Composition with Yellow and Red, alla prima oil painting

Composition with Yellow and Red, 9 x 12 inches. Oil on canvas panel.
©2010, Jeffrey W. Phillips

During my August convalescence, I reworked an older oil painting. I am now looking forward to creating a few paintings featuring that copper pot of mine. I will have to look into getting some Fall fruit and/or veggies too. Gotta love how ideas spark other ideas.

Daddy Bear, alla prima oil painting

Daddy Bear, 5 x 7 inches. Oil on canvas panel.
©2010, Jeffrey W. Phillips

A friend of mine gave my son this bear when he was born. Frankly, he never paid it much mind until he turned 4 and he transitioned to his big-boy bed. To complicate matters, I had started a new job and was working quite a bit acclimating myself to my new position. Needless to say, he missed me terribly.

During this time, he rediscovered this bear and gave it the name Daddy Bear. At 6 years old, he still sleeps with it and takes it on sleepovers. He was thrilled when he came home and saw it on my easel. (Of course, my daughter wants to know where her painting is!)

I painted it because it's a wonderful reminder of my son's love for me.

The Blessings of a Friend

Friends are a blessing from the Lord.

Last week, Tricia Elliott, a therapist friend, opened a new office for her counseling practice and wanted to use my artwork to decorate it. She knows about my desire to paint more regularly and start selling my work. Plus, she admires and enjoys my art. How could I refuse such an offer, right?

So, I gathered together the following three pieces for right now:

Fruit with Vessels

Oil on Board

9x12

Yellow Speaks
Oil on Board
9x12

It's Not Easy Being Blue
Oil on Board
9x12








I have another 9x12 that I'm reworking and three 8x10 pieces that I'll post once I get frames.

The next things on my list include :

• Mounting tags with title and price for each work
• Printing a business card
• Writing an artist statement

I have been reading up on artist statements online; however, I earned some Borders Bucks from Borders.com and purchased I'd Rather Be in the Studio by Alyson Stanfield for some more specific help with this and other art-sales strategies. It has gotten good reviews. Perhaps I'll do a review next month.

Naylor's Run Park, alla prima painting

Naylor's Run Park, Lansdowne, PA

At left, is the last painting I did during my weekend en plein air oil painting workshop.

Unlike my previous two paintings, I decided to work like I normally do by starting with a loose value sketch. Since I was experimenting with the limited palette that Kevin Macpherson uses (i.e., ultramarine blue, permanent alizarin crimson, cadmium yellow light and white), I didn't know what to expect. I mixed the ultramarine and alizarin together to form a dark neutral value that I massed in the background.  I used a towel to pull out lights and scumbled in more paint where middle values and shadows were needed.

As I tell my high school students, when you get a chance of seeing your work as a monochromatic composition, then your transition to color should be easier because you worked out key elements of the composition. Well, things progressed faster than my other two paintings.

When my instructor, Fred Kaplan, came around he recommended some changes which I was about finished with when he popped up again. He asked to work on my piece a moment. After he introduced some more middle values to the foliage in the back, we talked a few more minutes and then I readjusted areas where I didn't agree with him (nobody's perfect, right?).

My number one complaint? I wish I had taken photos with my cellphone so I could post more process-related pics; see things step-by-step. But, I didn't (duh, Phillips, right?) It would have been interesting to hear comments on what I started with versus what I ended with.

Therefore, I'm going to hold off with my additional commentary right now. I'd like to get some feedback on what you see.

Glenolden Park, Another View, alla prima oil painting

Glenolden Park, Glenolden, PA

In my last blog post about plein air alla prima painting, I spoke of the frustration that I felt as I struggled with my initial experience painting outdoors. Fortunately, as the day went on, I felt my groove come back and this piece came together better.

Unlike my previous piece, this view has a much stronger sense of space with subtle yet definite demarcations leading your eye back into space. The colors aid that perspective as well, much more successfully than my first plein air painting.

The intensity of the pale green leaves on the bush in the front isn't as intense in this photo as it is in my original painting, but you get a sense of its "bushiness" which was my intent.

I also let go and explored more active brushstrokes as I rendered this piece. I think the top of the painting, where the brushwork is most active, is balanced well with the smooth grassy areas. It would have been interesting to see how the composition would "read" if I were to moderate my brushwork so that smaller brushstrokes detailed the background and larger, bolder ones were reserved for the foreground.

