Day 04 of Class - 2 February 2009

Posted by: Emily Kruszynski:

Today we learned about COLOR THEORY (mixing colors/the color wheel)...
Primary Colors- red- blue- yellow
Secondary Colors (made by mixing 2 primary colors)- orange- purple- green
Tertiary Colors (made by mixing 1 primary color with 1 secondary color)- purple/blue- orange/red- green/yellowetc.....
Complimentary Colors: colors that are opposite of each other on the Color Wheel- red & green- blue & orange- yellow & purpleAnalogues Colors: colors that are next to each other on the Color Wheelex. purple, purplish blue, blue, bluish green, green (remember the scarf?) etc......*as, things get farther away, the color gets duller (which can be achieved by mixing gray or its compliment)

We also learned about PAINTING....

Watercolor Paper:
- sized means it has a glue on it that allows the paint to sit on the paper (instead of the paint soaking in)
- weight means thickness of the paperBrushes (flat, round, filbert, bright, script, fan, detail, etc..)
- soft: for think paint (like watercolor)
- medium (bristles that 'spring' back when u flick them): for thicker/creamier paint like acrylic
- hard/stiff (bristle brushes) for oils/butter-like paintimpasto: thick paintopaque: NOT see-throughtransparent: see-through
palette knife: knife-like tool used for spreading thick paintsolvent: used for diluting paint and cleaning (water for water based like watercolors and acrylics, turpentine or walnut oil for oils)
Watercolor Technique:


- wet on wet


- wet on dry


- dry brush


- graded wash


- masking


- crayon relief


- splattering (using old toothbrush, paint brush, screen, etc)


- texture (using salt, rubbing alcohol, Saran wrap, etc)

Posted by Dan Barney:

Cool! We also had a great lesson on the Expressivist Theory of art and on the art movement called Expressionism. We learned about the Black Plague and how art, music, dress, and ritual played an important part in the documentation of such a horrible event, but also how it gave people hope and direction when nothing else made sense. The food was great! Chocolate can truly be an emotional food can't it!No reading for your homework, but you need to add your own elaborations onto the lesson we had today. How would you teach this lesson? What could you add? What did you see in the Visual Art core curriculum from the state that also applies to this lesson? What questions or prompts could you ask your students to investigate artistically that could be added to their list?We also learned how to make hinged paper puppets.We talked about grading. I think most everyone is doing a terrific job... just make sure you are working hard at figuring out how you will take everything we learn and use it in your own class. That means you may have to do some personal research to make the connections happen. I will base your grades on the information that I listed in the syllabus, but the description of the rubric will be created collectively as we move along in the course. Your visual textbooks should be personalized and be created so that you will be able to access the information we discussed in class while still being able to add to our conversion in the future. I can't wait to see what you come up with. Also, the lessons you teach in class can be presented as if we were your own elementary students or presented as if we were (which we are) BYU students learning to become teachers.See you all next week!