drawing i assignment

Drawing From Observation

Assignments.

• QZ01. Syllabus Contract
• QZ02. Hist/Mat/Appr
• QZ03. Perspective Terminology
• QZ04. Cubes
• QZ05. Composition
• QZ05. Ellipses
• QZ06. Taking Good Photos
• QZ07. Line Var/Sens/Ges
• QZ08. Inclined Planes
• QZ09. Sighting
• QZ10. Intentions vs Results
• QZ11. Illusion of Space/Depth
• QZ12. Critique/Key Questions
• QZ13. Golden Section
• QZ14. Value Structures
• QZ15. Figure
• QZ16. Portrait
• Reading Report
• SB01. Perspective Boxes
• SB02: Still Life
• SB03. Scale
• SB04: Organizational Lines
• SB05. Foreshortening
• SB06. Movie Stills
• SB07: Negative Space
• SB08: Depth
• SB09: Value Scales
• SB10: Texture
• SB11: Subtractive
• SB12: Light Source Shifts
• SB13: Hands Feet
• SB14: Portraits
• HD01. Perspective
• HD02. Depth
• HD03. Value
• HD04. Figure
• Artist Research Report
• Documentation
• Exhibition Receptions
• Foreground, Middle-ground, Background
• Group Still Life
• Morandi Still Life

100 Sketchbook Prompts Your Students Will Love

If you’re anything like me, you can never get enough good sketchbook ideas. I’m always looking for ways to engage students so that they truly  want  to work in their sketchbooks. Whether you use sketchbooks for project planning, skill development, brainstorming, or something else, you’ll find ideas here that will work for you. My sketchbook assignments and prompts take an “all of the above” approach, making the following list well-rounded.

Want an eBook with all these prompts? Click 100 Sketchbook Prompts eBook to find it!  

The list covers many bases and is organized by category. There are prompts about animals, food, people, and other things that will spark interest among students. This list is geared toward secondary students, but you’ll find a lot here that will work for younger students as well. Take a look and see what will work best for you and your students. Add your own favorite sketchbook assignment in the comments below!

Click here  to download the list!

These prompts are an amazing place to start. However, knowing how to implement the prompts and manage students with sketchbooks is important, too! If you’d like ideas to help your students develop their creativity, drawings skills, and information retention, be sure to check out the following two PRO Packs, which can be found in our PRO Learning .

• Sketchbook Ideas that Really Work  
• Implementing Sketchnotes in the Art Room

100 Sketchbook Prompts Your Students Will Love

• Draw someone you sit by in an odd pose.
• Draw family members with things that are important to them.
• Draw yourself (or someone else) painting toenails.
• Find a quiet place in a crowd. Draw the crowd.
• Draw a relative by the light cast from a TV/Phone/Computer or other screen.
• Make a portrait of yourself in twenty years. Or in fifty years. Or both.
• Draw a masked man (or woman) that is not a superhero.
• Draw the ugliest baby you can imagine.
• Draw two sports figures–one in a dynamic pose, one in a static pose.
• Draw two self-portraits with odd expressions.
• Draw something or someone you love.
• Draw hair. A lot of it.
• Take a picture of someone near you on a bus or in a car. Draw them.
• Draw an animal eating another animal.
• Draw your art teacher in a fight with an animal.
• Draw an animal playing a musical instrument.
• There is an animal living in one of your appliances. Draw it.
• Draw a dead bird in a beautiful landscape.
• Draw something from a pet’s point of view.
• Draw an animal taking a bath.
• Draw an animal taking a human for a walk.
• Combine 3 existing animals to create a completely new creature.
• Draw a family portrait. Plot twist: It is a family of insects or animals.
• Draw the most terrifying animal you can imagine. Or the most adorable.
• Draw a pile of dishes before they get washed.
• Tighten a C-Clamp on a banana. Draw it.
• Draw a slice of the best pizza you have ever seen.
• Draw junk food and the wrapper.
• Draw your favorite food.
• Create your own restaurant. Draw the restaurant, your executive chef, and a 12-item menu.
• Draw the ingredients or process of your favorite recipe.
• Draw salt and pepper shakers.
• Draw fresh fruit or vegetables, or something fresh from the oven.
• Draw a salad.
• Draw the oldest thing in your refrigerator.
• Draw a piece of fruit every day until it becomes rotten.
• Draw everything on a restaurant table.
• Draw what is in the rearview mirror of the car.
• Draw moving water. Draw still water.
• Draw an object floating.
• Make a drawing of all of your drawing materials.
• Find a trash can. Draw its contents.
• Draw tools that belong to a certain profession.
• Draw three objects and their environments. One of the three should be in motion.
• Draw the interior of a mechanical object. Zoom in, focus on details and shading.
• Create three drawings of messes you have made.
• Draw five objects with interesting textures: wood grain, floors, tiles, walls, fabric, etc.
• Draw a collection of purses, wallets, or bags.
• Draw your favorite well-loved object or childhood toy.
• Draw a watch or another piece of jewelry.
• Draw something hideous that you keep for sentimental reasons.
• Draw something with a mirror image.

