Reflecting back on this Semester

Reflecting back on this Semester

This past semester has been quite eventful and I've learned so much in these last few weeks.  I created some art, talked about art, and watched kids make art; all these things I have thoroughly enjoyed doing and experiencing.  I gave myself some advice at the beginning and since than I feel that I have learned so much and seen so much that their is more advice I would like to give to myself...

Some additional advice I would give myself is no to become discouraged when some students seem disconnected or disengaged at first.  Some students take longer to warm up to you and open up to you.  Give them time to come to you when they are ready.  Be empathetic, show your students that you care and be accessible to them.  You'll need lots of patience, probably way more patience than you have now.  

Most of the time the students that seem to give you the hardest time are the ones who need you the most.  You will have students that will need you more than others.  Make lesson plans that you would enjoy and engage kids in a way that you feel would interest them and don't be afraid to change things about a lesson that don't work.  Once you start working with students you'll be able to see what works with your students and what doesn't work.  It'll be all about trial and error.  

I think the most important thing is to remember is that you're trying to make an impact in these student's lives, even if you end up teaching young kids they are still impacted by what you create with them.  Not all of your students are going to grow up to be artists or pursue a career in art, but it'll be nice to know you sparked their interest in art and made them realize that they are creative individuals and maybe even grow to love art.  

My Practicum

My Practicum

These last few weeks I've had the opportunity to observe a High School Art classroom.  This was my first experience observing high school students and overall it was a very eye-opening experience.  I observed a teacher who teaches mainly Media Arts classes consisting of Graphic Design, Photoshop, and Photography.  She has taught at this high school for over 10 years now and has taught basically all the courses one could think of.  One of the first things I learned about her teaching experience was that when she applied for the job at this school, they claimed they would hire her under the pretense that she would be in charge of the Yearbook.  Ideally, the art teacher shouldn't be asked to take on an extra duty that is outside of their expertise.  It made me realize that their are duties that are given to teachers that go beyond their job description, and teachers are expected to perform/do these duties without question.  

I had the chance to briefly observe the other art teacher's as well.  I found it interesting that one of the art teachers was told he would teach a stained glass class and he had no experience with stained glass what so ever.  Yet, he was able to create a curriculum that was quite engaging.  He actually gave me some good ideas of some possible art projects I would like to do with my students.  One of the teacher's has the largest art classroom I have ever seen, equipped with three kilns and 2 throwing wheels (though only 2/3 kilns and 1/2 wheels is actually funcational).  I'm glad that I was fortunate enough to observe some of the other art teachers because I learned that every teacher has a different personality and style of teaching.  Some are more laid back and relaxed while others are more assertive and blunt. I see how some students bond with their teachers and come to them for guidance and advise.  I feel this bond is necessary between teacher and student.  I understand not all students are going to want to come to you, but it's important to be accessible to students who may need you.   

My Ideal Teaching Situation

My Ideal Teaching Situation

Once I begin teaching, I would like to think I will always have a say in where I will teach and what grade level I will teach.  However, I'm also aware that if a position opens up and it is not necessarily my ideal option, I may be compelled to take the job.  I've been able to observe Elementary, Middle, and High School Art classrooms and I've gotten a taste of what one can expect.  I always feel I have been drawn towards teaching at the Elementary School level.  I've always enjoyed working with young children and feel that they definitely keep you on your toes.  However, a while back I got the opportunity to work one-on-one with some middle school students and I found that I also enjoyed working with them as well.  I feel middle school is a good age where you can do more advanced art lessons.  So I guess I can see my teaching Elementary or Middle School level.

I've never seen myself teaching at the High School level.  Yet, I've had so many teachers tell me that they never intended to teach High School and they find themselves teaching high school.  I feel in order for me to be a successful teacher I need to become more assertive when interacting with students.  I feel with younger children I don't have difficulty interacting with them, but I've noticed I struggle more to interact with teenagers.  I don't want to limit myself and say that I cannot teach at the High School level because if theirs an opening for an Art Teacher at a High School I'd more than likely apply for the job.

