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I showed the students a video about the terms of colour theory. To ensure their understanding, I asked questions according to the key terms that have been mentioned in the video. Then, they did some colour mixing from primary colours to secondary and tertiary colours with colour pencils. They also continue the same concept of practice with acrylic paint in order to get a good mixture of paint from three primary colours. Besides, they also continue to study the monochromatic scheme which includes tint, tone and shade with paint. Following the cubes, they also studied the different lights and shades of the 3D form.

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One of the students' colour wheel practice

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Colour Theory Practice (Monochromatic Scheme)

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Colour Theory Practice (Monochromatic Scheme)

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There are two still-life setups due to ensure the 6 feet social distancing and the classroom arrangement. Both still-lifes focused on some fruits with three glossy objects placed on a textured tablecloth. I allowed the students to choose the views they want to focus on. Besides, I expected them to draw out the proportion, shapes and accurate scale of still-life with pencil measurement this week.

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One of the students' still life drawing after adding some colours and shades with colour pencils

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Week 3 (Colour Studies & Shading on Drawing)

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Week 3 (Colour Studies & Shading on Drawing)

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Due to the setups having been moved and re-arranged, the proportion and layout will have a little different, so they are asked to take photos to continue the study of both proportion and colours. However, this will also help the students to understand the colours and shades along with the lights, shades, textures on forms.

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Self-Portrait (1887) by Vincent van Gogh

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Week 1 (What is Portrait? Why creating it?)

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Week 1 (What is Portrait? Why creating it?)

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I started the lesson by introducing the purpose of a portrait. I explained before the invention of technologies, the portraits are done by artists to practice their skills in proportion, colours and brushstrokes. The portrait also presents an individual's status and wealth. The same concept of a self-portrait, artists satisfied the high demand of art marketing, they also present their emotions through work. Besides, I also introduced some portraits work from the Zurich Portrait Prize from 2020 to 2021 to bring out some ideas of media and forms. In addition, I introduced collages and different forms of collages work to bring the idea of collecting materials and consider the form.

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Vincent van Gogh, Self-Portrait (1887).JPG

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My grid drawing to enlarge the image of Tom Holland

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I prepared this beforehand to give them the idea of enlarging an image with a grid drawing. They also understand the terms of proportion and scale from the grid drawing. I only presented this to bring out the idea for their preparation for the next class.

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Transeferring self-portrait with grid drawing

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I demonstrate the grid drawing on my own grids. I expected them to at least finish a drawing with grids, however, they took a long time as most of the students didn't study art. Even though they took some time, some of them understand the method to get the right proportion with grids.

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Week 3 (Continue Drawing and Begin to Collage)

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Week 3 (Continue Drawing and Begin to Collage)

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Before they start with the collage, I introduced some artworks in collage artworks and Dadaism and Surrealism movement artworks to inspire them in the concept of illogical and the experimental of materials. This aims to bring the idea of developing artwork into ridiculous form and colours following the drawing.

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The Persistence of Memory (1931) by Salvador Dali

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I introduced some Surrealism artists' work to bring out the concept of developing artworks with collaging which might get some surprising results.

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Salvador Dali - The Persistence of Memory

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ABCD (Self-portrait) (1923 - 1924) by Raoul Hausman

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I also presented some Dadaism artworks while introducing the movement. The short presentation aims to give some ideas of applying some elements/characteristics of Dadaism on collage to create something creative.

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Raoul Hausman - ABCD (Self-portrait) (1923 - 1924)

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Impressionism Painting of Cityscape in Limerick

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Impressionism Painting of Cityscape in Limerick

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Week 1 (Photograph, Recall of Monochromatic Scheme and Painting)

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Week 1 (Photograph, Recall of Monochromatic Scheme and Painting)

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I introduced the idea of developing photographs to painting. Besides, the comparison of a 'good' and 'bad' photo has been done to present the idea of getting a few good photos will help in developing and studying the work. I showed some artists' work to show the subject matter and painting technique we are focusing on for this assignment. To recall their colour theory knowledge, they did a similar practice as the first year, focusing on the monochromatic scheme with paint which will help them in the colour study before creating work. I also demonstrate how to take a photo following rules of thirds, balance, composition on the tour in the city.

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Building beside O'Connell Street, Limerick City

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I also presented some of my photographs in order to present the idea of balanced composition along with nature and building. It also shows some tips as focal points such as reflection, the contrast of light on the building.

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The development of Skyscrapers (1922) by Charles Sheeler from the photograph, drawing to painting

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The hand drawn template  for monochromatic scheme

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Week 2 (Pespective Drawing and Development)

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Week 2 (Pespective Drawing and Development)

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I introduced the students, to begin with, perspective drawing for development ideas. I showed some famous artists' work to discuss the concept of one-point and two-point perspectives. Besides, they also have to use the method to study composition and details.

