This presentation includes project descriptions and student work samples from my Studio Drawing & Painting curriculum, which is an advanced level art course.

1. STUDIO DRAWING & PAINTING TEACHING PORTFOLIO BY STACIE SMITH

2. INTRODUCTION TO DRAWING FORM Students were introduced to drawing with line, shape, space, and value. Students learned about the artwork of Giorgio Morandi and used observational studies of simple forms for still life drawings using charcoal. This unit introduces the study of light source, gradation, contrast, and shading techniques.

5. STILL LIFE DRAWING Using the foundations covered in introduction to form, students began observational studies of still life objects using charcoal. This unit reinforced understanding and application of light source, gradation, contrast, and shading techniques in realistic drawing while expanding drawing skills to more advanced forms.

11. MARK-MAKING IN DRAWING Students studied the expressive mark-making techniques of artist Jim Dine to begin this unit, followed by the exploration of hatching, cross-hatching, and stippling techniques. Students then built upon previous understanding of value and shade through use of these techniques to enhance the expressive qualities of their still life drawing.

14. STILL LIFE DRAWING USING COLOR Students studied the concepts of local color and color theory while learning to use oil pastels in drawing. Students expanded upon their use of lighting in realistic drawing to include color. Students studied the artwork of Paul Cezanne to illustrate the use of color and color mixing for advanced color work.

18. FIGURE DRAWING Students used the drawing skills they had gained from the still life unit to apply these techniques to figure drawing from a live model. Through observational studies, students completed drawings of the human form using chalk pastel and charcoal. This unit further developed the study of light source, gradation, contrast, and shading techniques while introducing the use of value in color, the human form, and a chalk pastel.

21. SELF-PORTRAITS Students continued to develop observational drawing techniques through self-portraits using a mirror. Students used both charcoal and chalk pastels to depict their own image. This unit was used in conjunction with the figure drawing unit as a more focused study on how to approach the facial features.

24. STILL LIFE PAINTING Students began an in-depth study of color theory, color mixing, local color, tints and shades through the painting of a still life. The basic skills students developed through the observational drawing units served as a foundation for moving into painting from observation.

27. ABSTRACT DRAWING After spending the year on in-depth observational study of realistic drawing and painting, students then were able to use this understanding to “break down” the elements to create abstract artwork. Students used a sea shell as a reference point and then created their own abstraction of this realistic object using enlarging, color, value, and shape.

30. ABSTRACT PAINTING Students learned about abstraction and enlarging through the work of painter Georgia O’Keefe. After studying color theory, color mixing, and acrylic paint techniques, students created their own compositions of abstraction inspired by live flowers.

34. INDEPENDENT STUDY Students who are working at a more advanced level have the option of doing an independent study on a theme and concept of their choice. The independent study student develops a cohesive body of work exploring the creation of artwork based upon his or her interests.

35. Artist Statement The pictures I draw are things I see everyday. I see violence, the police harassing people, and people trying to find ways to have fun and make money. I want people to see what I see everyday. I want people to see how things are where I live. I want people to see the good times and the bad times I see. I don’t like when I’m judged because of where I’m from. Sometimes people think the people in my neighborhood behave the way we do for no reason. I want to show people why we act the way we do. I want to show people how the environment I’m in effects the little kids.

38. Artist Statement: My art is my voice, a powerful interpretation of my deepest thoughts, hidden emotions, and strongest desires. The images I create are coined from personal experiences, fears, and interests. These ideas and experiences are better perceived through drawings rather than spoken. My still-life images are everyday objects that I personally choose because of their simple appearance and deep complexity. I like the challenge of trying to capture the definition of an object and accurately translating lines, shapes, light, tint, and proper value levels onto a material.

39. “ I like the challenge of trying to capture the definition of an object and accurately translating lines, shapes, light, tint, and proper value levels onto a material.”

40. Beginning Independent Study Students

41. CREATE!