Technical Skill/Skill Development

• Draw all the contents of your junk drawer with one continuous line.
• Make a detailed drawing of a rock.
• Draw a dark object in a light environment.
• Draw a light object in a dark environment.
• Make a detailed drawing of five square inches of grass.
• Draw a transparent object.
• Draw a translucent object.
• Do several studies of eyes, noses, and mouths in a variety of poses.
• Draw an interesting object from three different angles.
• Value Studies–Draw three eggs and part of the carton with a strong light source.
• Draw three metallic objects that reflect light. Focus on highlights and reflections.
• Refraction–Create two drawings of separate objects partially submerged in water.
• Make three drawings (your choice of subject) using materials with which you are not familiar.
• Draw a piece of patterned fabric with folds.
• Draw a bridge and all of its details.

Creativity/Originality

• Draw yourself as an original superhero.
• Make a drawing that looks sticky.
• Draw a mysterious doorway or staircase.
• Draw an empty room. Make it interesting.
• Draw a flower. Make it dangerous.
• Draw an object melting.
• Draw an imaginary place, adding all kinds of details.
• Draw a gumball machine that dispenses anything but gumballs.
• Danger! Draw yourself in a dangerous situation.
• You are on the back of the bus. Figure out who is with you, where you are going, and why. Illustrate and explain.
• Draw what’s under your bed (real or imagined).
• Draw the most incredible game of hide-and-seek you can imagine.
• Create a new sport. You can improve an existing sport, combine two existing sports, or come up with something completely new.

Open-Ended Themes

• Make a drawing that is totally truthful.
• Make a drawing that lies all over the place.
• Make a drawing that is completely and utterly impossible.
• Story Illustration: Fix a story that you don’t like, or reflect/improve upon one you do.
• Let someone else choose your subject and tell you what to draw.
• Draw your greatest fear.
• Use song lyrics, quotes, or poetry to inspire a drawing.
• Find the three most useless objects you can and draw them.
• Draw an interesting form of transportation.
• Draw something for which you are thankful.
• Go somewhere new and draw what you see.
• Draw something that can’t be turned off.
• Draw something soothing.
• Draw something you think sounds or smells incredible.
• Draw something that needs fixing.
• Draw something you’ve always wanted.
• Draw something out of place.
• Draw something that should have been invented by now.
• Draw something you keep putting off, or something that causes you to procrastinate.

Does this list inspire you to take some sketchbook assignments head on in your art room? Or maybe the opposite is true and you are finding that you feel underprepared to teach drawing skills. Maybe you fall somewhere in between and you just need a little more inspiration to tweak your drawing curriculum. These are all great reasons to take a peek at our course, Studio: Drawing . The class is jam-packed with hands-on learning experiences, advanced technique tutorials, and opportunities to share and learn with art teachers just like you.

What are your favorite sketchbook prompts to use? How do you use sketchbooks in your classroom?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Timothy Bogatz

Tim Bogatz is AOEU’s Content & PD Event Manager and a former AOEU Writer and high school art educator. He focuses on creativity development, problem-solving, and higher-order thinking skills in the art room.

