After doing some preliminary practicing with watercolor paints, students learned how to use a grid system to draw a portrait, drew themselves or an animal, and are currently painting them using watercolor techniques we learned in class.
After learning about brush strokes and color theory, students painted their own impressionism styled paintings, based off of images they found in magazines or took on their phones.
Now that students have learned the basics of mixing colors and creating value with intensity, we're moving on to learning how to apply paint to the canvas in varying methods. Colors don't need to be smoothly blended to make an interesting painting! This week, we learned how to use short, non-blended brush strokes to create colors, as well as how to use layers while painting.
Here's an update about what we did in class last week! I almost forgot to upload an update, so I just snapped a few pictures before I left school. I will take more pictures when these are done. Students are actually done or almost done with their color wheel, and will be starting a new project this week. You've all done fantastic! Keep up the great work!
Welcome to the new semester, the new year, and a whole new beginning painting class! I hope you will enjoy your time with me, and enjoy learning how to paint. Please keep an eye on this blog, as I will be uploading images of your work here. Then you can share it with your friends and family!
Don't forget, work that is high quality and sends a good message may be picked for display in our end of the year art show. So do your best work, because it may be featured! The rubric found in this post is required as an accompaniment to any assignment turned in for this class. (Except for extra credit assignments). This rubric serves as a tool for students to reflect on the requirements for the project, and double check that they met all of them. It also serves as a way for them to reflect on their work, and consider how they could improve their work. A copy of the rubric is attached to this post. The front of this rubric contains a self-assessment grading section. Each section is worth 20 points. Here is a basic breakdown of each section, and how students should consider grading themselves: Following Directions: Students should remove 1-2 points if they forgot a small requirement of the project, but overall stuck with the process. Students should remove 5 points for each large requirement of a project they did not meet. Students should NOT grade themselves down if they were unable to meet project requirements due to excused absences, or personal learning/physical disabilities. Craftsmanship: Students should remove 1-2 points if there are minor visible mistakes on their project. Students should remove 5 points for each large visible mistake in their project, which could have been avoided by taking time and working careful. Students should NOT grade themselves down on craftsmanship if they tried their hardest and simply lack the hand-eye coordination to make something perfect looking. The most important aspect of the craftsmanship score is whether or not they took their time. Concept: Students should remove 1-2 points if they used a general concept, but their project still shows their voice. Students should remove 5 points if they blatantly copied an idea from an online source or peer, but executed the project well. Students should remove 10+ points if they blatantly copied an idea, and did not do a good job communicating that idea visually. Elements of Art and Design: Please note that students are not required to have all of elements evident in their work. The elements are listed to the side to encourage students to look for them in their work. Students should remove 1-2 points if they can only identify 1-2 elements they used in their work. Students should remove 5 points if they cannot identify any elements used in their work, but it is finished work. Students should remove 10 points if their work is unfinished, and thus none of the elements are not recognizable. On the back of the rubric is a written self critique. Please note that this reflection is worth 20 points, and not doing it will change an A+ grade into a B. Students may write about the process they used in their work, their work ethic, or the concepts behind their work. The following are the required elements I look for in this section, and how many points they are worth: Using complete sentences, proper spelling and punctuation: 5 points. Using a complete critique sandwich: 10 points. A proper critique sandwich is composed of: 1st, something they thought they did well on or are proud of. 2nd, something they believe they would improve if they did it again. 3rd, another thing they did well on or were proud of. Each 1/3rd of this sandwich will count as 3 points. Using specific examples in the critique sandwich: 5 points. Not specific: I think I did well on this project. Specific: I made an interesting composition in my work, because it has a focal point and nice details. Not specific: I liked my colors in this picture. Specific: I used an interesting color scheme in my picture. It had complementary colors, which made the colors pop out. Students who have parent/counselor approval, due to IEPs or disabilities, may do an oral critique with me, instead of a written critique.
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Mrs. OMrs. O is the current teacher for Beginning Painting. This class focuses on the history of artistic movements and concepts while also developing beginning painting skills such as mixing colors, various brush strokes, and different mediums. Archives
March 2015
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