FINAL PROJECTS

Alexa Mariani T/TH class

Arielle Lehmer M/W class

Gustavo Mendoza M/W class

Isabel Martinez T/TH class

Joanne Wallace M/W class

Joelly Lobato de Faria T/TH class

Mike Koonce M/W class

Here are just a hand full of the outstanding work that students from Art 7A Fall 2012 created.

FINAL PROJECT

Michel Dunlop

All this week students will be working on there Final Project: "The Jungle." The objective is to create a shallow space composition filled with repeating and similar objects supporting a dominant form. The image should exhibit strong light and dark rhythms complemented by a rich array of various textures. The drawing above illustrates the layout stage of compositional development.

THURS. 12/6 FIgure Drawing

Isabel Martinez

Last night students wrapped up their introduction to drawing from the figure.  We started with a series of quick, exaggerated contour drawings. The objective was to intentionally distort areas of the body to draw the viewer's attention to these areas as well as "force" a foreshortened point of view. From there students continued with contour studies occasionally adding tone to create focal areas. Notice in Isabel's drawing above the heightened sense of awareness in the size and weight of the hands by employing a greater sense of line quality.

HOMEWORK #8 SELF-PORTRAIT

For the eighth and final homework assignment students are to render a self-portrait. We have two very different examples above. The top drawing is a traditionally rendered image addressing light and shadow as well as the textural qualities of the head and face. The drawing below it is a more conceptual piece with a very moving and powerful commentary on the frailty of life and the passing of time. The use of props brings added dynamics to the narrative.

WED. 12/5 Portraits cont.

Austin Krimont

Students continued working on portrait drawings. Austin's drawing above exhibits a good scale to the dimensions of the paper as well as strong handling of the volumes and structural elements of the skull and features. The subtle tonal changes add volume to the brow ridge and lock the eyes into place. Overall, the features are full and dimensional.

TUES. 12/4 The Figure

Dorothy Geiger, 25 min.

Phoebe Kobabe, 25 min.

Students began drawing from the "clothed" model last night. Dorothy's drawing above clearly illustrates her attention to the proportions and relationships of all the parts of the figure. Notice the many axis lines throughout the figure, in particular, the brow ridge, the shoulders and hips. Furthermore, she has addressed major landmark areas and joints with cross contours. It's a very strong "first time" drawing of the model.

Phoebe is more experienced with working from the model. She has quickly rendered the whole figure on the paper noting proportions including the bench supporting the figure. Close inspection reveals her thought process and the subtle adjustments to the forms from her initial layout of the figure. Her loose and rapid sketching in the beginning has allowed her time to render light and shadow as well.

PORTFOLIOS ARE DUE NEXT MON. & TUES.

Portfolios should be presented in a semi-professional manner with flat, clean drawings free of smudges and wrinkles or tears. Your portfolio may be store-bought or two pieces of cardboard duct taped at ONE end. Taping up your drawing pad is not a proper portfolio. Your portfolio should include only those drawings listed and nothing more (i.e. rulers, drawing pads, other drawings etc.)

Please note that some drawings do not pertain to both sections of Art 7A.

ART 7A
1. Midterm Drawings
2. Imaginary Space (Linear Perspective)
3. Ink (Bones M/W only) and Blocks
4. Texture
5. Color 1 and 2
6. Portraits: Planar Analysis and Value
7. Figure Drawings (T/Th only)

In a separate section
8. All homework
9. DHR

ART 7B
1. Contour
2. Gesture
3. Eye Level 1 and 2
4. Improvisation
5. Vanitas
6. Autobiographical Still life
7. Larger than Life
8. Light and Dark Rhythms
9. Imaginary Space
10. Texture Swap
11. Color 1 and 2
12. Portraits: Planar and Value
12. Figure Drawings
13. Homework
14. DHR

HOMEWORK #7 Color

On black paper (unlike the drawing above), arrange a still life of 5 to 7 small (real) objects using colored pencils. Choose a color scheme that complements the subject in mood and/or function. Pay attention to composition, negative space and eye level. You may include elements from your imagination.

MON. 12/3 Portraits: Planar Analysis

Susan Hix

Last night students began portrait studies employing the Planar Analysis technique. By addressing the planes of the head and face, all curved edges are straightened out creating a more angular and geometric visage. Remember that identifying the planes is important because it focuses attention on the skull structure underneath the flesh and features as well as providing the directional movements of the volumes and the values placed over them.

THURS. 11/29 Portraits cont.

Alisha Ascencio

Victor Torres

Alisha's drawing exhibits voluminous features complemented with accented contours and tonalities. Notice how the strong values around the eyes elevates their importance and focuses the viewer's attention.
Victor's drawing is more expressive, exhibiting a more subjective approach to rendering values and the proportions of the face while maintaining a sense of volume and dimension.

