Friday, September 23, 2011


Art-in-New York

Learning Objectives

Students will be able to:
  • create an 11-step value scale (monochrome) by mixing black and white.
  • mix secondaries and tertiaries from primaries.
  • collectively critique artwork and rearrange visual elements for improving compositional balance.
  • demonstrate their feelings about what they see.
I decided to put all students in a 1-hr color boot camp for mixing, judging, and discussing subtractive colors. They successfully painted a value scale in one hour. I was amazed. The Color Wheel became their homework because this class is not meeting the following week (Friday schedule next Wednesday). There was no time to explain what was happening in color and in their eyes, but this way, they can at least "evaluate" colors in color-field paintings at MoMA on a field trip, two weeks from now. If not, they cannot even "see" that a painting is there!

We used the last half of the class time for a group critique of exquisite corpse drawings from last week. I asked the entire class to evaluate drawings based on their completion levels: 0% to 100%, and why they feel that way. In some sense, this exercise was more about verbalizing their feelings than the drawings.

Two students documented all drawings at the end
Those photos will be sent to other students in Beginning Painting.


  1. I love the exquisite corpse exercise!--what a fantastic way to have students begin to think about whether a work is "done." I think we should use this technique for writing also.

  2. Seems like a great way to begin, and very cool that you are having them do the exquisite corpse drawings - this way not only are students sharing something they create together, but it relates to working with the body as a concept. I think you alluded to that in the wiki when you wrote about what you hope to do this semester. What are you thinking about now for possible 2. 0 connections you'll make?