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Step by Step Sketchbook Drawing Prompts

Practicing basic drawing techniques can help artists of all ages build confidence and sharpen their technical skills.

I love having my students keep a sketchbook. It’s a great opportunity for students to practice foundational skills, brainstorm artwork ideas, and write and reflect about their own artwork and the artwork of others.

It’s a great place to hit all of the standards of teaching that are NOT about producing finished artworks! I think creativity and self-expression are the pillars of a quality art education, but sometimes it’s time to focus on those drawing basics!

Here is a list of my go-to drawing sketchbook assignments. These are step by step video guided tutorials that are classroom ready or can be done at home! I love doing these in the classroom, but they are perfect for distance learning in our new reality of Covid-19.If you’re not an art teacher or in an art class, draw along with me in your sketchbook to grow your artistic skills.

How to Shade Water Droplets

Facial Proportions for Beginners

Two Point Perspective

One Point Perspective 3-D Letters

Value Scale Zentangle

Contour Drawing

How to Draw an Eye

Value Scale & Sphere Shading

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HI! My name is Sierra Machado and I am an art educator in Oklahoma. This is a creative space dedicated to the craft of teaching and art making. My goal is to inspire young artists, encourage and support fellow art educators and to push myself to create more art. View all posts by Sierra Machado

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• Education Resources
• Art + Merch

High School Drawing Curriculum: 12 Lessons

HIGH SCHOOL DRAWING

In my teaching career I have taught a wide range of high school art courses: Introduction to Art, Drawing, Painting, Advanced 2D Design, AP Art, 3D Design, 3D Design II, and 3D Design III. I have loved teaching such a variety because it has given me the opportunity to develop and test a breadth of lesson plans. The past two years I have been working on compiling my favorite lessons into curriculum packs to sell on my TPT store. The most recent posting on my store is my semester-long high school drawing curriculum pack. I have taught every single one of these lessons (plus more that I tested, failed, and left out so you don’t have to) and these are my top twelve.

This high school drawing curriculum includes information and resources to fill every single day of the semester in your drawing class. Other than making copies of worksheets and doing a handful of demos, you don’t have to plan a thing for the semester. Each project includes a detailed lesson plan (including big ideas, essential questions, national standards, vocabulary, and step-by-step instructions), rubrics, critique information, and handouts. In addition to the project packs I have included my syllabus, get-to-know-you worksheets, a timeline, breaking down the semester into days and weeks, and supply list.

12 PROJECTS

The first project of the semester is learning the Belgian bookbinding technique and using it to create your own sketchbook. This not only saves money on purchasing sketchbooks, but it also introduces the students to book cover design and bookbinding techniques. In addition to a PowerPoint, lesson plan, and rubric, this also includes a how to worksheet and how to video. This product is sold individually here .

In every class I teach I include a weekly focus on visual journals. Each Friday students have the option to work in their visual journal, have free art time, or catch up on an assignment. By the end of the semester they must have at least 12 pages completed in their book. The PowerPoint to introduce this project, lesson plan, and rubric are included in this pack.

Before the students start longer drawing projects, they complete a shading review. Seven worksheets are included that cover graphite pencils, hatching, cross-hatching, scribbling, stippling, and a general shading worksheet. The front of the worksheets include information and the students must complete the activities on the back. This product can be purchased individually here .

The first true drawing assignment is a still life drawing. However, I put a twist on it by requiring the students to bring in objects to create the still life. Before starting the drawing, the students learn about still lifes at various periods in art history. at both traditional and modern versions of still lifes. They must apply their understanding of various shading techniques by including at least three of them in their drawing. Check out the individual link for this product here .

Once the class has a few drawing projects under their belt, we look at combining technology and art by creating their own GIFs. They must draw the majority of the design, then use various computer programs to compile their drawings, add to them, then create an animated version of them. You can read more about this project in my blog post here .

