UPPER SCHOOL; INTRODUCTION TO PAINTING

11th and 12th graders 

Philippians 4:8

Finally, brethren, whatever things are true, whatever things are noble, whatever things are just, whatever things are pure, whatever things are lovely, whatever things are of good report, if there is any virtue and if there is anything praiseworthy—meditate on these things. 

PAINTING THEME: BEAUTY

(to see the finished paintings, please click on the grade level tab on the right hand menu)

Upper school students have been painting up a storm for the last few weeks! We started our painting unit by watching a TedTalk video, Embrace the Shake, about an artist diagnosed with a neurological condition who thought he would never be able to continue as an artist. However, he began to use his limitations as a catalyst for extraordinary creativity! 

Then, students spent a few days learning some science facts about color, practicing the "clean edge" technique, and mixing colors. We also learned a little bit about the history of painting, starting with prehistoric cave paintings and ending with contemporary painters! This video from artopia.org is a fun way to look at art history: One Minute Art Lesson. It is interesting to think about how many diverse art styles emerged after the camera was invented in the 19th century: Impressionism, Fauvism, Cubism, American Abstract Expressionism, Non-objective art, and the list goes on! There are as many ways to paint as there are people on the earth! For our bellringer assignments over the last few days, we have discussed a variety of contemporary painters: Alabama artists Ricky Trione, Dori DeCamillis, and Becky Guinn, as well as paint pour artist Callen Schaub and finger paint artist Iris Scott.

Students were assigned to take a photograph of something beautiful to use as a springboard for their final paintings. We learned about a composition trick photographers use, the "Rule of Thirds," where the main focal point is placed on one of the "sweet spots." We went outside one morning to practice taking pictures; kids enjoyed the excursion, noticing little details in flowers and large stands of trees. A few kids even found beauty in a line of traffic cones! They were asked to continue taking pictures at home, and to pick a good one to base their painting on. 

student photos taken with Chrome Books during Art class

We also practiced design principles and the color gradation technique by making some interesting non-objective color scheme samples. These will be made into greeting cards and bookmarks later. 

9th graders working on color scheme examples

We talked about what makes a "good" painting, no matter what the style, and participated in an informal critique of past student work from many years ago. Which ones would be considered exceptional and why? Which ones would probably pass with a "C" and why? What about the failures - what should these students have done to improve their work? Most students agreed that the best paintings were full of variety, had a great focal point, and the clean edge technique was used effectively as well as the color gradation technique. They liked the paintings with the most visual information (detail), not the paintings that were rushed, sloppy, or apparently unfinished. 

Then, we watched a demonstration video by Mrs. Nichols about how to paint a simple landscape of a sunset, distant mountains, and a tree. Here are 3 miniature color studies of another landscape (by Mrs. Nichols). They are all quickly done with different color schemes, in a slightly different style. Students were asked to create 3 color studies of their image - these could be abstract, with strange colors, or they could have more lifelike colors. How will the final painting look? Experiment! Plan it out!

teacher example of quick color studies

students working on their color studies; thumbnail sketches for the final painting

Today, most students have finished their experimental paintings and are now working on the final piece. We are working relatively small, so if students run into a roadblock during the process they can create multiple versions of their final image. How can we learn to be better painters? By practicing, sometimes failing, and learning from our mistakes. Students are encouraged to think about solving problems as they encounter them; this is one of the most important life skills we can learn. Don't give up! Keep trying! 

"The purpose of art is not to produce a product. The purpose of art is to produce thinking. The secret is not the mechanics or technical skill that create art - but the process of introspection and different levels of contemplation that generate it. Once you learn to embrace this process, your creative potential is limitless. Artwork should be an active verb (a lens by which to view the world) not a passive noun (a painting that sits dormant in a museum). Creativity lies NOT in the done but in the doing. Art is active and incomplete. Always shifting, always becoming. Art is a sneak peak into the future of potential, of what could be. Not a past result of what has been already done. Art is a process not a product.
Art is a human act. Art is Risky. Generous. Courageous. Provocative. You can be perfect, or you can make art. You can keep track of what you will get in return for your effort, or you can make art. You can enjoy the status quo, or you can make art...." Erik Wahl

8th graders