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Close-Fish Unit of Study: Applying Rhythm to your Painting Enriched Art II.

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Presentation on theme: "Close-Fish Unit of Study: Applying Rhythm to your Painting Enriched Art II."— Presentation transcript:

1 Close-Fish Unit of Study: Applying Rhythm to your Painting Enriched Art II

2 Evaluate the differences between these 2 pieces?

3 What color scheme is manipulated? Notice the cropped format Notice the orange on right side of composition is slightly reflected on the left vase too

4 Janet Fish What are the main principles of design in these pieces?

5 More Janet Fish Identify the main design principles used in this piece

6 Evaluate this Portrait What makes this realistic? What makes this abstract? How are values applied? What Design Principle?

7 Rhythm What is it?

8 Review of Semester 1 What have we done this semester? – Popcorn Drawings with Imaginative Interpretations – Figure Drawings – Arcimboldo Portraits What concepts/techniques have you had to demonstrate with each of these Units of Study? – Drawing techniques: Value defined as a shape, mark- making, lost/found edges – Color Theory – Proportion & Scale – Media: Charcoal, Ink, Pastels

9 Janet Fish An artist who was born in Boston, Ma in 1938 but raised in Bermuda She was one of many artists in her family, so she was greatly influenced by her surroundings Achieved her BFA from Smith college & was the 1 st woman to achieve a MFA from Yale During the 60’s, Abstract Expressionism was still a popular worldwide style of art; Fish tried working in that style but didn’t feel connected to it so she started working with still life subjects – She focused on subjects that were deemed “Packaging” – She liked how celaphane, that wraps produce, has both transparent and reflective qualities

10 Chuck Close Born in Washington state; He was raised by his mother as his father died when he was a boy Saw a Jackson Pollack painting at age 10; thought it was grotesque but still was inspired Received his MFA from Yale (same time as Fish) Suffered a spinal arterial collapse which left him paralyzed in 1988; Close had to modify how and with what he painted – Thumbprints, torn paper collage…etc – Taped brushes to his hands

11 Chuck Close cont. Chuck also suffers from a learning disability called, Prosopagnosia report-videos/343737/august-12-2010/chuck- close report-videos/343737/august-12-2010/chuck- close

12 What are YOU going to do? 1.Paint a 4 concentric ring color wheel: pure pigments, tinted, shaded, toned (just like you did with pastels) 2.Complete “Think Sheet” (this will guide your thinking and help you develop your composition) 3.Sketch out 3 plans using subjects of your choice. Each sketch should be cropped uniquely and/or depicted from an interesting point of view in order to best demonstrate RHYTHM  Select subject based on Janet Fish or Chuck Close (still life, transparent subjects, shiny/reflective subjects, portraits) 4.Once a layout has been decided, you will create an acrylic painting using a basic color scheme of your choice. You will have to use Ultramarine Blue and Burnt Umber as your black to create shades in your piece, if needed.

13 Review of Painting Techniques 1.Drawing image on Canvas – Either draw in the image with the paint brush (use watered down color OVER the Ground layer of paint using a round-pointed brush) OR – Transfer your image from a sketch plan (either use pencil transfer method or a grid) – To prevent graphite from smearing & mixing in with paint pigments, you can apply a thin layer of GESSO to canvas before starting composition 2.Under-painting/Ground Layer – Lay down the base color of painting; Can be either dark or light in value 3.Whole/Large values and colors (large brushes) 4.Build up subsequent layers/details with smaller brushes and more precision with value (remember: value defined as a shape)

14 Final Composition Each composition should demonstrate clearly the design Principle, Rhythm Each composition will demonstrate proper painting techniques, a clear value system and accurate shape and proportions. (value defined as a shape, mark-making, lost/found edges) Each composition should demonstrate observable subject based on one or both artists: Close and/or Fish

15 Written Statement As you complete this painting project, you will write a reflective statement about the success and completion of your drawing – You will justify what direction you took your idea and from whom. For ex: You used Chuck Close gridlines and abstraction, coupled with Janet Fish still life subjects This statement should be TYPED and a minimum of 1 page double-spaced This written statement is due January 8 th & 9 th —This day will also be our CRITIQUE day

16 Rubric Criteria & Objectives: Objectives: Demonstrate Rhythm in an acrylic painting inspired by Janet Fish and Chuck Close; Demonstrate proper paintings techniques, including an under- painting; Demonstrate appropriate color and value system based on color theory. Composition: art demonstrates mastery in figure/ground relationship and has a clear sense of depth Concept: artistic qualities are accurate and proportional to subject matter; overall rendering is exceptional with a clear design principle successfully included Craftsmanship: painting techniques are strong and use of color is exemplary; mark-making, value defined as shape and lost edges is STRONGLY evident Typed Artist Statement : 1 page typed paper clearly explaining the intentions of the artist and the success or improvements needed in the work Studio Points: work is completed on time and needs no revision

17 Student Examples 2013 Governor’s Show Exhibit

18 Student Examples 2013 Scholastic Show – Brass Musical Instruments

19 Example Subject selected based on Shiny qualities (Fish); Could finish this composition by gridding it (Close) and demonstrating a planned application of color and value to further advance the visual Rhythm in the composition

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