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Paris Street; Rainy Day (1877) by Gustave Caillebotte

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Gustave Caillebotte - Paris Street; Rainy Day (1877) 2

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One of the students' drawing on canvas with pencil measurement

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Week 3 (Decision on Focal Point and Transferring Drawing to Canvas)

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Week 3 (Decision on Focal Point and Transferring Drawing to Canvas)

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I introduced pencil measurement and grid drawing to transfer the drawing to the canvas. Most of the students preferred using grid drawing to transfer the drawing but they had to be reminded to follow the scale, perspective, proportion. They also did Plein air (outdoor in french) practice to familiarise themselves with the impasto technique along with tools. From this practice, they also understand the purpose and connection of the Plein air and the impressionism movement.

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One of the students' plein air practice of sky from outdoor

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Due to the limited time, I have to encourage some of the students to keep up with the different stages. Besides, I'll spend more time helping them in refining the composition and transferring the drawing to the canvas. I'll do another review in the class to present the idea of the current stage of the process, this might help them to follow up more.

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After they finished the drawing on the canvas, they continue with the impressionism technique painting. As they started to paint, I realized they has less concept of beginning with the background to foreground, the base colours then details. So, I used space and elements to explain the method of creating the illusion of depth and part of the image. They often get feedback on each lesson to improve and refine the work on each stage.

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Some students need more time on grid drawing, so I will encourage them to begin drawing out the overall shape of the portrait as they can do a collage with details. Besides, I'll review students works to discuss the opportunities to explore and experiment with various materials.

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Paul Cezanne - Dish of Peachers (1894).JPG

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Still Life with Flowers (1883) by William Merritt Chase

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William Merritt Chase - Still Life with Flowers (1883)

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I gave them two options of media to colour which are colour pencils and oil pastel. For some students who already added some shades with greyscale, I encourage them to keep going with colours on top, so they understand more about the term of shade (that they have practised on week 1). Overall, there is a huge gap of understanding in shading with colours following the form. So, I'll encourage them to do more curvy lines to blend the colours then add more textures following the shapes. In addition, I'll do more reviews in class to let the students understand the expectation.

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One of the students' still life composition that has been enlarged to canvas paper

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On the stage that most of the students finished their drawing with oil pastel, soft pastel and colour pencils, I moved on the development to painting. I introduced the different mediums of painting along with the samples of artworks to improve their recognization of professional artists and their work. After the discussion with the teachers, I decided to move on the development to painting. As they need to focus on the details and textures, I make them focus on an area with balance proportion and composition to enlarge and transfer to the canvas paper. Moreover, I also introduced the space to create the illusion of form and consider the balance area to focus. In addition, I also used some artists' work to present the focuses such as details, textures, shades etc and explain the method of achieving them.

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To explain how the paints created from powder-form pigment.

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The sample for the oil paint artwork.

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The Creation of Adam (1512) by Michelangelo

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The sample for the fresco artwork.

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Michelangelo - The Creation of Adam (a detail of the fresco Sistine Chapel ceiling) (1512)

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Still Life on Glass Table (1971) by David Hockney

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The sample for the acrylic artwork.

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David Hockney - Still Life on Glass Table (1971).JPG

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Light Coming on the Plains No. I by Georgia O'Keeffe

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The sample for the watercolour artwork.

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Georgia O'Keeffe - Light Coming on the Plains No. I

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The sample for the tempara artwork.

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Along with space, elements are introduced to create the illusion of form and depth on the artwork.

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One of the students' still life painting with watercolour on canvas paper

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Week 5 and Week 6 (Refine the Painting and Group Discussion on Improvement)

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Week 5 and Week 6 (Refine the Painting and Group Discussion on Improvement)

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This enlargement method does help them develop the colours, shades and details from drawing. Besides, they also experimented with the paint medium and create the painting with layers. In one of the classes, I divided the students into a few groups to continue with discussions to improve their painting through each other's learning experiences.

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One of the students' collage on the printed version of painting

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Week 7 (Experiment with Collage and Improve the Ability in Observing)

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Week 7 (Experiment with Collage and Improve the Ability in Observing)

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As they reached the end of finishing their painting, I introduced the idea of developing an art movement through Cubism, Dadaism and Surrealism along with some relevant artists. This session is aimed to improve their understanding of different artists and their techniques through different periods in the art field. After the supervision with Maria and Ciaran, I was suggested, to begin with, a new subject matter to build up their interest, instead of repeating the same objects. So, I started a week time for them to continue drawing with kids' toys provided by one of the teachers.