Once the students have a handle on using pencils, we move onto charcoal drawings. One of the best ways I have found to teach how to shade using charcoal is through the traditional charcoal drapery drawing lesson. A PowerPoint about charcoal, in depth lesson plan, rubric, and critique are included. You can purchase this lesson individually here .

After learning about charcoal, the students apply their knowledge to a mixed media work of art that includes shading with charcoal. For this assignment, the students must select an object and redraw it on a background layered with color and text. The object is meant to serve as a metaphor for who they are, a part of their personality, or interests. I love any cross disciplinary lessons, and this does a great job combining English and art. Check out specifics of this project here .

After completing a metaphorical self portrait, the students are asked to create an actual self portrait drawing, with a twist. The students must select a current event that interests them and reflect it through their portrait. In addition, they have to scan their faces using a copier or scanner to create an unusual and ethereal look to their portrait. They then re-draw their scanned image using pencil. This project pack includes multiple PowerPoints to introduce the project and show examples of current artists who create social and politically driven artwork. In addition to the PowerPoints are an in depth lesson plan, rubric, critique sheet, and brainstorm worksheet. Check out more here .

After working mostly in black and white, students have the chance to do a full color drawing using colored pencils. They are asked to think outside of the box and take a photograph that reflects the topic, “unexpected beauty.” They then turn the photograph into a colored pencil drawing. Colored pencil techniques are covered in the introduction PowerPoint. Check out more information about it here .

After learning about colored pencils, we start moving towards different media that still use traditional drawing techniques, such as scratchboard. Social media is the focus of the lesson and students create a scratchboard image that reflects a snapshot of their day. History of scratchboard, as well as techniques, are in the PowerPoint.  In depth instructions on how to teach the lesson are included in the lesson plan, as well as the rubric and critique sheet. This lesson can be purchased individually here .

Printmaking is a natural next step after learning about scratchboard. The basic concepts are similar, removing highlighted areas and leaving dark areas. For this assignment, students create a portrait out of a linoleum block. They use traditional relief printmaking techniques to create at least 5 quality prints and one print must be colored in using colored pencils. In addition to a PowerPoint, lesson plan, rubric, and critique sheet, this also includes a handout on which colors to use to create a range of skin tones and a worksheet to test various color combinations. An in-depth look at this lesson will be coming soon. In the meantime, check out the product listing here .

The final lesson in the curriculum is to design your own project. The students can try out a technique or material they didn’t get a chance to or redo a project they liked or could improve on.

It took me years to develop this curriculum and it is very gratifying to see it all compiled in one place. Check out the individual product links above or check out the entire curriculum here . You save $16.00 by purchasing it as a bundle pack. Thanks for taking the time to check out my blog and my latest TPT product. Help me spread the word about art education, lessons, and art in general by sharing with others.

Check out more visual journal blog posts  here . Shop my education resources  here . Don’t forget to follow me on  Instagram  and  TikTok  for weekly visual journal demos. Until next time!

4 responses to “High School Drawing Curriculum: 12 Lessons”

This looks very helpful. Thank you!

You’re welcome! Reach out anytime with questions or comments!

Could I get a copy of the worksheets? [email protected]

Hi, Stacy! The worksheets can be purchased in my drawing curriculum or individually. If you want to purchase individually let me know which worksheets you are interested in and I can share links! You can look at the drawing curriculum here: https://lookbetweenthelines.com/product/visual-art-drawing-curriculum-12-lessons-for-18-weeks-of-high-school-art/

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ARTS 211 Drawing I

• Course Description

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog.

Course Guide

View this course’s outcomes, policies, schedule, and more.*

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Drawing is one of the fundamental elements of visual thinking; it involves both an overt process of thought and the progressive development of the student’s skill. Becoming an accomplished draughtsman remains foundational to nearly all other disciplines in visual communication arts—in theory and in practice.

Course Assignment

Textbook readings and lecture presentations.

No details available.

Course Requirements Checklist

After reading the Course Syllabus and  Student Expectations , the student will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the student is required to post an original image followed by a response to the provided prompt for each Discussion. Each post must be at least 150 words and demonstrate course-related knowledge. In addition to the post, the student is required to reply to 2 other classmates’ posts. Each reply must be at least 100 words.

