PJ is mastering color theory! He is self-directed in his color exploration. He completed a chart of tints and shades of red. Then he started an optical illusion project using wavy lines and alternating colors to give the illusion of 3-D tubes moving on a 2-D surface. PJ has been focused and is doing quite well.

PJ worked on color theory today. He started a color wheel by mixing equal parts of red, yellow, and blue paint to make secondary colors and equal parts of one primary and one secondary to make tertiary colors. He has done a great job so far! His colors and brushstrokes are excellent. PJ said he enjoys painting and wants to try painting on canvas. So after he finishes his color wheel, he can start painting.

Great work, PJ!

I offered PJ two choices of art projects today. One choice was to design his own Heraldic Achievement: Coat of Arms (images within the shield), the Crest and Helm, Supporters, and Motto. I provided a template and images for viewing and reference with animal meanings and color psychology. This project covers iconography or symbolism, design, balance and symmetry, and color.

The other choice was to create some illustrations for his cooking notebook. I provided a wonderful cookbook illustrated by a well-known contemporary artist Javier Mariscal for PJ to look at for inspiration.

PJ opted to continue working on his current project showing contrast with complementary colors, pattern, repetition, and motion with line. He was focused and worked hard. I am proud of the work PJ did this week! I told him we would hang his design on our art room Brag Wall when he was finished.

I asked PJ if he was interested in one-point and two-point perspective. He said he might be, so I will have some visual activities for him to create a room and a city street, if that interests him.

I have organized PJ’s art notebook with visually exciting Art Elements and Principles of Design reference sheets and skill set practice sheets. I have given him the task of looking through those sheets as review and to sharpen his skills on the practice sheets. He can work on those at his own pace, but I want him to try to do a few exercises on each sheet or in his sketchbook.

He selected the design principle contrast and started working on a design in his sketchbook. I encouraged him to look at the color wheel and asked him what complementary colors are. He did not know. We reviewed what they are, and I asked him to choose two complementary colors for his contrast exercise. Complementary colors are opposite each other on the color wheel, and when next to each other, they pop! Then his dad came to pick him up early. I asked PJ if he would like to continue working on his design over the weekend, but he said no.

PJ is thinking about his next project for Visual Arts 2.

We are continuing our learning of the Art Elements. We are focusing on texture, negative and positive space, and space and depth through perspective: linear and atmospheric perspective. I gave PJ some reference notes with images to refer to and put those in his art notebook. Then I gave him some activities to apply and practice these art elements.

PJ's handling of textures: wood, fur, and rough textures is quite good. He is very observant and really takes his time to demonstrate the texture he sees.

PJ and I talked about his cooking lessons with Chef John and the vocabulary he has learned through his training. Like any subject matter, the visual arts have a terminology to study and learn. I gave PJ several one-page activities with notes for reference. We learned about lines, shapes, forms, mass/volume, and values. PJ completed an activity using lines to express emotions and movement. Then PJ used shading and values to create three-dimensional forms out of two-dimensional shapes that he glued in his sketchbook.

"All About Me" and Drawing Prompts

PJ had a choice of drawing prompts and "All About Me" activities. PJ choose to draw his favorite things on an image of a Stanley Cup. He drew his favorite movie about these aliens who could not see, and he told me about the movie. Then he drew a space ship on the Stanley Cup. Next, he chose a drawing prompt called "It's not a triangle, it's a..." From a simple triangle, PJ drew one of his favorite characters from a television show complete with details and color.

I asked PJ what his goals are for this art course, and he said he wants to get better at art and focus more.

"All About Me!"
PJ chose an image of a Stanley cup to decorate on paper with drawings from the prompts on the page. He drew his favorite movie and then drew a space ship on the cup. Then he worked on a drawing prompt called, "It's not a triangle, it's a..." and turned the triangle into a character with detail and color from one of his favorite shows.

I asked him what his goals are for this course, and he told me he wants to get better at art and focus more.

Given that it was the last day of school, I gave David the option to either continue playing marbles with Cam in the science classroom or to work on art/ try to finish his graffiti project. He chose to play marbles instead. It was a light-hearted and social way to close out the year.

David worked on his digital graffiti-style project. He asked for help rendering a ledge in the scene and I demonstrated how to shade it realistically by adding form, highlights, and shadows. He was receptive to the instruction and improved the piece’s dimensionality as a result. It was the sort of question and lesson that made it okay with me that he's taken so long on this project; whenever we sidestep to address these technical challenges, I can see that David really understands the demo and applies it to his work.