Cover Image: "Drew vs Nature" by 10th Grade Student
New Buffalo High School students in the Art I class took a closer look at nature by creating mixed media portraits with a biomorphic inspiration.
Students learned observational drawing skills with contour line and demonstrated value shading techniques using graphite and charcoal pencil in drawing exercises. In preparation for their self-portraits, students first had to create the visual source for their artworks.
Step 1: Weaving a Photo Collage
Each person chose a photo of themselves and converted it to a high contrast black and white image. They measured 1 inch guidelines and cut the vertical strips leaving a margin on the top to keep the photo together.
Students chose a color photo of a natural element as inspiration from personal photos or images online and measured the color photo in horizontal 1 inch lines.
Before cutting the strips of paper, they labeled the strips so they could realign their collage in the correct order.
The vertical strips of black and white portraits were taped to a piece of paper and the color images were woven through their portraits. Students were encouraged to make it their own by arranging the strips in a unique way.
Some kept the images in order by weaving the strips in a checkerboard pattern, and others made choices on which sections they wanted to stand out by rearranging the photos and cutting sections to balance on the space of their collage.
Step 2: Scaling up a Self-Portrait
These strips of paper became the slices of inspiration for their self-portraits and were labeled 1-10 and A-H on an 8 x 10 inch grid in preparation for their final drawing on a 16 x 20 inch paper. Students lightly measured a 2 inch grid in graphite pencil using DIY paper T-Squares marked in 2 inch segments so that each student could have their own way to measure on the large format paper. They were careful to lightly stencil the lines and labels so that it could be fully erased later.
This grid became the method for drawing the lines, shapes, and spaces at double the size of the original photo collage.
Step 3: Painting a Puzzle
We reviewed Color Theory fundamentals by mixing hues on the color wheel, color schemes, and creating tints, tones, and shades. I created vocabulary hand-outs with little squares for them to paint their notes that could also review at the end of the trimester for their final exam.
Students tested custom colors on draft paper and began the process of painting their natural element squares in color on their final artworks.
The overlapping images really came to life as the values were layered in acrylic paint!
Step 4: Shading in Light and Dark
During our sketchbook warm-up time, we practiced using charcoal and graphite drawing pencils to blend full-scale values with shading. Students referred to their photo sources to gradually build up darker values and save the white areas by controlling the pencil with lighter pressure.
Step 5: Critique and Reflect
As students were developing their artworks, we took time to assess the work-in-progress through critiques and determine the level of value to continue shading for good contrast. Some also took this opportunity to touch up some of the painted sections. When each artist had demonstrated their personal best, they photographed their completed artwork and uploaded it to their Artsonia portfolio to write titles and artist statements.
"Jardìn" by 9th Grade Student
The theme of my portrait is a garden with roses because a rose is my favorite flower. I was trying to create a floral but dark mood. My favorite part of this painting is for sure the roses because up close they look a little off but if you back up a bit they change and look like actual roses.
Above: "Flower Dream," "Reflections," and "The Lily Flames"
"Sapphire Sunset and the Observant Mind" by 9th Grade Student
For this piece, I originally didn’t have much of a plan for its meaning but I found that it represented my mind observing and learning through its senses and the beauty of nature with its vast colors and intricate detail in nature. The mood that I get is a feeling of serenity and awe. My favorite part is probably the portrait even though it didn’t turn out exactly how I wanted.
Above: "Omnipresent," "Me and Mother Nature," and "Tatooine's Solar Flare"
"Little Fish" by 9th Grade Student
The photo was taken at my grandparents' lake house. When me and my cousin were younger, Grandpa used to call us fish because we wouldn’t get out of the lake. The sunset and lake were painted and I drew myself using charcoal.
"Shades of Blue," "Electric Blue Shores," and "Golden Roses"
"Blizzard Boy" by 9th Grade Student
My inspiration was a winter day in the mountains. It was made to look like you looking through the distance into a cold area.
"Self Portrait," "My Summer of Friendship," and "Rex vs Nature"
"Bird Person" by 10th Grade Student
What inspired me to make this project was my love of birds. I just think they're very beautiful creatures, and the African Gray Parrot is one of my favorites. I guess the mood I've created is a sort mysterious air. My favorite part of my artwork by far was painting the African Grey parrot.
The Art I portraits are currently on display in the New Buffalo High School art gallery showcase!
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