Warm-Up/Free Drawing Assignment

This project is an exploration of different sorts of stylistic mark-making. More precise directions are to be found on page 4 of DRAWING: A Sketch and Textbook by Lazzari, Schlesier, and Schlesier. The student will upload a photograph of the completed assignment.

Basic Still Life Drawing Assignment

Using vine and compressed charcoal and newsprint, the student will make a series of 8 quick sketches of individual, everyday objects based on the basic geometric shapes. The student will spend 15 minutes per sketch, then upload a photograph of the completed assignment.

Contour Drawings Assignment

These exercises are designed to enhance visual sensitivity as well as hand/eye coordination. The student will make 3 drawings using different kind of lines, then upload photographs of the completed assignment.

Space and Perspective Drawing Assignment

The student will create 4 drawings for this assignment. The student will create a sphere, a spherical object, and 3 cubes in linear perspective. Additionally, the student will compose a cubic still life drawing. Once completed, the student will upload photographs of the assignment.

Drapery Drawing Assignment

This assignment will introduce the student to the anatomy of drapery, as well as to the study of light and shade, value shifts, and contrast. The student will complete a value-study drawing of a piece of drapery as well as a drapery still life. The student will upload a photograph of his/her completed assignment.

Profile Portrait Drawing Assignment

Advanced portrait drawing/value study assignments (2).

Advanced Portrait Drawing/Value Study Assignment

These exercises present the discipline of copying self-portraits of both Käthe Kollwitz and Umberto Boccioni. The student will use charcoal for the Kollwitz reproduction and graphite for the Boccioni reproduction. The student will upload photographs of the completed assignment.

Advanced Portrait Drawing/Value Study Self-Portrait Assignment

The student will conclude his/her study of the portrait by executing 2 original self-portraits. The student will create 2 self-portrait drawings/value studies by using 2 different types of drawing media, and upload a photograph of the completed assignment.

Analysis Paper Assignment

The student will choose 1 artwork from a list of options and develop an Analysis Paper Assignment of at least 2 pages that describes the techniques and principles of drawing as they are used in the chosen piece. The paper must be in current MLA format and must cite three scholarly references.

Quizzes (7)

Each quiz will cover the Textbook Material for the Module: Week in which it is assigned. Each quiz will be open-book/open–notes, contain 10 multiple choice and/or true false questions, allow 1 attempt, and have a 20–minute time limit.

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10 Art Sub Lessons that only need a Pencil

No teacher wants to be off school.  You know your students make more progress when you are there and no-one takes care of your materials and room like you do.  In reality, I like to lock everything away and leave work that only needs a pencil.  Having said that, with art being trimmed and trimmed from the curriculum in recent years, every second counts and I still want my students to make progress.  Hopefully, these 10 art sub lessons will help to reduce your workload and be prepared. The art worksheets below all:

• Come with a lesson plan.
• Link to commonly taught themes
• Are tried and tested.
• Teach valuable skills.
• Only need a pencil.
• Are only $3 or £3
• (Or are much, much less when you subscribe ).

Click on the image to purchase the resource.

Converse Grid Drawing

Encourage beautiful drawing with this converse grid drawing. Ideal as part of any drawing module or this would make an excellent homework or cover lesson to improve drawing skills. There are two versions of this grid drawing.  One where the grid lines are already in place, and one where your students draw the lines using the little marks on the edge as a guide.

The Circle Game

A great art cover or sub lesson.  Students think creatively and turn the circles into different drawings on this one-page resource.

Copy the Pattern

A popular, one page, cover/sub lessons that required all students to copy the pattern accurately. Includes lesson plan.

Inspiring Hogarth

Your students will be inspired by the characterful faces in Hogarth’s engravings!  This worksheet and lesson plan asks students to create a page of detailed drawings inspired by the faces they can see on the worksheet.  This is an excellent resource to encourage detailed observational work and will link to many portrait projects.

