Sections
  Sections 1 & 3       Sections 2
     1 &3                2		 Junior Intro to Art Studio Projects:

This is the final project for the Intro to Art Studio class, combining techniques they have learned throughout the course of the year.  The students each contributed two lines to the collaborative creation of a comic book story, and then chose two of the pages to illustrate.  The comic books are in PDF format, so they can be viewed online and downloaded.
Self-Portrait Relief Sculptures

This project continued with the theme of the self-portrait, but added some twists.  First, each student combined their own image with three other things – could be creatures, objects, or surfaces.  Then the students carved their portraits, in relief (the back sides are still flat and can be hung on a wall) into balsa foam, a soft, non-toxic material perfect for quick carving and high levels of detail.  The sculptures were reductive, meaning that the initial mass of the material (in this case the balsa foam) was reduced by carving;  the foam could not be added back on to itself, which could make it a bit intimidating initially.  Once the carving was complete, each artist painted on a primer layer to seal the foam, and then painted the surface using some variation of the limited palette from their oil pastel self-portrait.  A few students added additional materials, like rope, flowers, or plastic, before finally sealing the painted surface with a clear protective coat.
Collage Response to Literature
Oil Paintings from Collage

The students responded to the short story, The Balloon, by Donald Barthelme, in the form of a large collage piece.  They then used their collage as the compositional basis for their final project, the oil painting. 


Oil Pastel Self-Portrait

An annual favorite, the students use limited color palettes to create these dynamic portraits.  The palette consist of an analogous color family (colors that exist next to each other on the Albersonian [favored by artist Joseph Albers] color wheel), and that family’s set of complementary colors (the colors directly across the wheel – their opposites).  The result are high-impact, expressive, harmonious, and sometimes strikingly graphic portraits which speak volumes about the maker, in terms of composition, figure/ground relationship,  and color choice and juxtapositions.
Postive/Negative Abstraction Construction
Students worked in pairs for the first part of this project.  The student modeling would pose their two hands together to make an abstract form, and the other students would cast their hands in clear tape; then the roles were reversed.  The students then used their initial tape casts to create their sewn felt soft sculptures by cutting the first tape cast apart and using the pieces as pattern pieces for the felt sculptures.  Finally, the students made a second tape casting, including lines of colored embroidery floss (which they also used to sew the soft sculptures) to reflect or respond to the pattern lines.  The two pieces, one transparent and one
Self-Portrait Relief Sculptures

This project continued with the theme of the self-portrait, but added some twists.  First, each student combined their own image with three other things – could be creatures, objects, or surfaces.  Then the students carved their portraits, in relief (the back sides are still flat and can be hung on a wall) into balsa foam, a soft, non-toxic material perfect for quick carving and high levels of detail.  The sculptures were reductive, meaning that the initial mass of the material (in this case the balsa foam) was reduced by carving;  the foam could not be added back on to itself, which could make it a bit intimidating initially.  Once the carving was complete, each artist painted on a primer layer to seal the foam, and then painted the surface using some variation of the limited palette from their oil pastel self-portrait.  A few students added additional materials, like rope, flowers, or plastic, before finally sealing the painted surface with a clear protective coat.

 

Last updated: 06.29.08
Questions, comments: webteam@loyola-nyc.org
{copy}