Ultimately, I want to help my students to think creatively, to create freely without fear of judgement.  I want them to push their artistic abilities and be willing to think outside the box.  I want to create an environment where all these things can happen.  I want my students to walk into my classroom and feel that they are in an relaxed and fun place where they can take their mind off of the stress of school.  I want them to learn and grow as young artists, but I also want them to have fun doing it.   

My Portfolio

My Portfolio

Over the years, I have created a variety of work both 3D and 2D that show my strengths and weaknesses as an artist.  It's hard to say which medium I prefer because I seem to do a little bit of everything.  I feel I may be have more strengths when it comes to Drawing and Painting.  But recently I'm finding myself really enjoying working with Clay. I feel some of weaknesses can be shown in my craftsmanship.  This is something I've struggled with 2D and 3D work.  I tend to rush and at times that can lead to work that could be more polished and refined. For my future job interviews I'll try to showcase work that shows a variety of what I can do.  I want to show that I am versatile and can work in both 2D and 3D mediums.  I feel my main weaknesses lie in media arts.  I haven't used Photoshop and Illustrator in a few years and feel I need to practice working with these programs again.  I don't really have a preference of what medium I would like to teach, but I do feel I would prefer to teach 2D as opposed to 3D.  Although, I would have to make an exception for Ceramics.  I would love to teach a Ceramics class.  

College & Career

College & Career

Being a college student, I know first hand what it was like when I was a senior in high school trying to figure out what I wanted to do with my life. It was a nerve wrecking time senior year, trying to decide where I wanted to go to school and what I wanted to major in.  At 18, you're still on the fence about a lot of things so it's alot to ask someone at the age to decide on what they want to do for the rest of their life! I knew I wanted to go to college that was for sure, but it wasn't till my senior year that I decided what I was going to study.  I knew I wanted to pursue a career in the arts.  I just had no idea I would want to be a teacher.  For the longest time I was against being a teacher and disliked the idea of going back to school to teach kids.  I had people tell me that they believed I would be a great teacher, but it still wasn't something I saw myself doing.  It wasn't until I volunteered to help out at an Arts festival where things changed. I worked at a booth there and helped kids make some art.  I can't explain the feeling I got, but that day something clicked for me. Something changed. I realized in that moment. 

I could see myself being a teacher!  

I loved making art and I loved working with kids.  So ideally being an art educator seemed like the right choice for me.  If I were to teach high schooler's I would definitely want to introduce them to some art careers that some of them may want to consider pursuing.  It's easy to pinpoint the students who have an overzealous passion for their art and love to create.  These students will have specific skills and talents that you would be able to recognize.  Once you recongize their gifts you can guide them and inform them on opportunities for their future.  An example being, you have a student who's a talented designer and show an interest in graphic arts you may talk to them about how they could have a career as a Graphic Designer.   Most students don't know alot about what art careers are available to them.  It's alot more than they realize...

Their are so many careers for students to choose from and it will probably astound them to find that their is a career that they can see their selves pursuing.  It's important to really get to know your students and be interested in what they are interested in.  It's also important to give them practical advice, especially if you feel their expectations or ambitions may be too far off.  However, you must always encourage them and be supportive of what they want to pursue and never tell them what to do.  At the end of the day it is their decision.  You can give your opinion and be honest, but ultimately they will choose.  

Collage

Collage

Doing collage is a great way to get your students to use mixed media and use their creative skills to create interesting works of art.  Collaging gives students an opportunity to work more abstractly and incorporate what they have learned about the elements of art into their work.  Students can tear, rip, shred, cut, and manipulate their materials to create interesting collages.  They can use a variety of paper with different color, patterns, and textures.  You can also use paper of different weights and with different transparencies.  Students can use almost anything to create their collages; cloth, buttons, beads, magazine paper, wallpaper, paint swatches, tissue paper, the possibilities are limitless.  

