FALL 2020 Drawing I
Project: Complex Object
Students select a complex natural object to draw from life in ink pen. In preparation, students sketch compositions and practice various lines for texture and form. In critique, students discuss composition and texture along with line quality, variation, and contours for describing volume.
FALL 2020 Drawing I
Project: Toy Drawing
Students select several toys or objects that brings them happiness. They practice several strategies for observation and approaches to rendering in charcoal such as sighting, positive and negative space, and proportion analysis. Students use gesture, contour, and subtractive mark making while working on value development. Students then select one or two objects as the subject of their final drawing. During critique, students discuss the form, textures, and qualities of the objects that impact the mood of the drawing.
FALL 2020 Drawing I
Project: Selfie Portrait
Students select an image of themselves as the basis of a self portrait. Students are asked to take several photographic versions of their portrait and practice drawing facial features in a mirror before they begin. This assignment is an introduction to anatomical figurative drawing. While the project begins with life drawing, students complete the drawing by working from a photograph. In critique, students discuss the anatomy, likeness, form, textures, and essence that make up the portrait.
FALL 2020 Painting I
Project: Color Paper-Fold
For many students, this is their first painting. Students create a paper-based colorful still-life, and light it for reflected light and shadows. In preparation, students practice observing and mixing colors for tone, value, and saturation. In critique, students discuss form, planar structure, local and reflected color, as well as paint application.
FALL 2020 Painting I
Project: Divided Landscape
This project centers around deep space and perspective achieved through color and structure. Students select a landscape or two and add additional visual elements to alter or enhance the space. Students practice linear and atmospheric perspective in preparation. For the final work, a composition is established from the collected images and research. In critique, students discuss the structure of the landscape, paint application, and the conceptual implications of the divided or interrupted spaces.
FALL 2020 Painting I
Project: Living Colors
This project challenges students with surface textures and reflections. By creating a still life with objects that reflect light and hues, students begin to see how colors bounce and shift from object to object. Glass, mirrors, metals, and liquids, along with light sources that reflect other colors, may all be employed. For the final work, students create a painting that reveals the active and luminous colors of the objects they chose. In critique, students discuss the abstractions, structures, and various surfaces that make up the composition and enhance the color schemes.
FALL 2020 2D Design
Project: Design a Series
Students create six separate design solutions based on a selected theme. In preparation, students make multiple sketches and practice different methods of image making. In Critique, students discuss the cohesiveness, variations, and creativity of the series as well as the four best solutions, which are featured here.
FALL 2020 2D Design
Project: Color and Planar Portrait
Students research various individuals who have inspired them and design a posterized or planer portrait using closed shapes. In preparation, students make multiple sketches and practice mixing paint. They create sample color schemes and learn color concepts and terminology. In Critique, students discuss use of color for value, color for symbolism, subjective color, and planar structures of the form.
FALL 2020 2D Design
Project: Biographical Patterns and Tessellations
While learning about various forms of tessellations and patterns, students are asked to write and sketch in their sketchbooks about their biography. After much practice and sketching, students create a repeat pattern or tessellation that reflects a part of their own personal story. Students are asked to research and select a media, style, and color scheme that best communicates their ideas. During critique, students discuss the tone, energy and complexity of the patterns. Students discuss the impact of their design from up close and from farther away.
FALL 2020 Clay I
Instructor: Sigrid Longsworth Orr
Project: Cup Narrative
Students are asked to consider the function of the cup as a vessel and the very personal way we interact with it. A hollow form with both an outer and inner surface area as their canvas, the cup is transformed into a narrative sculpture that draws the viewer in for a closer look.
Students develop a conceptual narrative for the cup and represent it visually through form, texture, and 2-D design with surface treatments. The “cup” does not need to be functional.
FALL 2020 Clay II
Instructor: Sigrid Longsworth Orr
Project: Pierced Votive
Students design and create a hollow form, or forms, that can enclose a light source and emit the light in a well-considered purposeful way. Using a piercing technique or coils, students open up the clay surface following a planned or freeform design of their choice. The design is suited to the form with consideration to spatial relationships between the piercings, pattern, texture, movement and variety. students are challenged to not just create a lamp or candle holder, but to illustrate conceptual thought in the final form.
