PORTFLIOS ARE GRADED

I've just finished grading portfolios and I'm pleased to say that the majority of work is very good.  As you continue with Machiko, I would just like to reiterate the importance of doing thumbnails and exploring all potential combinations of the art elements as much as possible. Many of the projects are very simple by design and rely on your imagination and creativity to bring them to life.

The quizes have also been tallied. Most people missed around four questions.  The questions most missed were: # 12. Dark values advance whereas light values recede. (Answer: False) This is true regarding LINE. And #18 Regarding the characteristics of shape: soft, hard-edged, amorphic, and angular (Answer: all of the above). You will be pleased to know that the quiz does not have a negative affect on your grade. Use it as a warning to study harder and/or take better notes. The next may be harder and factor into your grade.

I've enjoyed working with you all and expect the same attention and commitment to be given to Machiko. Thank you and enjoy the rest of your summer.

VALUE PATTERNS: Deep Space

Deborah Hadley

Students continued working with Value Patterns today.  In the first project, students were to make a shallow space.  In the second painting, students tried to suggest a deeper sense of space by employing gradations and the rules of atmospheric perspective.

PORTFOLIOS DUE THURS. JUNE 30

All work should be presented in a hard bound portfolio: large tote, plastic portfolio, two pieces of cardboard duct-taped, etc.  Folded, torn, rolled work will be rejected.
PORTFOLIO
1. Line Dynamics (3 drawings)
2. Parallel Line Drawings
3. Expansion of the Square
4. Compartment Composition (tools)
5. Parts of the Puzzle (4 to 6 collages)
6. Overlapping Contours (3 class drawings, one homework)
7. Value Patterns: Decorative Space
8. Value Patterns: Atmospheric Perspective (Wednesday)
9. One Point Linear Perspective (Thursday)

SKETCHBOOK
1. Line Inventory
2. 4 Lines, 4 Times
3. Balancing the Field (2 or more drawings)
4. Shape Inventory

HOMEWORK
1. Line Inventory
2. Line Dynamics (from in class work, not in sketchbook)
3. Balancing the Field
4. Shape Families
5. Shape Families
6. Shape Families
7. Overlapping Contours (from in class work, not in sketchbook)

VALUE PATTERNS: Decorative Space

Paola Lopez (in-progress)

Students began work on developing paintings addressing Value Patterns and Decorative Space. A decorative space is one of limited depth. The design is started with large shapes and then supported by smaller shapes.  The goal is to establish a rhythm and movement through the use of shapes and values.

HOMEWORK #7: Overlapping Contours

Everyone should have one remaining design from the class project.  Continue with the same approach of erasing lines and adding lines where necessary.  From there, anything goes.  You may use color, mixed mediums or repeat any of the previously explored techniques.

OVERLAPPING CONTOURS continued

Ink Techniques

Value rendering without contours.

How the design begins.

Linear Techniques with graphite pencil.

Class began with a series of value scales. We made one in pencil by rendering tonalities. The next was executed with ink and cross-hatching.  And lastly, students tried their hands with the stippling technique again with ink.
From there, students returned to the overlapping contours project. The project will be complete with a series of four drawings. One exploring linear techniques with graphite pencil. One using tonal rendering in graphite pencil without the evidence of contours or outlines. And one investigating the various methods and applications with India Ink and Pen and Nib. For the last design, students can use color, mixed media or repeat any of the above. Drawings by Bomi Kim (in-progress).

SHAPE: Parts of the Puzzle

Esther Septimo

Jordan Carney

Students completed work on the Parts of the Puzzle project which in essence is a composition problem.  The project was to create at least (4) different compositions using the same (3) elements only changing size, color and the amount of shapes repeated. Esther makes great use of the linear element to divide the field into irregular shapes. Jordan's bold zig-zag line and repeating circles makes for a very confrontational display.

Next we began work on our Overlapping Contours project. Students began by using  a stencil to fill in a full sheet of Bristol. Then they divided the paper into four.  The objective was to create new shapes using line, texture and gradations by continuing to add lines while erasing and connecting existing lines.