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Still Life with Door, Guitar and Bottles (1916) by Pable Picasso

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Pable Picasso - Still Life with Door, Guitar and Bottles (1916)

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A Bourgeois Precision Brain Incites a World Movement (1920) by Raoul Hausman

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Raoul Hausman - A Bourgeois Precision Brain Incites a World Movement (1920)

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Above the Clouds Walks Midnight (1920) by Max Ernst

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Max Ernst - Above the Clouds Walks Midnight (1920)

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Still-life collages from these websites to present the idea of creating it with small pieces of paper following the shapes, shades and colours.

Still Life Collages from Tucson, Arizona

https://megancoyle.com/2019/02/25/still-life-collages-from-tucson-arizona/\

Susan Schenk, collage artist

https://susanschenk.com/section/396906-Collage-Flowers-and-Still-Life.html

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I presented the idea of artist statement with Monet's statement of his painting in Hugh Lane along. From the explanation, I make sure they also understand the purpose of it to describe their artwork and introduce themselves as an artist. I set a goal in which they have to write a minimum of 100 words but a simple paragraph about the process and mediums.

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Description of Claude Monet's painting in Hugh Lane Gallery, Dublin

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Artist Statement Guidelines

https://www.gyst-ink.com/artist-statement-guidelines#:~:text=What%20Is%20an%20Artist's%20Statement,are%20presented%20in%20the%20work.

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As we are thinking of expanding their concept of using social media in promoting their artwork, Alex and I decided to do an online exhibition which is still in the process due to another group of students in the slow process.

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After the supervision, I was suggested to consider the scaffolding method to bring a better quality in drawing and painting. I had to consider beginning with a smaller scale of work, then developing the scale after they are familiar with the techniques and tools. This will develop their understanding from focusing on overall then details. Moreover, I'll consider doing a few lessons on exploring and experimenting with colours and brushstrokes, so they will understand more about the technique.   About the subject matter, I realized they are more interested in drawing kids' toys instead of organic still-life. From this issue, I have to consider my 'audience' in the art room. Following the issue in researching, I have to consider more in encouraging them and explain the purpose of researching which will help in grades.

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In the week 4 and week 5, I presented some collage artworks while they are creating work, so they can look at the references to develop their work. Unfortunately, there is only three completed artwork from this group of students due to the less motivation and attendance. As I was planning to do an artist statement workshop in the last week, however, they are all out but another group of TY came in which was the first and last time to meet them.

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Valerie saw the Wise Woman on TV and Felt her Thoughts and Her Life Changing (2017) by Russell C. Smith

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Russell C. Smith - Valerie saw the Wise Woman on TV and Felt her Thoughts and Her Life Changing (2017).JPG

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These are some websites that i found samples of portraits with collages and mixed media.

Derek Gores
derekgores.com/collage/

Maria Rivans
www.mariarivans.com/pin-ups/carina

Patrick Bremer
www.patrickbremer.co.uk/

Russell. C. Smith
www.russellcsmithartworks.com/mixed-media-portraits

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As TY is an irregular group of students, I will consider to lower the expectation on them. To create a less stress environment, I will focus the craft strand in this group and start with smaller scale of work.

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Week 7 and Week 8 (Demonstrating on each Stage and Working on Artist Statement)

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Week 7 and Week 8 (Demonstrating on each Stage and Working on Artist Statement)

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After the supervision, I was suggested to do demonstrating the painting in these two weeks to ensure the students understand the use of layers. So, I choose one of the photographs that I've presented during the introduction of photography. Through this painting, I made them analyze each layer and stage before the lesson ends. While they are continuing their painting, I introduced the method to write an artist statement, however, they were asked to do it as homework due to the time-limited in creating the painting. I used the same sample of artist statements while doing the first-year writing artist statement workshop.

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Description of Claude Monet's painting in Hugh Lane Gallery, Dublin

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One of the students' draft of artist statement

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Artist Statement Guidelines

https://www.gyst-ink.com/artist-statement-guidelines#:~:text=What%20Is%20an%20Artist's%20Statement,are%20presented%20in%20the%20work.

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This online exhibition is including the 5th year, however, this group of students is in slow process and some of the students unable to finish on time.

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As they started to begin with painting, I realized they couldn't understand the stages of painting which I was surprised. Through some communication, I knew that this is the first time for them to do the large scale of painting which is a little difficult for them. Following this issue, I need to learn what's the previous project they have done before the placement, so I could consider the scale or scheme. Besides, they also have less motivation on research to support their understanding in painting regarding techniques, details and developments. I have to encourage and explain the purpose of artist references which helps in grading and development.