I would encourage my students to create a non-objective collage image incorporating what they have learned about the elements of art.  So this is a good time to review the elements of art with them and also teach them about some different compositions they use for their collages.  

Composition Arrangements 

S-Z Curve 

Radial

Cruciform

Diagonal 

Rectilinear

Overlapping

Pattern

I would show some examples of non-objective collage art to the students so they can get some idea about how they can go about doing their collage.  I would recommend Matt Moore and Greg Larmarche who are both brilliant collage artists.  

Greg Larmarche

I would have students grab what they want materials they would like use for their collages and have them start cutting and ripping their materials and start arranging their collages onto their paper they are going to glue their work on.  This paper can really be any color, though in my opinion using black paper makes the colors and patterns stand out more.  Have student experiment and try different techniques.  Show students how they can create balance and unity in their pieces.  Explain to them that you do want them to have fun and experiment, but still want them to be intentional with what they are doing.  Also be sure that they don't start gluing down their work too soon, have them try several different compositions even until they find one they respond to the most.  

  

Marker Ink Wash Drawing

Marker Ink Wash Drawing

Recently I watched Cindy Foley's Ted Talk on creativity and how young people perceive themselves as being artistically gifted.  I feel that too often I hear people tell me that they feel they are not artistic or creative.  At a young age some students are told they are very creative and art teachers and other adults praise these students on their ability to draw and paint realistically.  On the other hand, other students do not receive the same kind of praise for their artwork and therefore deem themselves as not being artistic or creative.  This mindset is ingrained in children's minds and they carry this with them for the rest of their lives, believing they are not creative individuals.  This is a sad occurrence that happens too often in art classrooms.

As I have grown as an artist and realized my desire to be an art educator, I have often wondered myself what constitutes something to be art and what makes someone an artist.  What I believe to be true is that everyone is creative in their own way and everyone is an artist is their own way.  Yes, I do mean everyone.  But by saying everyone is an artist really mean that no one is an artist?  I do not believe this to be true.  Art can be more than just drawing and painting on a piece of paper or canvas, art can be found in everything and in everyone.  Maybe this philosophy is a little on the free-spirited side.  But I would rather children be taught at a young age that they are all artists instead of having so many children grow up with the mindset that they are not creative individuals.

And on that note let's talk about making some art!

When doing still life drawings it's good to have your students experiment with using wet mediums such as india ink wash.   Another medium you can use to create a wash drawing with your students is washable markers.  Students can do contour drawing in pen or marker and than go back with a brush and water.  This is a cheap way to get achieve ink wash drawings.  Students can draw on the paper and add water to the paper or can add water to their paper and add marker.  Students can also create a palette of colors and add water to create some color swatches.

Field Trip!

Field Trip!

When presented with the opportunity to take your students on a field trip it's definitely a good idea to take advantage of it.  It's cool for students to get a chance to see artists work that they have seen in class. They can also see how other artists incorporate elements and principles in their artwork.  Their are a variety of activities and places that you can take your students to; art galleries, art museums, sculpture gardens are just a few examples of places you can take your students.  

It's important to think about how you are going to fund your field trip.  Money for gas and money for admission tickets and if you're doing a whole day trip you will have to hire a bus driver for the day to transport you and your students.  