Drawing Dreams

The drawing dreams art lesson below is great for encouraging creative, imaginative drawing. You could also use this lesson to link to Surrealist projects as the Surrealists were sometimes inspired by their dreams.

Drawing Fruit

This drawing fruit worksheet is a must-have for natural forms projects.  High-resolution images work well in colour and when photocopied into black and white.  Use it as a sub lesson or integrate it into fruit or natural forms projects.  The accompanying lesson plan is written as a sub lesson and includes a scripted paragraph for a non-specialist.

It’s all in the Eyes!

We all teach portrait drawing units of work, so it’s good to have a portrait sub/cover lesson in your bank of resources.  This drawing eyes sub lesson is ideal.

Cross Hatching Burger

This one-page resource with lesson plan asks students to practise creating tones/values with cross hatching and then to draw the burger using cross hatching.  This has been created as a sub/cover lesson but could also be used as part of a food project. The instructions suggest using a pen but these could also be completed in pencil.

Draw the Butterfly

Draw the Butterfly sub/cover lesson is a super-useful download and will link to lots of projects you already teach.  Perhaps you already have an insect project or natural forms project? There is a worksheet that suggests pencil and another that suggests coloured pencil.

The Knot Challenge

Students love a challenge and ‘The Knot Challenge’ is certainly that!  The lesson plan comes with a script for non-art-specialists so you can use it as a sub/cover lesson too.

10 art sub lessons is a blog post about sub lessons but you can find many, many more art sub lessons on The Arty Teacher website.

Check out the Zentangle Resouces on The Arty Teacher!

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The Arty Teacher

Sarah Crowther is The Arty Teacher. She is a high school art teacher in the North West of England. She strives to share her enthusiasm for art by providing art teachers around the globe with high-quality resources and by sharing her expertise through this blog.

13 responses to “10 Art Sub Lessons that only need a Pencil”

Hello, These lessons are amazing. Unfortunately neither any sub of mine nor my students could ever make any of these projects without my direction. They are simply too detailed, involved and require the student to have been studying in a class with students that are attentive and a strong art teacher for years to be able to do these successfully. They are simply not realistic for a sub to do. And you are not alone, I see very FEW sub lessons online that a sub can do with my students. I teach in a school where many of the kids have not had an art class with a regular teacher for years. And the subs are often random people in the school who cover the class. Thank you for the wonderful ideas though. I’ll work them into my curriculum when I am able to teach them. 🙂

Hi Lydia, Thank you for your comment. I’d be interested to know what age group and what sort of school you teach in. It sounds like you are facing a challenge if many of your kids have not had an art class with a regular teacher for years. That would be very unusual here in the UK. Poor kids! I’ve used these sub lessons successfully in high school with mixed ability classes. Please do email me if you can thinks of ways that I can broaden what I offer.

Great ideas

I’m glad you like these ideas Audrie!

Do you have any sub plans that might be a little bit less detailed? I teach 5 year olds to 11 year olds (grades kindergarten to 5th) in the states. Thanks..Cindy

Hi Cindy, I have many more sub lessons here: https://theartyteacher.com/downloads/category/sub-cover-lessons/ I teach 11-18 year olds so they may be too difficult for your younger students. Some will definitely be ok for your oldest students.

Once I purchase a lesson, how does it come? A hard copy in the mail or digital and I print it?

Hi Piper, If you purchase a lesson it’s a digital download and you would need to print it. Sarah

These look so helpful! Thanks

Thank you, that’s good to hear.

Thanks, these are terrific!

Thank you, Janet. I’m glad you find them useful.

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Course Resources

*Bookmark this page! Here you will find everything you need to know to get started with this course* * * Students who just added this course will need to email me so I can manually add you to the Webex classroom chat** 

Welcome to Drawing I! - ARTS-1010 

Course Description:

This course covers basic drawing processes and techniques. Fundamental skills are developed through a variety of approaches from short exercises to longer compositional studies. Emphasis is on drawing from observation including the depiction of form, light, and space.

3 credits – 6 studio hours - Hybrid Studio

Drawing I is a 6 studio hour course. This involves 3 hours of in-per son meeting time and 6 hours of dedicated self directed studio. Students who can not set aside a minimum of 6 hours a week of independent studio work should not take this class.

Agenda for our first session - Lincoln Campus Room 1536

Students are not expected to bring any supplies on the first day.

We meet and make introductions!

Go over C ourse E xpectations and C urriculum 

Studio/Classroom Protocol

S etting up Webex.

Going over Materials! 

Part II - Homework - What' s next, what's needed, what's required?

Important: Materials kits must be picked up and ready to use by the start of our second session! Everyone must be ready to draw for the second studio session.

Webex set-up - Course Readiness (preferred name change, profile picture, and DM hello).  This essential course component is 100% required to move forward with the class.

About your Professor

Call me Tyler

[email protected]

Office hours:

Monday / Wednesday by appointment: 8:00 - 8:30 am, 2:00 - 2:30 pm, and 5:15 pm - 5:30 pm

Tuesday/Thursday on Webex by appointment: noon - 1:00pm

My office is Lincoln 2360, but I can most often be found in 1536, 1534A or 1537.  

Brief Artist Statement:

I grew up in a town without a stoplight, in a log home surrounded by wilderness. My work explores visual world-building using flora & fauna, set within old master landscapes. I'm equally driven by creating tactile illusions with the push/pull method of charcoal.

Communication/Correspondence 

Webex will be our primary means of communication outside of the studio (or in the event of remote sessions). I will respond to  messages within 24 hours, M-F up until 4:00 pm on Friday afternoon. Messages received after that time will be answered the following Monday. A quick question while I'm working with my other classes can also sometimes work out. If it's not a good time/day, I'll let you know, but don't be afraid to ask.  

We've all become accustomed to information being available online 24/7, so it's tempting to think of class-related conversations as being ongoing as well. However, while the information posted on this website and on Webex is available to access and review on any day and at any time, we all must respect the boundaries set for class-related interactions. Real-time instruction, feedback, and help related to class assignments take place during scheduled class periods - anything outside of that should be a rare exception. 

P lease keep all of this in mind, as I'm working with other classes, have a full-time studio practice & exhibition deadlines, and am also at home with my wife and young kids. Work (or school)/life balance is so important to be mindful of. 

Drawing I - General Education

Drawing 1 is a studio course which presents a strong introduction to basic drawing concepts. It is designed for both experienced art students who want to develop portfolios for transfer and for non-art majors who have little or no previous experience in art and want to develop aesthetic understanding and drawing skills.

Before you get any further, take a quick look at the work of previous generations of Drawing I students!

Its important to see what you are in for before going any further! Then return to this page to fully comprehend the commitment ahead of you.

There are also dozen of examples of former student work scattered about the course website to give you a clear idea about what type of work you are in for!

Navigate through the course site and have a look at each  assignment. You can do this by using the side navigation menu or by clicking the button below for a visual table of contents. Each will get you to the same places on the course site. 

Table of Contents

A little disclaimer - I always find it amusing that nearly every semester I teach this class, I get some comment along the lines of "this is like a real art class." Yes indeed, this is a real college level course and the expectations should be in line with this. Of special note, I will give everyone my honest direct feedback about your work , based on the expertise in part highlighted above. My feedback is not personal, but about the artwork itself. I also don't hesitate to throw out a lot of compliments and find strength in works that have other challenges. 

Are you worried about taking a studio class without much experience? Rest assured that this class is for you! I always reward strong growth - as long as you are willing to put in the work, you will do very well in this class. 

Do you have more experience? Students that present with more aptitude will be pushed even further. Just showing up with a great drawing is not going to get you anywhere in my class. 

At the end of the day, I genuinely want everyone to make their best work and to grow throughout the semester.

Please Review the attached Syllabus 

Much of what is on this page is repeated on the course syllabus.

Have a quick look through anyway and save a copy for your records. Some colleges/schools may require a copy of the course syllabus for transfer purposes.

Grades, Attendance, and Punctuality

The full breakdown of grading guidelines are quite extensive - visit the following page for full details. 