Lastly, I more earnestly pushed the use of cool colors in the background to moderate the sense of space as your eye moves from foreground to middle ground to background. As I rendered the overall composition, I became more aware of the importance of seeing what was in front of me and then tweaking specific areas of it to focus the viewer's attention.

When I submit my third (and final painting) from the weekend, I will also take time to address how this plein air experience will impact my teaching high school art. So, check back. I encourage your comments.

Glenolden Park, alla prima oil painting

Glenolden Park, Glenolden, PA

As I indicated in my previous blog post, I took a plein air workshop over the Memorial Day weekend. The painting at right was my first of the weekend. I met the instructor, Fred Kaplan, and the rest of my fine group at Glenolden Park in Glenolden, PA.

This was my first foray into the outdoors to paint and I have to admit that I found it initially unnerving. I've been used to the controlled lighting within a studio environment. On top of that, I have not painted in months so I was resting on my previous experience to get me through. (That was a poor choice for many reasons which I'm not going to pursue at this moment.)

In addition to gaining some experience in outdoor landscape painting, the other primary purpose of this weekend for me was to rekindle my spirits after this month's difficulties at my high school teaching job. Sadly, I found myself bordering on despair as I struggled to find my grove while working on this painting.

Overall, this is not a successful piece for a few reasons. First, there is significant value confusion going on. The background doesn't recede properly and the shapes in the distance aren't resolved well. Part of the issue is that the middle ground is somewhat nebulous. The foreground fairs better though the tree on the left is too dark and lacking in interest. The piece was painted around 11:00 and I feel a sense of light but not the degree that I should (having been there and experienced it).

I'm going to rework this piece to experiment on strategies to resolve the tensions I see in the painting. I'll repost it after I make the changes.

I'll post my second painting (and commentary) tomorrow.

Using demonstration lessons to pique student interest

My gourd post generated encouraging remarks from my readers while also eliciting helpful suggestions for presenting information for my students. For those of you who don't know, I am a high school art teacher in an urban school district. Generally speaking, most of my students did not ask to be in my class. They were put there out of necessity, namely to fill a slot in their schedule. As such, engaging them can be a challenge.

The consensus seems to be that demonstrations are the way to give students a sense of my expectations and visually illustrate how to go about using the media at hand. Well, no argument here.

Painting exercises

I plan on modifying my assignments for my painting (and, probably, drawing) class to allow for some of the suggestions given by some online friends: Cyndy Carstens, Susan Martin Spar, Liz Holm, Lee Claughton Taylor and Gary Keimig. I normally use white, gray and black geometric shapes. I plan to continue that practice but add other exercises preceding those as suggested from these fine contributors. Eggs, eggs in a bowl on a white cloth and a crumpled up piece of paper will probably make an appearance in some form. I plan to exploit the whole white-on-white composition to drive home the importance of value. It's the most important concept to get across to my students; more important than line or color in my mind.

I'll then move to my normal exposure of black and gray, using cubes and spheres. I next progress to small groupings using colored building blocks. So, while the concept of simple shape is there, the introduction of color with the irregular shape changes things up some. Eventually, I progress to flowers and the other detritus associated with still life compositions.

Demonstration difficulties

My struggle to reach the demographic I am working with poses the following problems:

1. My students see my class as not something meaningful to their future. Despite my efforts to let them know that this could, if nothing else, become a hobby that will provide great satisfaction if they would only give themselves over to the process and practice, they remain fixated on narrowly looking at art as non-essential. I think this will remain a point of tension for them and I'll need to find ways to simply cope with their discomfort and a certain level of frustration on my part.
   
   
2. Many of my students do not have the attention span to sit through a 15 demonstration. Even though I had read about this before I started teaching, I still found it disturbing when it actually manifested itself. Ironically, even though many students comment on the end product of the demo, they still talk to one another instead of paying attention (and then ask me for help leaving me little recourse accept to give them a one-on-one demonstration).
   
   I am hoping to work on streamlining my demos but that poses problems simply because if I go too fast they will miss the application I address while I dialogue during the demo. I coming back to the reality I keep hearing from others--demos are essential to most learners. As such, my students need the exposure and I, in turn, need to press them to pay attention and find a consequence for when they choose not to listen. However, is that going to mean I tell those students I can't help them because the made a choice not to participate in the learning process as I've laid it out? I may need to speak with my administration to get their feedback since I will need their support should more students choose to fail because of their stubborness.
   
   Then again, I have to give these students credit when they draw such a hard line in the sand and then stick to it. It's sad they don't apply that stick-to-it'iveness to actually learning what I'm trying to teach them.
   
