Mr.Mallory's Online Galleries

President Obama, monochromatic watercolor. November 2010
Students were given a black and white photo of a famous artist (I went with a politician instead) and asked to first paint a value scale, and then use the scale to help them include a full range of values on their portraits, gradually building transparent layers to create their darks and leaving the light of the paper to show through to create the lights.

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October 2010
This is a collage I did as an example for the Middle School Art class. Their assignment was to create a mosaic-collage of a face using a variety of 1 inch X 1 inch squares cut from different magazines. I think this is unfinished. I'd like to create more contrast between the edge of the face and the orange background.

Miles Davis, oil pastel on paper

Complimentary portrait of a musician

September 13, 2010

For our Second assignment, I had students use two complimentary colors as well as black and white. My objective was to have them mix varying amounts of the compliments together to create neutrals. In most cases, students should be able to create fairly convincing flesh-tones this way. Although, we also talked about how unmixed complements, placed next to one another create a greater contrast.

We've also talked about the idea of modelling (making things look three-dimensional) with values (shading), and we've seen it demonstrated in the works of Renaissance artists da Vinci, Michelangelo, Rafael, and Donatello during our "Crash-Course" in Art History on Mondays.

Here is the form we used for self-reflection and assessment this time:

Monochromatic portrait of a literary figure
September 1, 2010
Emily Dickinson, oil pastel on paper
This was our first real assignment. After studying about value scales, students were asked to use one color, mixed with black and white to create tints and tones. The results would be a monochromatic portrait painting. The students were given 8x10 printouts of black and white photographs of famous historical authors.

In some ways it served as a pretest, because these paintings reveal to me each students skills at perceiving and recording shapes, spaces, and proportions (drawing a face) besides demonstrating that they understood my instructions about values and blending.

Here is the form we used for self-reflection and assessment: