two colors that sit on each side of its complementary color.

Monochromatic:  All of the tints, tones, and shades of a single hue.

Achromatic: Without color, black and white.

Polychromatic: Two or more colors, multicolored.

After going through the presentation of these terms, I would move into a demonstration of paint mixing and application.  Students would gather around and watch me mix small amount of colors with a paintbrush or palette knife, demonstrating how to mix several of the colors mentioned in the presentation.  I would also show the students how to use only the top half of my bristles to apply the paint to the paper in even coats, which makes more easier control and clean-up.  Before the students get their own paint, I would demonstrate how to properly clean the paintbrushes and palettes.  Then, the students would receive worksheets and a color wheel form for demonstrating their understanding of the color theory terms and paint mixing techniques.  

While the students are completing their worksheets and color wheel, I would call them one at a time to take their pictures, which would be the basis for the final project.  I would take the pictures and upload them to a computer, using filters to blur their features into shapes of value.  During the next class period, I would hand out the student portraits, blown up to fit a piece of paper, and demonstrate how to transfer their image to a larger piece of paper using a grid.  Once the portraits are transferred, students must choose a color with which to paint their portrait, demonstrating an understanding of how to mix the color and how to create the various tints and shades needed to create the various values within the image.  Students would have the option to choose any color on the color wheel (or color scheme for more advanced students) and the chance to choose how to complete their portrait.  For example, they could choose to paint it all at once:

Or start with the lightest or darkest value, painting all of appropriate sections, and then moving up or down the spectrum:

Either way they choose to complete it, students should end up with a cohesive portrait that demonstrates their understanding of color theory.

Art I Curriculum

Entry-level art students need to learn the basic skills of art making in order to progress in their understanding of established works and ability to create of their own.  This involves teaching lessons on various elements of art and their related principles, building on each skill to incorporate them together in a cohesive piece.

Contour Line: 
Students will learn about the elements line, form, and shape and how they can be observed and demonstrated.  The students will observe contour lines in an activity where they outline shadows outside with chalk. Then, students will practice quick blind, modified, and continuous contour line drawings on their hands and feet before trying an extended contour drawing of their hands.  After this practice, students will complete an extended continuous contour drawing of a still-life.

     Essential question:  How can I draw a series of objects using one continuous line?
     Unit Objective:  Students will produce a continuous contour drawing of a still life.

Gavin Worth

Pablo Picasso

Shaylyn Connolly

Value

Students will gain an understanding of the elements value and space by observing the effects of light and shadow on objects.  They will first complete worksheets that allow them to practice gradating graphite from dark to light, both in segments and continuously. For example:

Then, students will produce another contour drawing of a still life and add the values to it, making it appear more realistic.  For example:

In creating the values, students will also observe texture and experiment with how to represent it.

     Essential Question:  How can I use value to make a drawing more lifelike?

     Unit Objective:  Students will produce a realistic drawing using value in a contour drawing.

Dan Nott

Color Theory

Having been introduced to achromatic methods, now the students will learn the various aspects of dealing with color.  First, the students will learn the vocabulary:  primary, secondary, tertiary/ intermediate, tints, shades, analogous, cool/warm, triadic, split complementary, monochromatic, achromatic, and polychromatic.  Then students will watch a demo on mixing and applying paint before being giving their own worksheet to practice mixing colors.  Once they've completed their practice, students will create a decorative color wheel.  They will mix the primary, secondary, and tertiary colors, as well as their respective tints towards the center of the wheel.  Once the wheel is complete, students will create a symmetrical design on top of it with black paint.  This allows students to make something otherwise mundane into something unique to them.

     Essential Question:  How can I use my knowledge of color terms to create a correct color wheel?

     Unit Objective:  Students will produce a modified color wheel, using the correct colors and creating a symmetrical pattern on top.

Josef Albers

Vassily Kandinsky

Perspective

Learning perspective gives students an increased understanding of depth and space and how to portray them on paper.  First, students will observe the school architecture and how it seems to stretch and shrink towards a certain point.  Students will then complete activities demonstrating one- and two-point perspective, creating arrangements of boxes as practice.  For example:

After having practiced these methods, students will then create their own city block, including a variety of building sizes, windows, sidewalks, signs, and other details they wish to include.  

     Essential Question:  How can I use perspective techniques to create the illusion of depth in my                                             drawing?

     Unit Objective:  Create a detailed city block using two-point perspective.

Photography

After having introduced all of the elements of design in the previous lessons, now the students will be given a chance to demonstrate their understanding of each of them, along with the principles of design.  Fist, students will review the elements that they've learned so far and will analyze the presence of the principles of design in their own work.  Students will then bring or be provided with a camera and take a series of photographs that feature a pair of elements and principles.  The pairs will be:

Color and Contrast

Form and Balance

Line and Movement

Shape and Pattern

Space and Rhythm

Texture and Unity

Value and Emphasis

     Essential Question:  How can I show elements and principles in a photograph?

     Unit Objective:  Produce 100 pictures for each element and principle pair and choose one to                                          represent each for a final critique.