bugs, seashells, skulls

This semester the majority of the students use a variety of Micro-pens. Note the line work in this assignment, some indicates structure while some indicates texture.

The subject matter is a natural and complex form. Students used to draw only shells. A few years ago I brought in bugs. This semester, thanks to the PC biology department, we have small animal skulls. The composition is to include 2-3 objects and students must balance out positive space with negative space.

While I would like each student to include 1 of each (bug, shell and skull) in their composition, I let them pick and choose. I’m not surprised some students don’t like the bugs. I’m very surprised others don’t care for the skulls. And I understand why most of them love the variety in the seashells.

Santan focuses on a star fish.

Drawing students learn the skill of observation. Using a magnifying lens, they look closely at the form and surface of their complex object. Marker (no eraser) forces them to work slow and careful. They learn to focus. They learn patience, commitment and discipline. During critique we talk about how these traits show up in the work.

The assignment goes well. Here are a few of the studies.

Santana’s What Am I Looking at?

Angel, She Sells

Luis’s Land and Sea

Seb’s Sirens Song

Leo’s Hopper Goes to the Beach

Grace’s SeaShells

Pedro’s Dinner Time

Ilse’s Monsters

Aine’s She Sells Sea Shells

Eman’s Food Chain

Luka’s Linear Evolution

Luka’s Speleothems

Fernando’s Skulls Overboard

Early in the semester, students tell me about Inktober. In general, I think the idea behind this is one ink drawing a day throughout the month of October. This study takes at least 4 days for the majority of the class. But it’s still a fine drawing for the month!  #inktober2019

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The post includes only a few of the drawings. You can see all of the work on Thursday, November 7th, when Phoenix College (main campus) celebrates National STEAM (Science, Technology, Engineering, Arts, Math) day.  Free and open to the public. You’re invited!
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lesson in observation and commitment

Man who wishes to know about the world must learn about it in its particular details. – Heraclitus

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The assignment focuses on natural objects with complex (and beautiful) structure and texture. The students set up a composition  balancing positive and negative space, using sea shells and insects – either or both.

Careful observation is key. I suggest they use a magnifying glass. I ask they consider the quality of the lines they use. What sort of lines represent structure? What sort of line represent texture? By now they want to have a larger selection of fine(r) markers.

A couple of students have a particularly challenging time and I suggest short breaks for them. The weather is so nice now, walking or moving will help to settle them.

Here are fine examples of the drawings.  Note composition, quality of line and the attention to detail.

Close up and personal by Virginia

detail

Bug Portrait by Marco

Detail

Shell Game by Kat

Detail

Bug and Shells by Is SaK

 

 

Sally Sells Seashells by the Seashore by Angela

Detail

The Starry Fish by Vince Van D’oh! by Virgil

Detail

Sea Dreams by Anita

Detail

 

Equanimity by Amareli

Detail

Deux Ex Machina by Anthony

Three Stooges by Adonis

Advanced students use scratchboard. Here is one example by Victoria – still in progress.

Victoria’s shells on scratchboard (in progress)

Detail

 

structures and textures, insects and shells

Watch the greater image materialize. You need that thing over there to tell you what to do about that thing over here. -Robert Genn

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Structure – a complex system of parts arranged together (to form a whole)
Texture – tactile quality of a surface

The student’s task for this assignment is to learn to distinguish different types of lines. They look for those that form a structure and those that define a surface. I bring out large and small sea shells. I also bring out my collection of insects and lizards. Secretly I wish they will all choose the creatures, but I know better than to insist on this.

Aside from looking at the lines that make up a complex natural object they also work to balance positive and negative space.  And they continue to develop patience.

Karen’s shells

detail

Victoria’s dead lizard and a spiral shell

detail of lizard

Brittany’s Bees – Two of them

detail

Kanata’s See shells, Sea shells

detail (amusing tarantula wasp)

Kevin’s (maybe ready to kiss) cicada and palo verde beetle 

first sketch – too small

Robert’s shell studies

detail

Maygin’s shells and mantis

detail mantis face

Alma’s shell corner

studying structure and texture

The assignment: to study and identify complex structure and complex texture, create a composition and balance the positive and negative space. The subject-matter for the majority of the student’s are shells. They can make other choices with homework.

I consider this assignment to be a turning point. The commitment is big and the work is intense.  Students must work slow and careful using a magnifying glass to see, and see more.

Take a look at some of the finished drawings.  Note the advanced students work on scratchboard.

detail shot of one of Anne’s shells

 

Julio’s shells.

 

Ali’s dry leaf

 

Trenary’s shell

Cory’s shell’s.

Terry’s hand and seed pod.

Heather’s starfish shell.

Hyeokwoo’s shells

Andrea’s shell’s

Drawing 2 students use scratchboard and work off of photos. Clearly they have more freedom but the assignment requires steady patience.

Charles’ bird on scratch board.

Susan’s work on scratchboard

Cassidy’s Cat

 

they look closely

Look closely. The beautiful may be small. ― Immanuel Kant

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The focus of this assignment – structure and texture, parts and surface – of the forms. Students also take time to consider the placement of subject matter into the picture plane. They construct a composition and balance out positive and negative space.

Everyone picks their shells, magnifying glasses get pulled out. The work to look at structure and define texture begins. They look closely. They see. They identify. They put it down. Emotions run high. Throughout the assignment we discuss stylizing.
Critique is great.

… a few highlights

Descending Collection – by Melissa

Different Shells, Different Textures – by Alejandra

The Shells from the Great Abyss – by Kyle

Fossil Poop – by Kris

Silhouette – by Segio

Shells – by Aaron

Sally Sells Sea Shells – by Brittany

structure and texture and lots of perseverance

  “Pure drawing is an abstraction.”  Paul Cezanne

Joey

Because they’ve worked with me before, Joey and Julietta get some choices. They pick the subject matter and among other things I offer scratchboard and a needle tool. They accept the challenge . The result is stunning. Joey draws a seed pod and Julietta works from a photo.

Julietta

For Drawing 1 students, the subject matter, on this round, are shells.  Students learn to define structure and texture though the use of a variety of line. They also set up a composition by balancing the positive and the negative space. The result is a beautifully detailed drawing. I’ve explained in earlier postings of this particular assignment, for many students it’s a turning point. For Yari and Salman below, it certainly is that.

Salman

Yari

Ivon

Next we are outdoors. We’ll be working on spatial depth.  Phoenix give us a cool down…please.