1. Sample pages of student research by Beth Walldorf

2. Brainstorming There is no one way that brainstorming should look, just that they do it through a combination of writing and/or drawing to spill ideas out of their head and into their sketchbook so they can start to then try out some ideas and narrow them down for their topic into an idea for an artwork. I asked them to brainstorm at least 20 ideas or variations on an idea.

3. Example of ‘Brainstorming’ There is no one way that it must look, Just that they do it.

4. Example of ‘Brainstorming’ There is no one way that it must look, Just that they do it.

5. Example of ‘Brainstorming’

6. Thumbnailing “Thumbnailing” means drawing little examples of an artwork, sketching it out within a rectangle that is proportional to the shape of the paper or surface that they might do. They are called ‘thumbnails’ because they are little sketches, though they can do them any size they want. Students should try several. I am asking for 3 thumbnails. Thumbnails are essential. The more thumbnails you have the more options you have for success. Typically the first idea is the least interesting.

7. Here are examples of little thumbnails

8. Here are examples of little thumbnails. Also notice how the idea develops. They should not ‘marry’ their first idea. They have to ‘date’ their ideas to pick their best or build a lasting and strong idea. You can see more development and the finished art piece later in the PowerPoint.

9. Thumbnailing and Composition In addition to drawing their thumbnails, I am asking them to discuss the use of composition when they sketch out their ideas. They must discuss at least 3 elements of design and 3 principles of design in writing. This teaches them to consciously think about composition and have a strategy.

10. Here are some samples where students wrote about their plans for their compositions.

11. Another samples where a student wrote about their plans for their compositions.

12. Collecting Imagery They should have two kinds of imagery in their sketchbook research. The first are artists that they looked at for ideas or any influential photos they found online when researching their topic. The second kind of imagery is their own photos that they took to develop their idea. There is no set amount they should include, just that they have both kinds.

13. Once they have a topic or theme for their concentration, students then need to decide how it will look and visually develop this in their sketchbooks. Here is an example of how finding artist influences and exploring their compositions, subject matter, colors, and so on, may help Students build ideas in their own work. Even if a students does not use ideas from that artist in their work, they must always explore artists and consider if they might be relevant to the style or subject of the concentration they are developing. Hannah, for example, was influenced by the artist on the right. Collecting Imagery: Looking at Artists for Ideas

14. Here you see a student replicated sections of an artists work in order to learn more about The artists style, compositions, and colors. The purpose, is to help them learn to apply what they learned from the artist in their own work. Collecting Imagery: Looking at Artists for Ideas

15. Here the student tried out what they learned from the artist, only they did it from looking at their own eye and from looking at another student in class. Collecting Imagery: Looking at Artists for Ideas

16. Students should NEVER use photographs from the internet for their subject matter. They must use their own photographs. Copying an artwork or photograph from the internet is plagiarism. They can learn from art of others or learn from photographs of others, but then they must develop their own photos to work from. Collecting Imagery: Self-Directed Reference Photos

17. Collecting Imagery: Self-Directed Reference Photos This is the piece this photo later becomes.

18. Media Experimentations This means that they must TRY OUT the media the are planning to use or maybe even experiment with a variety of media until they decide on one. They may be trying it out to learn how to use it or to see if they can achieve a specific look or style. They may also need to try out the media to make sure they can use it with a high level of skill or know how to draw something before they begin.

19. Examples of Media Experimentation

20. Color Palette If students are working with color, they need to pick colors that will compliment the subject matter or theme/feeling/look they want for their work. I am asking them to look for color ideas from other artists and then try to mix and use those colors in their sketchbook. They should have an image of the artwork along with the colors they have mixed. They don’t have to be on the same page.

21. Color palette examples – selecting colors from other successful works of art and practice making those colors. Sometimes students might even want to practice that artists style with those colors and then apply them to their own work.

22. Fully Developed Thumbnail, also called a ‘Master Thumbnail’ This is their proposal to me that shows me what they plan to create. It should be a more fully realized example of their intentions for their finished piece. It doesn’t have to be as highly detailed or created exactly as they show me when the make the artwork, but should give a close approximation to the look, style, media, surface, dimensions, and composition of the piece. Often students change their mind after this step, but it gets them closer to a more realized piece.

23. To the left is an example of a ‘master thumbnail’. To the right is the finished Piece they created. Look back at some of the previous slides and you will see Examples of research leading up to this. Also, notice that they are allowed to change their ideas without doing a completely new master thumbnail. Before she started I was able to offer suggestions for improvement to her composition. So she just went with it.

24. Another example of a ‘Master Thumbnail’. Notice how the student described their use of color – which is an example of discussing composition.

25. Be sure to include the dimensions you propose for the piece. You can always change your mind, but just give me a ballpark idea. This is especially helpful for visualizing a piece that is not a typical size or surface. Such as this example: