Artistic Vision
It’s a right-brain kinda thing.Archive for Art
500 Animals in Clay: Contemporary Expressions of the Animal Form
500 Animals in Clay: Contemporary Expressions of the Animal Form was one of two books that came to me last week. I reviewed it looking for inspiration for projects for this year’s upcoming ceramics courses.
I thought this book did an excellent job providing me with examples of what it title says the book is about: 500 animals in clay. From traditional examples to more modern interpretations, this book contains beautiful single-view photos. I would have appreciated a central photo with a couple alternate views in the sidebars simple because the works are 3-D and should be presented as such. But, I didn’t mark them down for that oversight. Oh, and BTW, this is NOT a how-to book. You’ll need to look elsewhere for such a reference.
Overall, I was looking for examples that would inspire me with project ideas as I teach an introductory-level ceramics class for high school students. Obviously, some of the techniques aren’t possible in my school but I’m not looking to copy what is depicted in the book; merely to show off what is possible in a sculptural presentation.
The photography sells the book. Kudos!
School year looms and I need some inspiration
Summer is sadly approaching its end. Yes, I know, it nearly brings a tear to my eye as well. After having lunch with a few friends from where I worked two companies ago, I stopped in to Barnes & Noble to look at their art book section as I was needing some inspiration and direction for a couple of new classes I am starting in the Fall.
The B&N in King of Prussia had a pretty good selection. Well, for me it did. I was looking for books specifically about pastels and oil/watercolor/acrylic painting. It shouldn’t have been too hard but I was surprised the amount of material that simply missed the mark.
I’ll give you a simple rundown of the order I placed through Amazon. I’ve already received two of my selections (woo-hoo!) and am looking forward to the others coming ahead of schedule as well. Here’s the list:
- Pastel School (Learn as You Go)
- Painting with Pastels: Easy Techniques to Master the Medium
- Landscape Painting Inside and Out: Capture the Vitality of Outdoor Painting in Your Studio With Oils
- Oil Painter’s Solution Book Landscapes: XX Answers to Your Oil Painting Questions
- How to Paint Like the Impressionists: A Practical Guide to Re-Creating Your Own Impressionist Paintings
- Layer by Layer Acrylic Painting
Yes, I know there aren’t any watercolor-technique books in the list and only one acrylic book. I’ve got some watercolor resources available at my house. I just need time to go through them and think out how to incorporate the info. Of course, what to include is also helpful. I’ve got that to figure out too. Though time is short, it’ll come together.
Well, I’m off to bed. Good night!
Neither down nor out
School has been more draining than usual so I haven’t been posting and that’s been disappointing to me because I felt like I had gotten closer to being more consistent with my posts. Oh well. I’ll get back to where I need to be.
In the meantime, I’d like to share what’s been going on with the work my students have been doing with Betty Edwards’ Drawing on the Right Side of the Brain. The things I’ve learned are:
- It’s okay to extend the lessons somewhat. Since last year I’ve struggled with failing kids. I want to hold them accountable for their performance, but I also want to be mindful that failing a lot of students can be a dangerous proposition when you’re looking to be rehired next year.
- When you do extend a lesson be consistent so that the pace of the other lessons aren’t negatively affected.
- Don’t be afraid to fail a kid for work not done (not much of a problem for me) or mark them down for work done poorly (can be a problem for me). This may sound obvious, but I’m a newbie and I know that I need to watch my tendency to be overly critical. I made a girl cry last week. Fortunately, I used the opportunity to show my humanity (by apologizing), to validate how she was feeling and to teach her about appropriate ways of expressing her frustration.
I offer these simple observations to help those who may have used this material before and found themselves in a similar teaching environment as I am now. If you have some recommendations of your own to supplement these, please let me know.
I’m going to try to post a few examples. Some of the work I’ve been getting has been quite good. We’ll see how the kids hold up with the profile portrait and self-portrait assignments.
Your time is now my time
I’ve been struggling with students who talk incessantly in my class (and, as a result, prevent projects from getting started or completed on time). The problem is pretty wide spread in the school so I’m not alone in my frustrations. However, in my art class it means that projects that should take one class can take two or three classes. And, it gets worse the more complex projects become.
So, what I’ve decided to try is to make those students who take time away from my class make up that time after school and that can be a problem since the kids are bused. For instance, a student who has been out for quite some time and just recently returned has reintroduced a great deal of disruptions back into my class. I’ve already spoken to his mother once about his disrespectful language and behavior. I’m going to be calling her again tomorrow to let her know that her son will need to serve a detention with me and make up time he’s taken away from my class.
Part of me remains uncertain if I should use the time to have students make up work or simply have them do other menial tasks such as cleaning (which is always needed). It’s going to be considered a detention and should they skip it they will receive a Saturday detention (one hour vs. three hours).
What are your thoughts on the topic of discipline in the classroom? Any changes you would make? Does anyone have any strategies for communicating the importance of working diligently at this late stage of the school year to high school students who should know better?
More Drawing on the Right Side of the Brain in class
Most of my Studio students have all but finished with the third assignment from Betty Edwards‘ video Drawing on the Right Side of the Brain.
In this exercise, the students use a plastic viewfinder to map out a foreshortened view of their hand using a vis-a-vis markers. They take their modified viewfinder and then translate that pen drawing into a pencil drawing using an identical four-quadrant grid to render their hand realistically using simple shading.
It’s an exercise on perception, learning to see if you will. I’ve been pleased with some of the results, and I think those students have been too—despite their constant complaints! I’ve had to reiterate to the students that they need to stop expecting my class to be easy.
The exercises from the Drawing on the Right Side of the Brain course are difficult but effective in giving participants a solid introduction to the principles of drawing: line, negative space, angles and proportions, shading. Dr. Edwards includes the gestalt or the personality (or “thingness”) of the thing or person drawn. She indicates that the gestalt comes from drawing and isn’t something taught.
It’s a simple application (reformulation?) of the elements and principles of design.
I’ll keep you posted as to the progress as my classes move further through the material. I’m curious, though, has anyone else participated in one of Dr. Edwards’ workshops or walked students through this course?
I’d love to hear about it so please comment fully!
Subscribe to My Blog
