In the Classroom: Drawing, Color, and Form

True Kelly subbed for Ms. Westall’s art calls in the high school for three consecutive days. Each day began with students writing a critique of a particular drawing or painting, answering questions addressing line, color, form, and emotional content. As they moved into the drawing portion of each class, True used colorful women’s textiles, meditative music, and engaging props for posing models.

Day 1: Contour to Delineate Form

Students made drawings using large tracing paper and woodless pencils to depict models posing in unique and attention-getting costumes.

Day 2: Partnering to Pose and Draw Portraits

Students used found materials as props to bring symbolic meaning to drawing responses, emphasizing a surrealistic, dream-like approach to the subject.

Day 3: Linear Drawing

Students looked at a variety of photographic imagery to offer a springboard to a surrealistic approach to their subjects. They used large tracing paper and colorants to create form.

True observed inspired students coming up with alternative approaches to the lessons. One student painted a design of brilliant colors onto a Canada Goose feather after she included that item in her painted composition. Another student drew a self-portrait image of herself as a photo on her cell phone.

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Penland School of Crafts
NC Arts Council
Community Foundation of Western NC

Teaching Artists

Anne Phillips
Pat Benard

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