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Dynamic Figure Painting: Exploring Watercolour Techniques Name Dynamic Figure Painting: Exploring Watercolour Techniques Name:_____________ STEP ONE: Start by sketching in light pencil a large contour drawing outline of your figure in a dynamic pose. STEP TWO: Fragment, grid, or divide the drawing in such a way as to create a more visually interesting image using either linear or spiral lines. Experiment to increase the number of pre- existing shapes inside and outside of the human form. Imagine how this will work when colour is applied. STEP THREE: Apply a number of different watercolour techniques to each different section of your work: • Washes: Wet-On-Wet • Transparent • Glazes • Dry Brush • Masking • Dropping In Colour Apply watercolour washes by mixing colours. Use denser applications to colour to create rich colour and less colour and more water to make a more transparent wash. REMEMBER: All water colour techniques must appear in the final painted image. (See technique sheet for specific techniques) REFLECTIVE QUESTIONS (Answer after completing the watercolour painting): 1. How did you divide your image to help focus the viewer and create a stronger composition? 2. How do you think the effects of colour mixing and changes in density affect your work? 3. What aspect of your image do you feel is most visually striking? Watercolour Painting: Figure Study Evaluation Name:_____________ Achievement Level 0 Level 1 Level 2 Level 3 Level 4 Criteria Thinking/Inquiry Work does Concept is unclear Concept is slightly Concept is clear and Concept is clear and not meet and/or weak. unclear and/or valid. Meaning or strong. Meaning or assignment Meaning or ideas weak. Meaning or ideas conveyed are ideas conveyed are Concept & Meaning: conveyed are not on ideas conveyed are on par with student’s above expectations Watercolour expectations below expectations Techniques: par with student’s grade level. for student’s grade for this for student’s grade Washes: Wet-On- grade level. level. category of level. Wet, Transparent, assessment. Glazes, Dry Brush, 5 Incomplete. 3-4 /5 Masking, Dropping 2 In Colour 1 0 Knowledge/ Work does The completed work The completed work The completed work The completed work not meet is largely unoriginal is slightly unoriginal is mostly original is highly original and Understanding assignment and not creative in and not creative in and creative in creative in execution. execution. Many execution. Some execution. Few No known exemplars Creativity and expectations exemplars of similar exemplars of similar exemplars of similar of similar work exist. /2.5 Originality for this work exist. work exist. work exist. category of 2.5 assessment. 0.5 0.5-1.0 1.5-2.0 Composition Incomplete. Composition is Composition is Composition is Work does unbalanced. Little semi-balanced. mostly balanced. Composition is /2.5 not meet thought has been Some thought has Adequate thought balanced. Much assignment given to the been given to the has been given to thought has been placement of placement of placement of given to placement of expectations elements on the elements on the elements on the elements on the page for this and the correct ratio page, or to the page and the correct page and the correct category of of positive to assessment. correct ratio of ratio of positive to ratio of positive to negative space. Incomplete. positive to negative negative space. negative space. space. 2.5 0 0.5-1.0 1.5-2.0 0.5 Application/ Work does Painting Painting Painting Painting /5 Creation not meet demonstrates limited demonstrates a demonstrates a demonstrates a assignment variety of shapes somewhat limited sufficient variety of superior variety of expectations and lines. variety of shapes shapes and lines. shapes and lines. Variety (lines & shapes) for this and lines. category of 1 3-4 5 assessment. 2 The submitted work The submitted work Incomplete. The submitted work The submitted work appears mostly appears totally Completion/ appears obviously appears slightly complete. Minimal complete. No 0 incomplete. Much incomplete. Some effort additional additional effort could /5 Neatness more effort could additional effort effort could have have been included: Incomplete. have been included: could have been been included and time has been time has obviously managed in an included: time has time has been 0 been mismanaged. exemplary manner. 1 been slightly managed well. 5 mismanaged. 3-4 2 . The artist has The artist has The artist has Contour Line: Detail Incomplete. The artist has included substantial included limited included exemplary /5 included some detail detail in the painting. detail in the painting. detail in the painting. 0 in the painting. 1 3-4 5 2 Communication The submitted work The submitted work The submitted work The submitted work Incomplete. employs limited employs some employs proficient employs highly accuracy of accuracy of accuracy of sophisticated Accuracy of 0 techniques. techniques. techniques. accuracy of techniques 1 techniques. /5 2 3-4 5 Reflective Answers are Answers are clear & Incomplete. vague/incomplete. Answers are Answers are clear exemplary. Questions somewhat clear and and complete. 0 0.5 complete. 2 1.0 - 1.75 /2 0.5 - 1.0 /32 A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively; A1.1 use a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of art works (e.g., use research, synectic charts, and/or a class brainstorming session to generate a variety of creative ideas; reflect on the suitability of the ideas and choose one to serve as the basis for their plan; use notes and/or thumbnail sketches to develop their plans; revise their plans on the basis of peer- and self-assessment) A1.2 use exploration/experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, and printmaking (e.g., explore a variety of materials and/or techniques; reflect on the input of their peers; refine their art work on the basis of useful feedback) A2. The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages; A2.2 apply elements and principles of design to create art works that communicate ideas and information A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others. A3.1 explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works A3.2 use appropriate practices to prepare their art works for presentation B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works; B1.2 identify, on the basis of examination, elements and principles of design used in various art works, and describe their effects B1.4 use a variety of strategies (e.g., peer- and self-assessment, formal and informal critiques, small-group and class discussions) to identify and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts; C1.1 use appropriate terminology when identifying and describing the use of elements and principles of design in their own art works and the works of others C1.2 use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works (e.g., brayers, conté, frottage, markers, painting techniques, pencil techniques, relief, stencil) C1.3 identify the stages of the creative process and the critical analysis process using appropriate terminology C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works; C2.1 demonstrate an understanding of some techniques that artists use to achieve specific effects (e.g., the use of cross-hatching to create a feeling of depth and dimension; the use, in watercolour painting, of a transparent wash of colour to create the effect of light coming through the composition) C3. Responsible Practices: demonstrate an understanding of responsible practices in visual arts. C3.2 demonstrate safe and conscientious practices associated with the use of materials, tools, and technologies in visual arts (e.g., identify hazardous materials and adopt appropriate precautions and/or protective measures when using them; demonstrate respect for property, including classroom facilities, tools, equipment, and technological devices) PAINTING A FLAT WATERCOLOR WASH How to Paint a Flat Watercolour Wash Select a darker hue for your wash (it’s easier to see) and mix a liberal amount of medium intensity (30-50% value) paint on your palette. MAKE YOUR SECOND STROKE REPEAT AS NECESSARY… Return to your palette and refill your brush. Refill brush and continue overlapping strokes, riding the flow of the paint and keeping an even tone as you go. Start the next stroke at the bottom of the first stroke, being sure to overlap the bead of paint now formed at the bottom of the first stroke. TIP 3: You can use the flat edge of a wash brush to “cut” the starting edge. TIP 1: If the flood of the first stroke doesn’t fully flow into the new stroke, increase the angle of your board to aid the flow of the wash. TIP 4: If you want to square up the final edge of the stroke—slow down, pull the brush up, and use the sharp flat edge again.
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