   
3. Need to be tested on the bare essentials of the painting process so I know they get certain foundational principles. Presently, I don't test them at all except to verbally check for understanding during class time when I walk from student to student.
   
   I know such a thought will sound sacrilegious to some art educators. Having been to both regional and national art education conferences, I know I'm on the outs on the concept of testing. For the classes I've sat in at those conferences, I've found the concept of testing in art classes--specifically for application-related knowledge--to be frowned upon.
   
   Generally, I haven't tested much at all. My classes consist of project grades and in-class assignments. However, moving into my third year I believe more strongly on the importance of testing certain information. My students need to have some concepts committed to memory so they can begin building bridges with each painting project. I see now how so many remain ignorant as to why they are doing what they are doing. Sadly, they do not see the importance of linking together what they've learned. It's something I'm going to have to attend to.
   

Thanks go out again, to those who've provided me with feedback on the whole demonstration process. Any additional suggestions is always appreciated.

Gourd, Alla Prima oil painting

I'm not sure where my head has been. I should have posted this last week with the other oil painting demonstrations. This gourd elicited great consternation from my students who struggled with getting the undulating surface and transitions between the two colors correct. In some ways like the pumpkin and other ways not, my students failed to appreciate the color variations in the peaks and valleys of the surface. I told them it was not going to be easy but to look for the shapes of the colors and block them in as best they could. A few did well.

We've moved on to a small still life featuring a putty colored vase and a few more simple pieces of fruit. I did not do a demonstration this time around. Instead I did direct instruction and sketched on the whiteboard how they were to proceed, step-by-step. For some of my students this worked well, for others less so. So, I'll probably do a physical demonstration on Monday. A few were determined to do what they wanted while others--focused on getting it "right"--fell behind leaving me to dash back and forth.

Thoughts anyone on how to walk a class through the beginning painting process without doing a demonstration?

Pear, alla prima oil painting

Here is the third in a series of still life demonstrations that I did for my students in Introduction to Painting, my alla prima painting class. Unlike Apple, I was able to complete this painting in the 15-20 minutes I allotted for my demo.

The three students who sat in on this demonstration saw the key point I have been reminding all of my students of from the beginning of this course. Namely, alla prima is meant to be immediate--it's direct painting. Most of my students struggle with over mixing, over blending and, generally, over doing it. That often translates into muddy colors and edges that are too sharp.

This particular fruit example was made particularly challenging for two reasons: there were two green, speckled "stripes" running down either side and two splashes of orangy-red on the other two sides. I showed them that this was merely an opportunity for alla prima to shine. I could have done the green "stripe" a bit more speckled with a broken line effect but I opted to focus more on the blending between the green and yellow underneath. The splashy orangy-red was more easy to achieve and gave my students what they needed seeing the blending happen in front of them.

For those particular students, it was important for them to see the blending happen in front of them. Surprisingly, this wasn't the first time they saw it but it helped two of the three with what they delivered in their own rendering of this composition.

Apple, alla prima oil painting

Here is the second in a series of still life demonstrations that I did for my students in Introduction to Painting, my alla prima painting class. As I stated in my last post, I've been trying to get through as much as I can in the 20 minutes that I'm doing the demonstration and then finishing the piece for my own satisfaction during my lunch.

This one I all but finished during the demonstration. That particular day I found it easy to enter the "zone." Unfortunately, I didn't fully complete the curved background at the top. I think I got sidetracked by a student coming in during my lunch to speak with me and then the period ended preventing me from getting back to it. But, I wanted to post it anyway.

I was particularly happy with this piece. I'll definitely need to go back and complete the background. Thoughts anyone?

Pumpkin, alla prima oil painting

After doing monochromatic paintings of cubes, spheres and a geometric still life, I had my students move on to colored building blocks. I'll post those shortly, but I wanted to first post my own demonstration painting for their next lesson: a pumpkin. Actually, they'll also do a gourd, an apple and a pear. I thought these simple pieces of fruit would be a fitting next step for their efforts. I may be wrong, but we'll see.

I'm going to post all four of these demonstration pieces. I just finished my fourth so I'll post them over the next few nights. I start the piece during class for those students who are ready to watch and then finish it during my lunch. The focus for my Introduction to Painting class is on direct, or alla prima, painting. So, I'm pushing myself to finish the paintings that day to keep my approach fresh. I consider it an object lesson since many of them are struggling with overblending and generally overworking their paintings. But, that's a common mistake so I'm not wringing my hands over it. I simply remind them with each demo how to work with the paint before it dries. I have them work with water-soluble oil paints so they are dry to the touch by the next day.