TUES. 11/27 Portraits

Phoebe Kobabe

Students in the T/TH class began portrait studies. As an introduction to the "proportions of the head", students made planar analysis drawings. A "planar" drawing flattens all curves into angles. Addressing the planes raises awareness of the subtle shifts of volume creating a stronger sense of structure. In addition, planes are important because they establish the placement for values. In Phoebe's drawing notice the angle of the hatching is directed by the planes, arcing downward across the cheeks and upward over the nose and forehead.

TUES. 11/21 and MON. 11/26

Kelly Gregorian

Students from the T/TH class wrapped up their color drawings last week whereas the M/W class began theirs last night. Kelly's drawing has established multiple rhythms by repeating the flowers as well as the eyeballs.

MON. 11/19 COLOR

Trey Smith

M/W class started color studies. For the first project students drew from an arrangement of "dice and balls." Trey's drawing exhibits a good sense of volume as well as light. Notice the strong accenting of highlights in the dice and the edges of the number. He has effectively exaggerated the perspective creating a more dynamic sense of depth complemented by foreshortened volumes.

THURS. 11/15 COLOR

Jessica Wapp

Students in the T/Th class began large scale compositions in color. Jessica is in the process of creating a free-floating arrangement. She has already established rhythms by repeating similar shapes. The challenge now is to complement the "shape" rhythms with "color" rhythms.

HOMEWORK #6 Simulated Texture

This assignment is a repeat of the in-class project. In your sketchbook with graphite pencil, make a frame of 4 x 5 in. for a rectangle or 5 x 5 in. for a square. Make a continuous field composition of a texture. Remember that rendering texture is essentially observing light and dark value patterns. It is recommended that you light your object with a single light source to enhance the subtleties of volume. See recent posts on Texture for examples.

WED. 11/14 Simulated Texture

Daniel Doughty

Shaina Dehart

Students of M/W class made texture studies Wednesday night. Daniel's drawing above illustrates the frenzied rhythms of wood grain. The zig-zag movement is reminiscent of a waterfall.
Shaina's drawing of rope with its flowing twists and woven layers has the appearance of peering through a microscope.

HOMEWORK #5

In your sketchbook, draw 5 to 7 small objects from observation (not imagined) using India ink. Employ cross-hatching, stippling, or a combination of techniques. Draw one object per page. Pay attention to the categories of light as well as the manner in which you combine the techniques. All though the drawing above is of a full composition rather than individual objects, notice how the student has used the various techniques not only for their potential for creating tone but for their textural implications as well.

THURS. 11/8 COLOR PENCIL

Alisha Ascencio Art 7B (drawing in progress)

Last night students of Art 7A & B started working with colored pencils. Alisha's drawing beautifully captures the lush and luminous colors achieved when drawing on black paper. She has established a left to right diagonal compositional movement complemented with rich values and textures. The color scheme is a Primary Triad. Triads are any three colors that meet on an equilateral triangle on the 12 hue color wheel. Furthermore, Alisha has effectively utilized temperature. The warm glow of the colors complements the humorous rendering of the two bird whistles tending to their unhatched young.

WED. 11/7 INK: Blocks

Patrick Burgess (drawing in progress)

Students continued working with ink while revisiting the concepts of proportion and perspective. Patrick's drawing exhibits rich textural variations combined with strong drawing technique. The mark-making adds visual interest to the individual forms while addressing the lighting conditions.

TUES. 11/6 Texture

Brandon Lowrie

Victor Torres

Students of the T/Th class made texture studies last night. Brandon's drawing of a feather has captured the subtleties of tone and texture. Of particular appeal are the gentle creases on the right side of the quill. Victor's drawing of a split branch illustrates the variety of marks evident within the interior of the form. The main thing to remember when addressing texture is that the challenge is to render values accurately and not think about "what" it is you are drawing. In other words, your are drawing values and not wood, water, glass, etc.

MON. 11/6 D'em d'em bones: INK!

Daniel Doughty

Mike Koonce

Trey Smith

Students in the M/W class continued drawing bones with India Ink. Daniel and Mike's drawings both illustrate wash techniques accented with hatching. Notice how the wash is able to capture the subtle changes in volume and light with smooth, fluid transitions. Trey's drawing illustrates hatching techniques. He has successfully captured the "peaks and valleys" on the topography of the bone by switching from cross-hatch to parallel hatch and varying the spacing of the lines.

ART 7B 11/1 Texture Swap

Alyssa Whelchel

Students in Art 7B began texture drawings. The project is to swap the textures of two dissimilar objects. You can see that Alyssa is creating a feathered tea pot.

THURS. 11/1 INK: Blocks

Alexa Mariani

Last night students made ink drawings from blocks. Alexa's drawing above illustrates hatching techniques combined with wash.

