Figure drawing is an important yet difficult skill to master. Art I students learned about human anatomy and proportion while practicing observation skills, sighting techniques, gesture drawings, and ways to capture the pesky illusion of foreshortening.

The work you see displayed here was inspired by the paintings of Kehinde Wiley. His portraits are based on photographs of people who assumed powerful poses pulled from master works of art. Like Wiley’s models, Art I students were photographed in a pose carefully selected (by them) from art history. 

Also like Wiley’s paintings, the backgrounds of these pictures are important. In this case, the patterns were created by digitally tiling a previously created design, which is based on each student's name. In this way, the concept of "self-portrait" is reinforced and influences the reading of the work as a whole.

After studying Islamic tile patterns and the concept of non-objective art, students were charged with creating a unique tile design of their own. The designs are based on the letters within each student’s name. After filling a triangle with his/her name, each student rotated this design around a center point; positive and negative shapes and spaces replaced recognizable letters.

The concept of “specialing up the space,” as was done in mosques and other Islamic buildings, was considered; look for the primary design and then look for the designs-within-the-designs.  

In order to effectively add color, students needed to understand color theory. They studied the color wheel, the properties of color, and various ways to create color harmonies. Then, they each selected a specific color scheme with which to paint their “tile.” These color schemes are listed on the name labels. Can you name the harmonic hues?

Art I students were asked to draw objects of their choosing. The focus of these drawings was the refined and controlled use of contour lines with an emphasis on drawing accuracy, line quality, illusion of form, and texture. Once the drawings were complete and cut out, students began the task of arranging them into a good composition. They had to think carefully through the options of symmetrical, asymmetrical, or radial balance, while also keeping the rule of thirds and various principles of design in mind. Additionally, students were challenged to develop content, meaning, and purpose into their work.

Art I students were asked to draw objects of their choosing. The focus of these drawings was the refined and controlled use of contour lines with an emphasis on drawing accuracy, line quality, illusion of form, and texture. Once the drawings were complete and cut out, students began the task of arranging them into a good composition. They had to think carefully through the options of symmetrical, asymmetrical, or radial balance, while also keeping the rule of thirds and various principles of design in mind. Additionally, students were challenged to develop content, meaning, and purpose into their work.