One field trip I would like to take my students on is a trip to the High Museum of Art in Atlanta, Georgia.  When I was a junior in high school, the art department at my school took a day trip to Atlanta.  We visited the Noguchi Playground, a local art gallery, and finished if off by going to the High Museum of Art.  The best part about this trip was that two of places we visited were completely free!  This is something I feel my students could enjoy

I would have the students bring the sketchbooks and assign them to do some sketching and write brief reflections on the artwork that stood out to them the most.  It's important for the kids to have a good time exploring the galleries and museums, but you can't have them wandering around without something for them to do.  I'd like students to pick their favorite works of art from the gallery/museum and write small reflections on why these works of art appeal to them and what they feel the art is conveying to the viewer.  I'd have them write about at least five works of art and write a small paragraph for each.  And while they are at the Noguchi playground I would like them to do some sketching and observational drawing. I think the students will enjoy playing out the Noguchi playground.  I would like to talk to the students about how art can be functional and serve a purpose.  I would like them to get to see contemporary art and learn more about contemporary artists.  I want to challenge my students to think about how contemporary art functions and address some of the criticisms they may have about contemporary art or from other people.  

3D Art Assignment

3D Art Assignment

Their are a variety of 3D mediums that students can use in order to create some cool, interesting works of art.  3D materials that can be used : metal, wire, clay, plaster, wood, and paper just to name a few.  Your students can create anything from figurative sculptures to abstract forms.  We've explored making sculptures out with paper, but your students can also make interesting sculptures out of wire.

Contour Wire Sculpture

This medium can be used to create 3D forms using mainly contour line. Wire comes in different gauges and colors, wire tools and rods can be used to manipulate and bend the wire into the form they want to create.  A lesson I would do with my students would be having them create a contour wire sculpture; I would bring in objects that the students can use as references to make their sculptures.  This would be a nice pairing to do with a contour line drawing assignment adapting both 2D and 3D principles.  You could have your students create abstract forms, but usually high schooler's need more direction when it comes to their art assignments.   

Materials needed: 

Wire (Decorative, Copper, etc)

Pliers (small nose)

Wire Cutters

Foam Board (optional; can be used as a base)

Show students how they can create depth with wire by using different line weights (using thinner and thicker wire).  Also show student how they can curve the wire using the rounded pliers. 

Found Object Sculpture

Found Object Sculpture

Art materials and supplies can be very costly, but your students don't always need buy expansive art supplies in order to make interesting works of art.  Students can find objects at home or at thrift stores that can be used to create amazing artworks.  If you're introducing your students to 3D design and Sculpture you may want to do a Found Object assignment where they go out and find materials to create their own sculpture.  

A fun thing you could do with your students is take them to a local thrift or antique store.  Discuss with your students about how they should consider some of the principles of design when looking for their found objects such as Texture, Form, Variety.  Once students have picked their objects they can brainstorm and sketch out how they want to assemble their objects together.  If you're unable to take students to a thrift store, you may want to consider taking them outside and having them find found objects in nature.  

Another found object assignment you can do with your students is making Phone Book Tube sculptures.  With this assignment you have your students roll up Phone Book pages.  Students can create cool , intricate forms using the rolled up Phone Book pages.  They can cut and glue the paper to create their forms.  The paper forms can be mounted to a piece of foam board or they can also be turned into mobile sculptures that can be hung from the ceiling.  The students can also paint on the paper and can add elements to their sculptural forms.  

The Art of Film

The Art of Film

Film is becoming a more popular art form among young students and more of them are beginning to gravitate towards pursuing the Art of Film in college.   It seems that most schools neglect to have film classes for high school students who have an interest in it.  Depending on the school's resources and also funding, they may not have a Film class available for students to take. Also, their may not be a teacher who feels comfortable enough or feel they are equipped enough to teach the course.  Let's say I was teaching at a school that didn't have a Film class, but I taught a Media Arts class.  I would like to, if only briefly, teach students about Film and perhaps give them their own assignment to create their own film.  

If I were to introduce Film to my students I would teach them about some of the most iconic figure behind the film industry and what role those people played in contributing towards the evolution of film.  I would introduce some key concepts and camera techniques such as Camera Angles (Bird's Eye, High Angle, Low Angle, Canted Angle), Camera Movements (Panning, Tilting, Tracking/Trucking/Dolly shots), Editing (Raw Footage, Rough Cut, Final Cut, Transitions).  