Your feedback to this piece would be appreciated. I have more involved paintings if you'd like to review those, as well. I was taking my class over at Fleisher Art Memorial in Philadelphia; Yellow Speaks, Composition with Yellow and Red and It's Not Easy Begin Blue being a few of my better pieces from the last class I took at Fleisher under Giovanni Casadei.

Again, I'd enjoy hearing from you.

That Pink Thing, alla prima oil painting

That Pink Thing was the last alla prima oil painting I did for my still life class I started in October. I have to say this was also one of the paintings I liked least from my class. While I liked the composition and a few of the components (e.g., the tablecloth and acorn squash, in particular), I made poor choices in the execution of this piece.

I zoomed in some on the objects versus working smaller including more of the space surrounding the piece. While the colors harmonized overall, my application of the copper bowl wasn't as successful as I had done previously (e.g., It's Not Easy Being Blue and Fruit with Vessels. I'm probably reacting to the softness of the edge which makes the bowl feel more ceramic than metal. The white vessel next to the copper bowl proved the most disappointing because I screwed up the perspective of the blue stripe. I may go back and simply paint over the area to make the stripe nonexistent; you know, blend it in more. We'll see. Oh, and did I mention "that pink thing" in the back drove me nuts because I simply hated it. I'm sure most of my disdain stems from my not doing fabric well. But, as I posted previously, I'm going to make that something to work on in 2009.

It saddened me to realize that the new art classes will be starting at Fleisher in another couple of weeks. I had considered signing up again with Giovanni Casadei, but decided to hold off and do some work on my own at home. I am reviewing my goals for this year and I'll probably post something related to that as I've become more intentional about those musings as of late.

On a final note, I will do a better job at photographing my work. Susan Martin Spar over at her art blog The Daily Muse recommended that I include close-ups of the surface to highlight my brushwork. I'll be more diligent with either doing such close-ups or making certain that when you click on the painting itself the enlargement sufficiently displays the surface texture. Thanks for your recommendation Susan!

It's Not Easy Being Blue, alla prima oil painting

This painting, featuring a blue glass vase, a brown ceramic jug holding a bunch of pink flowers, bronze urn, a maroon ceramic tea pot, a copper kettle, a glass bowl with a white onion inside, a couple of lemons and Macintosh apples, and an acorn squash, was my eighth that I completed for my alla prima oil painting class offered at Fleisher Art Memorial in Philadelphia, PA.

This is probably my most complete painting to date from this class. This composition my teacher, Giovanni Casadei, set up is one of my favorites.

One of the things I like best is the large shadow that is cast across the urn and acorn squash. I made sure I finished the cast shadows for this painting since it's something I always leave til last. I know it's one thing I want to work on. I want to paint them in when I do the table surface; it seems the logical thing to do though I have overlooked it consistently. Everything in time, right?

I believe the white cloth is the weakest part of the composition; not horrible, but I'd like it to be more defined. As I stated before, I really want to work on painting drapery. The pink flowers could also use a little more depth that a stronger shadow would provide. In that same area, a stronger highlight on a couple of leaves might have increased the sense of light shining from the left.

Giovanni made the point in this work, my last painting and my final piece--which has yet to be posted--that I need to work on varying my brushstrokes. Again, everything in time.

Recommendations anyone?

Composition with Yellow and Red, a la prima oil painting

This painting, featuring yellow and red flowers, apples, oranges and pomegranates, was the sixth that I completed for my a la prima oil painting class offered at Fleisher Art Memorial in Philadelphia, PA. Giovanni Casadei, the instructor, wanted me to experiment by not mapping out anything but simply to put a primary color down as a starting (and focal) point.

Much like Yellow Speaks and Fruit with Vessels, this painting is missing something. For this particular a la prima oil painting, I didn't finish in the requisite 2 1/2 - 3 hours to complete the painting. Can you guess what's missing?

If you said, "the cast shadows are missing," then you'd receive full marks! That's the most glaring issue in my mind. I think the colors balance well and there's a successful feeling of space.

If I had grayed the background more it may have allowed more "voice" to the fore- and middle grounds. While the existing blue background works, my hunch is that it would have been more successful if I added a color to neutralize the saturation. Nevertheless, that's another component of the composition I wish I had redone. Who knows, perhaps I will adjust it since I did take a photo before class officially began.

I'd appreciate hearing some of your thoughts.