Bold Monochromatics

Analeigh per 3 Its an SLU "Billican"Paola per1

Rebecca per 4

Rene per 4

Thuy per 3

vivian per 1

Parameters of Assignment

• For full points student must stretch and prep own canvas
• Must be a monochromatic harmony
• maximum dimension 11x14
• full range of values using black white and a color
• must be from a photographic resource

Monochromatic Painting in Art 2

Deja Per 6

Angelica Period 6

Kevin Period 4

LiLe Period 4

Temesgen Period 1

The art students of periods1,3,4and 6 have embarked on an exploration in color harmonies. They research how to make color express a particular feeling, as well as, work from a photo resource without grid guides. The result is a near representation. For this assignment they created monochromatic portraits. A monochromatic painting uses one color with black and white to create value, light and dark. In most art classes, this is usually the first assignment. However I chose to give the student the opportunity to explore color first by copying from a master, building confidence and familiarity with the brush and surface. This assignment adds to their skill set by adding brush technique and paint control by limiting their palette.



Proud Picassos!

Period 1 Alejandra

Te'a Period 4

Jesus Period 4

More Strong APART Student work

Arturo Guel APART

Bach Diep APART

Sabrena Troung APART

Jerry De La Mora APART

Building Courage One Stroke at a Time

Precious Period 1

Jaime Period 3

LiLe Period 4

Roberto B. Period 4

Stephanie H. Period 4

Jorge C. Period 4

Lidia Period 4

Rodrigio Period 4

Eddy M. Period 4

Karely Period 4

Mariana Period 4

Carlos Period 4

Dave Garcia Period 6

Deja Period 6

As was stated in the earlier posts,each student was tasked with reproducing a famous painting from one of the 20th century masters, Pablo Picasso. The main objective of the assignment is to foster a introductory level of creative confidence. One of the parameters of the project was that no painter was allowed to used the "color" black. Each student had to devise ways to create relative tonal grays. This psychological hurdle, denying the student a readily available color and forcing them to think about color relationships,at first seemed unreasonable and unnecessary to the students, but soon they accepted the inconvenience and it became a normative part of their creative landscape with each artist sharing their secret for making black.

I reasoned these particular paintings were appropriate for a beginning art student in the degree of complexity, the abstract nature of the subject matter, Picasso's nudes, within a reasonable time frame that maintained student engagement and a high percentage for success. 

I intentionally posted the student with the work so that all might witness the unmistakable expression of accomplishment. There is no truer empirical measure in which to shape the landscape of our student's experience than through the arts.

The next assignment will increase our student skill level supplying them with new tricks (skills) to enhance their artistic toolbox.

You'll have to tune in to the next installment...

Kevin Per.4

Sivkhim Per.4

More Art 2 Artists

Vivian Per.1

Gabriela Per.1

Yessenia Per.1

Ngan Per.3

Xuiying Per.3

Abdullah Per.3

Sarai Per.3

Hayblu Per.3

Debra Per.3

Dakierra Per.3

Jonathan Per.3Melissa Per.4

Thuy Per.4

Ximei Per.4

Rebecca Per.4

Rene Per.4

Osvaldo per.4

Above photos are of students in Period 1,3and 4 of Moya's beginning art class.Each student spent the two week period experimenting with color development and brush technique. The work was difficult for many, but the end result as illustrated by their expressions is one of pride. What is most interesting is the variation in interpretation. Though the piece is created from a single source each work is a stylistic original!