If possible I would want to designate time to show my students a film (Like Princess Bride for instance) and have they analyze and interpret different parts of the film.  Who are the characters?  What is the plot?  What are the motivations of some of the characters?  What is the setting?  What is the context?  If theirs not enough time to show the whole movie than I would just show some key scenes throughout the movie and just spend one class period and have a class discussion about what is going on in those key scenes.  

It would be interesting to have an assignment where students make their own short films about any concept or idea that interested them.  Students could take what they have learned and seen from movies and come up with their own unique ideas to produce their own film. 

 

Media Arts

Media Arts 

The realm of Digital and Media arts continues to grow as our technology continues to advance.  With this access to programs and software students can make some creative and innovative  images they never imagined they could create.  Media arts can consist of Graphic Design, Photoshop, Typography, and Film Arts.  

Depending on funding and access to high quality equipment will determine the kind of projects students will be able to produce.  Though it is nice to have access to Mac Computers and High quality DSLR cameras, this is not completely necessary in order for students to create their work if all that is available is PC computers these will suffice.  Though Macs are the ideal choice when using Adobe software and to me work more efficiently, again it's not completely necessary.  

Media arts consists of using Adobe software such as Photoshop and Illustrator.  Students can also use InDesign as well. In Media arts students will learn how to use editing tools and filter tools.  In Illustrator students will learn how to create shapes with the shape tool and will learn how to use color and gradients.  They will also learn how to create objects and images in Illustrator using the shape tool.  Students can also learn to make logos and different designs in Illustrator.  With Photoshop students will learn to take their own images and manipulate them in Photoshop such as taking an image of their selves and placing it in another background.  This I believe is a classic Photoshop assignment that really helps to capture the essence of what one can achieve in using Photoshop.  I've done this assignment several times before and I've always enjoyed it and students seem to respond well to it. Students can also learn to manipulate colors and can learn how to use the cloning tool and will learn how to create layers in Photoshop.  

Depending on the school, sometimes they do offer courses solely in Graphic Design or Photoshop where you would be able to get in more depth with what students can create and learn.  If I taught a Media arts class like Photoshop, for instance, I would want to focus on several different kinds of concepts beyond just manipulating photographs, but also delves into Graphic Design and possibly Typography as well.  It's good to give students a nice variety in their projects.  

Photography

Photography Techniques

Photography is a one of the most accessible mediums that students can work with.  It makes students look and observe places and things in a more thoughtful and meaningful way.  Chances are if your teaching High Schooler's, you're very likely to be teaching a Photography course of some kind.  With Photography you can work strictly in Digital, but if your school as access to a darkroom, chemicals, and film cameras than you can also do Black and White Film.  I would start off with digital first and do black and white film in like a Photo II class.  

One of the key concepts you will teach with your students is composition and how students can achieve a strong composition in their photos.  Their are some compositional rules that you can teach to your students that they can use as a guide when they start taking their images.  

These rules are: 

Golden Triangle 

   

Golden Spiral

Rule of Thirds

One Photo assignment you can do with your students is having them incorporate these compositional techniques into four different conceptual techniques.  These techniques can be Disturbance, Proximity, Vantage Point, and Place.  Make the assignment personal to them in some way.  Have them photograph things that interest them and make them excited to take photos.  Giving the students a structured concept for their assignment will give them better direction of what to photograph.  You can always just give your students a camera and tell them to go shoot pictures, but that doesn't give them alot to go off of.  It important for students to have a reason for why they chose to photograph the object or place that they did.  What drew them to that particular place or thing?  Why is it important or relevant to them? What does it say about our culture/society?  What does it convey to the viewers?  It's important for them to keep them questions in the back of their mind while their taking their photos for an assignment.  

