Showing posts with label color theory. Show all posts
Showing posts with label color theory. Show all posts

Monday, September 19, 2016

High School Drawing assignments: Faces

In the process of developing drawing skills in addition to learning how to see and compose, We reviewed and learned basic picture taking skills (rules of thirds, cropping, angles, etc.). I sent my students outside to take photographs of each other for the project. 

The drawing skills they were going to review/learn were color pencil techniques (along with color theory), rendering with a 6B pencil, and brush and ink. 

The results are below. 

1. Make a color wheel and demonstrate shading with color
2. Make value scale with pencil and render shapes.
Student work in progress.
Making different values with brush, ink, and water.
Final Projects










Quick teacher example.

Wednesday, September 7, 2016

Grade 7 Art: Color pencils and 1 point perspective.

Grade 7 started off the year with a lesson on color theory, specifically mixing colors to create different hues, values, shades, and tones. First we reviewed Primary, Secondary, and Intermediate colors via making swatches and a color wheel. On the reverse side of the paper students drew shapes and rendered them using WARM, COOL, and COMPLIMENTARY COLOR schemes.
Color Wheel and Primary, Secondary, and Intermediate color swatches.
8 Swatches of mixing 2 or more colors together (student choice) to explore. 4 sets of shapes rendered using: Gray, Warm, Cool and Complimentary colors.
Applying color theory and rendering skills into a 1 point perspective drawing.


Friday, March 7, 2014

Oil pastel leaves Middle School Art Project

Students made initial life drawings outside. Our school has plenty of vegetation to choose from.
Learning Objective: draw from life: shape, proportion. Apply color theory concepts in rendering objects.

Below are a few of my student examples.






Monday, December 16, 2013

Pointillism-to a degree. Painting with dashes

Each student chose a classmate to model. The condition was the model had to show some sort of movement and cropping was encouraged. Most student could probably use a lesson or two in picture taking as many photos weren't initially framed well. I would change that aspect of the assignment next time, maybe a short lesson on photography. After some practice they were starting to get it. The next step was to make a drawing form they photo they took. The final part was to apply paint. The students were not allowed to mix paints and only could apply colors side-by-side, think the Pointillist Movement and color theorist Gerorge Seurat. This was to test the theory that eyes will naturally blend colors together. Below is my student work.
















Thursday, November 28, 2013

Color Pencil self-portraits for Middle School.

New quarter, new set of self-portraits. The idea was to mix warm and cool colors. We made a color wheel prior and learned about color theory.









Sunday, March 13, 2011

Color Pencil Skull Drawing


Assignment:
Color pencil skull drawing  

Objectives:
The student will use observational skills to draw a skull/skulls using color pencils. The student will apply color theory concepts and are highly encouraged to experiment with different types of lines. The student will demonstrate principles (unity, harmony, variety, contrast, proportion, and balance) and elements (line, texture, color, form, shape, and value) of art. 

Supplies:
Black paper, Prismacolor pencil, 2 real skulls from the Science department.  

Vocabulary:
observation, arrangement, balance, color, form, proportion, line, 

The Process
Step 1
The skulls will be set up on the table the student will choose the angle they wish to draw. The student will use a white pencil to create the initial line drawing. 

Step 2
After the student has made the  initial drawing they will choose what types of line and color combination they wish to add. Again, they are encouraged to experiment using lines and color combinations. 


Example

Farida's
Merna's
Amina's
Jomana's
Nouca's
Post project essential questions:
What was successful about your project?
What part of the project did you find challenging?
What do skulls and/or skeletons symbolize in the Egyptian society?
Did you feel uneasy sitting at a table with a real skull?

Please answer and e-mail your responses to:bmedina@schutzschool.org.eg