Skip to main content

Project #2 Dynamic Value Ranges in wet media

Value Scales in 11 steps
Materials: Titanium White and Mars Black, brushes, rulers on Bristol paper

Create a value scale in 11 steps
Overall the scale will be 2" x 11" 
It should look smooth overall - the steps evenly distributed.
The #6 block = your middle grey, therefore, separates half of the value scale towards the TINTS. On the other side of #6 will separate your value scale into TONES.      
Student Work - value scales
Simple Color Wheels in six steps
R Y B = Primaries
G V O = Secondaries

Compliment Pairing = 2 colors and ALWAYS is one primary + one secondary. Complimentary colors ALWAYS sit across from each other.
R = G
B = O
V = Y

 In the scale below note how each of the scales range in their complementary pairs in seven steps. Each mixing towards the darker color adds overall darkness to the value.  Take special note that on the 4th step, the "middle grey" seems to appear equal in saturation and value throughout each of the scales represented in the lower example.

Analogous Colors ALWAYS share a border and are three
R O V
V R B
B G V
G Y B
O Y R

Student Work

Popular posts from this blog

syllabus

2D Design + C olor T heory The artist is the "medium."  Marcel Duchamp, artist, conceptualist, master chess player This is an introductory course in understanding and producing two-dimensional visual forms through use of art and design elements and their principles.  The beginning course, students will explore a variety of wet and dry media, hand and computer tools wile exploring in a variety of materials and their applications.  Through hands on studio activities both by hand and digital, students will develop a better visual understanding of design and composition, while understanding how line, form, color and composition act as foundational building blocks to so many fundamental designs.  Students engage in several formal and conceptual projects that sharpen critical thinking and problem solving skills.  Throughout the semester, assignment concepts and ideas, and the myriad of ways to interpret them will gradually increase in complexity. ...
Read more

Analytical Writing Assessment Rubric

Analytical Research Papers  Assessment Rubric     Analytical Assessment valued in the 5 qualitative areas below: #1 Analysis of the creative work Grade A (student is excelling standards) B (student is meeting standards) C (student is approaching standards)  D (student is not meeting standards) A.  Student accurately describes several dominant elements or principles used by the artist/designer and accurately relates how they are used by the creator to reinforce the theme, meaning, mood, or feeling of the creative work. B.  Student accurately describes minimum of three dominant elements and principles used by the artist / designer and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the creative work. C.  Student describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork. D. ...
Read more

Project #3 Abstract Variations: Figure Ground Reversal & Activating Negative Space

Abstract Variations: Figure and Ground Reversal Positive + Negative Shape Activating Negative Space Objectives + Goals: In this assignment, you will be creating a relationship between the figure (the object) and the ground (the air), and how they may morph into one and other in 4 steps. Note, the first image above in black and white example shows 12. Steps: Choose a letter or number of your choice. Enlarge it to fit into a 5" square.                              In your sketchbook create 8 - 10 small thumbnails 2" square (with a ruler, please). Within each square, you will sketch up some ideas to get your creative minds designing. In each square allow yourself to develop the design into a dynamic figure-ground reversal.  Try adding thin and thick lines, designed with smaller and larger negative shapes.  Allow your design to crop on a number of edges of the square.  ...
Read more