Examples: 

Vantage Point : Golden Triangle 

How this image relates to me : I find myself exploring in places I've never been before, but I also find myself exploring places I've been to thousands of times.  It's in these familiar places that I find something unique and unusual that I have never seen before.  I came across this glass ceiling in a deserted mall and I was drawn to it immediately.  I liked the way the reflections can be seen and that I could see myself, like it was this giant mirror reflecting down on me.  I look so small and insignificant compared to everything else that is going on around me.  To me this reminds me of my own thoughts and how confusing and at times indecipherable my thoughts can become.  Sometimes it's easy to feel lost in one's own mind.  

Disturbance : Rules of Thirds

How this image relates to me : I tend to distant myself from photographing my dog, but in this particular instance I made an exception.  I have a 7 year old beagle named Ziggy.  So often when I do take pictures of my dog I tend to take them from my level looking down on her, but I thought about what kind of image I would get if I got down to her level.  When I took the photograph I made the conscious decision to crop out her head;  I didn't want to focus on her face, but more on her feet and her body. It creates this sense of mystery to the image and makes the viewer wonder.  I believe this is something students should try to catch in their photographs, a sense of ambiguity that makes the viewer wonder what's going on.  

Place : Rules of Thirds (or Golden Triangle)

How this image relates to me : This photo was taken when I went exploring with one of my friends a while back.  We came across this abandoned building with no roof and basically no interior, it had been completely gutted out.  I captured this candid moment with my friend as he was walking around this strange, yet kind of cool abandoned place.  It had been raining on and off that day and the floor was practically shining, like we were walking on a glass floor.  This place would probably be deemed as being ugly, a dump, and perhaps even useless.  Yet, I'm drawn to this weird place that is simply just here and still standing.  

Proximity : Golden Spiral

How this image relates to me : Yes, it's a photo of a flower.  And their are a million photos of flowers, probably billions.  I have always had a strange fascination with flowers since I was very young.  The one thing I don't like about flowers is how they are so fleeting.  Even in the spring time when the flowers come out it seems you blink and their gone.  I suppose it makes me reflect on my own life and how fleeting my life is and how every time I blink, I'm another year older.  I guess you could say I'm in the stage of my life where I have "blossomed", but every day my petals are falling and I'm welting with age.  That seems like a rather depressing idea, but it's really just reality.  

Some websites you can have your students use to get inspiration: 

https://www.photographytalk.com/photo-galleries 

http://www.featureshoot.com/2014/02/52-photo-sites-get-inspired/ 

Letter to Parents of my Future Students

Dear Parents, 

On behalf of the arts program here at (insert school name here) we are so thrilled to have your child enrolled in our visual arts course.  I'm looking forward to working one on one with your students, helping them reach their full artistic potential.  Throughout this year (or semester), students will be challenged and put outside of their comfort zone by creating works of art they never imagined they could create.  

This class will be more than just an art class. This class will teach your child how to think creatively, to be innovative, and will help your child to grow and develop not just artistically, but also as an individual. Arts education is a very important element of your child's education.  Art gives students a creative outlet and a stress relief.  Art gives your child the opportunity to become an active member in our school community.  

Their are a variety of art courses that your child can enroll in while they are here at (insert school name here).  All students will first take the Art 1 course, which is an introductory course to the visual arts.  In this course they will learn about art history, art theory, and art concepts.  They will learn the basic techniques that incorporate drawing, painting, , 3D, and mixed media.  After they have completed the Art 1 course, students are welcome to take any of the other higher level art courses that we teach.  These intermediate courses consist of : Photography, Ceramics, Printmaking, Painting, Film Arts, and Sculpture.  For students that wish to further their artistic talents and abilities can take an Advanced art class or AP art class where students can focus on their own art concentration of their choosing.  Students that wish to take an AP art class will need to turn in a portfolio of their artwork based on what they would like to concentrate in and students portfolio's will be reviewed and approved by the art faculty.  

Students will be the main artists of our school and the walls will be their canvases.  They will be involved in creating murals and running art events to provide funding for our art program and also for local charities and non-profit organizations in our community.  It is important for students to be active members and volunteers, helping people who are in need.  Your child will learn the importance of healing through art and making a difference through art.  