WED. 10/31 INK: D'em Bones

Iloana Sarbu

Wed. night students made ink drawings of bones, skulls and antlers. Iloana's drawing above illustrates wash, stipple and hatch techniques. Place the skull on its side presents a greater challenge in drawing the form while exhibiting an "out of the ordinary" placement. Notice how she has used wash to accent edges and contours as well as establish "base tonalities."

TUES. 10/30 INK: The Exquisite Corpse

Here are two drawings from the T/Th class. Of particular note is the torso in the top drawing and the mermaid in the bottom drawing. The torso exhibits various linear techniques as well as some brush and wash applications. The mermaid section exhibits rich textures and fluid contours that are complementary to the subject.

MON. 10/29 INK: The Exquisite Corpse

As an introduction to working with India Ink and pen nibs, students played the Dada/ Surrealist game, "The Exquisite Corpse." The game requires at least three players (head, torso, legs). Each player draws one section. No one is to see what the other players have drawn until the image is complete. Students experimented with the techniques of: hatching, stippling, scribble and patterns.

THURS. 10/25 Imaginary Space Project

Art 7B Alisha Ascencio

Janine Barthol

Art 7B Phoebe Kobabe

Here are three drawings from the T/Th class. Alisha's drawing at the top (still in progress) is a imaginatively, staged set with stairs, archways, fantastic lights and a long hallway reaching back into another space. It is this hallway that is of particular interest. Her drawing illustrates the possibilities of one-point (the hallway) and two-point (the room) perspectives enforcing the same space.
Janine's drawing exhibits a symmetrically balanced room that is almost wing-like in its design of ascending stairs, repeating archways and lastly triangles and diamonds.
Phoebe's drawing at the bottom illustrates the Ferry Building in S.F. Complete with values and  narrative.

WED. 10/24 Two-Point Perspective

Arielle Lehmer

Mike Koonce

Here are two examples from the M/W class. Arielle's drawing illustrates the interior of a courtyard. The space has been fully developed with value and textural details. Of particular note are the steps on the left. Notice how they converge at the top. This is an inclined plane where the sides of the steps converge to a vertical vanishing point and the steps converge to the two vanishing points of the whole space.
Mike's drawing exhibits the cool, methodical appearance of a space that illustrates accurate proportions as well as perspective. In order to create a drawing in proportion, you must establish a scale. Look closely at the side walls and you will see his units of measure representing a "foot."

Mon. (10/22) & Tues. (10/23) Two-Point Perspective cont.

Students continued working on imaginary space projects Monday and Tuesday. Pics will follow.

TWO-POINT LINEAR PERSPECTIVE

Instructions

All students began Two-Point Linear Perspective drawings this week. The 7A class followed the directions above. I walked everyone threw the establishment of the horizon line, ground plane and back walls. From there students went in their own direction to develop the space and the objects that occupy it. The drawing above illustrates the added elements of floor tiles, a balcony and a pyramid.

Mon. 10/15 LINEAR PERSPECTIVE

Class began with a brief slide lecture presenting some examples of drawings in One-point and Two-point Linear Perspective. The remainder of class was dedicated to using linear perspective. We drew boxes, cylinders, cones and pyramids followed by an archway and stairs.

7B LIGHT AND DARK RHYTHMS

Phoebe Kobabe

Students of Art 7B made value drawings addressing texture and value rhythms within a densely packed compositional arrangement. Notice Phoebes use of criss-crossing diagonals starting with the artichoke flower in the upper left with another in the bottom right. This is complemented by the placement of the feathers in the remaining corners. Although this drawing is unfinished you can see the strong attention the the light patterns and textural variations which enhance the mood and lighting of the image as well as the rhythmic movement around the composition.

MIDTERM DRAWINGS

Joanne Wallace

Joelly Lobato de Faria

Students worked on drawings applying and addressing all issues discussed in class to date (composition, value, line, proportions).  Joanne's drawing above is a very good example of the light and dark patterns evident in chiaroscuro drawing. Notice the almost geometric/ cubist division of the composition. Her dramatic use of value adds an iconographic feel to the still life.
Joelly's drawing illustrates the subtle value gradations so indicative of graphite drawings. Notice the division of the background into enclosed positive and negative shapes. This drawing exhibits a strong upper left to bottom right movement starting with the diagonals in the corner pushing down on the objects and pulled by the cast shadows.

HOMEWORK #4 "The Meal"

Frank Vallin

Nemea Laessig

On 18 x 24 in. drawing paper using graphite pencils make a drawing of a place setting for a meal. Your still life should illustrate the "before" or "after" of the meal. Your composition is of utmost importance. Most students start this drawing with very "poor" compositions. DO NOT draw a plate in the middle of your paper with silverware on either side. Note in the drawings above that the "viewer" is looking across the table and not straight down at a plate. Create an asymmetrical composition including: plates, glassware, silverware, etc. You may also include cereal boxes or condiment bottles and the like for a stronger "narrative."