In addition, your child will have several different opportunities to showcase their artwork in different art competitions, contests, and showcases throughout the year.  Students will have a chance to be recognized and awarded for their artistic achievements.  These recognition's can be put on your child's resume as a volatile and outstanding achievement.  This will help give your child gain confidence in themselves and take pride in what they have accomplished.  

We are so happy to be a part of cultivating your child's growth and development as a young, ambitious artist and look forward to working with them and also with you.  

Thank you.

Sincerely,

The Arts Department

Color Theory Portrait

Color Theory

Now that your students have learned about the color wheel and have practiced shading with colored pencils, you can move on to doing a color theory portrait.  For the color theory portrait you will have your students decide on a color theme they wish to use for their painting.  Students will not only be implementing how to use color theory in their artwork, but will also learn how to create a grid portrait using an image taken of themselves.  

Materials for this assignment :

- 18 x 24 Paper, preferably thicker, better quality paper from Dick Blick 

- Rulers to measure out grid

- Mechanical pencils and erasers

- Acrylic Paint (white, blue, red, yellow)

- Paintbrushes (flat, wide, and small brushes for detail)

- plastic or metal palettes for paint

The first step for the assignment is to take portrait images of your students that can be printed and the grid can than be drawn on top.  The image can be on any standard copy paper that's 8 1/2 x 11.  Once the images are printed out the students will draw out a 1 inch grid, after they have finished their grid on their image they will than draw a 2 inch grid on their 18 x 24 paper.  Keep in mind that the students should lightly put in the grid because eventually they will need to erase it once they start painting.  

Once students have finished their larger grid on their big piece of paper they will move on to transferring the information from their portrait images.  

       

They will be drawing in the various shapes and details of their face, dividing up the various shades of value. They can also number the areas of different values, almost like a paint by numbers method.  Some students will find that this approach will work best for them. Students will choose what color scheme they would like : Monochromatic, Complementary, Tridaic, or Split Complement.  Once they have decided what color scheme they would like to do they can start their painting!  When I did my painting I did a monochromatic color scheme with blue.  I started with the blue straight from the container and that was my darkest value and worked up to lighter values as I went.  You can have your student start with a mid tone color first this may be easier for them.  Every student will have a different approach to how they do their painting and this is fine.  Once their start painting make sure they take their time painting and that their adding an even, opaque application of paint onto their paper.  

This is my process of my color grid portrait and my end result was fairly successful overall.  The end result your students should get is a nice color portrait that they can be proud of.  

      

Color Pencil Shading

Color Pencil Shading

Once students have began using value and shading in their drawings this is a good time to move onto doing shading with colored pencils.  However, it's important for students to understand color theory first before they delve into doing full on shading.  Once students understand the primary, complementary, and secondary colors they will be able to better understand how to shade effectively with colored pencils.  Give students a blank color wheel that they can either paint or colored pencils.  I would recommend using paint because it may be a little easier to mix their colors to create the colors for their color wheels.  

For this assignment I would have them draw fruit or other objects that have a nice variety of color.  Fruits are nice because they usually have a nice range of complementary colors.  

Some tips that you can give your students when shading with colored pencils 

- Use good quality colored pencils such as Prismacolor

- When shading with colored pencils students shouldn't use black to create their darkest darks.  In fact, the best thing to do is to take away the black colored pencils altogther so that the students aren't tempted to use them.  

- Show students how to create darker values by blending the complements (ex: red, use green to create darker values.  

- Teach student that they can use the white of their paper to create the lightest highlights

- Show them how much pressure to put on their pencils, overall it should be light pressure

- To get the best result it's better for students to take their time blending their colors slowly over time this will create richer, more vibrant colors.  

- Show students to use the side of their pencil instead of the tip and remind them to keep their colored pencils sharpened at all times.