Disclaimer:

The syllabus and course content is subject to change at any time at the discretion of the instructor. Students are responsible for keeping current with changes.

Technology:

If you need help accessing a computer or internet connection, t echnology grants are available from CCRI . For further information, please contact Geraldine Peixoto, Coordinator of Student Affairs, at 401-825-2179 or [email protected]. 

A reliable internet connection

A cellphone with a decent camera available for taking pictures of artwork and uploading artwork to Webex 

A computer with Apple or Windows operating system

Webex Teams software (this will be our virtual classroom)

Link to CCRI - Information Technology

Learning Needs - DSS Accommodation Agreements

If you have a condition such as a physical, sensory, or learning disability that will make it difficult for you to complete the work required, or will require additional time for projects due to a disability, please let me know as soon as possible and we will make necessary arrangements. Accommodation agreements are handled electronically through DSS, but still require full communication with me in order to be implemented. All information is strictly confidential.  

Link to CCRI - DSS Information

To learn more about implementations of Accommodations, please visit the following page.

Accommodation Agreement Implementation Info

Student Support Services

Open Studio Schedule - TBA

If rooms are occupied or you need additional space, you may use 1534A (the little side room adjacent to 1536, or find space across the hallway in 1537.

Note that Saturday hours are typically until 4pm, however, I would not arrive to the campus after 2pm.

10pm is when the building closes, please make sure that you are cleaned up and ready to go.

You may also get in the building as early as 7:00 am. If the studio is or side classrooms are ever locked, please have security open the door. 

Note: t he door of 1536 is sticky. I've had many students think its locked, but its not :)

Students not using oil paint: Do not use the red fire safe bins for regular trash, these bins are for oil painting rags only.  

Treat the studio with respect - always leave it in better condition then when you came in. Stack and extra stool, straighten out some easels, make sure the sink isn't dripping, etc.

Primary Room - 1536

The materials information is extensive enough to warrant its own page of the course site, please visit by clicking on the button below and return to this page thereafter. 

Information on Materials

Hybrid/or Remote: In the event we need to move to remote learning. Also for students who wish to do homework in their home -  Students will need to set up a 'Messy Space.' 

Setting up a Messy Space - Remote Studio

Download Link for Webex

Virtual Studio/Classroom 

We will be using Webex both inside and outside of the classroom! Webex has been one of the best discoveries of remote teaching and has many advantages! This studio is open 24/7 and I fully encourage our class to communicate with each-other on there whenever you would like - engagement also depends heavily on the group dynamic. One of my favorite things about this has been seeing students sharing work with each-other at all hours of the day and jumping into some conversations. Occasionally I will jump in during my quite hours quite hours for a quick comment or piece of feedback. 

I will be hosting a Webex space called - Drawing I  (semester and year). This will be our open virtual studio/classroom for the semester. This platform allows video chat, messaging chat log, file-sharing, and more. Webex can be downloaded on a computer or cell phone.  I highly recommend having Webex on your phone (especially for ease in posting image updates),  

For remote/hybrid classes only - it is a course requirement that you have access to the full screen device (not just a cell phone).

Click on the link/button below! This will take you to the Course Readiness Assignment that will walk you through getting set up and familiarizing yourself with Webex. 

Course Readiness Assignment - Getting Set-Up With Webex

Participation (if Remote/Hybrid)

Participation will be measured by interacting with me and your fellow classmates. A 'reaction' (thumbs up or something), is generally expected at the very least. As the semester progresses -  I'll need to see additional commenting/replying with your classmates. At the very least, its essential that everyone sees all the work and I need to see that you have. 

Photographing and submitting your artwork 

P osting your work correctly is one of our most stringent and essential course requirements.

Click here or on picture above to OPEN

Have a quick look at the photography guidelines page, you don't need to read everything in detail now, but I want you to at least have a preview. 

Submitting/posting your work correctly is one of our most stringent course requirements. 

All artwork must be photographed formally according to the our course guidelines on photos/editing/guidelines page of the course site.  

Work submitted incorrectly after the first couple weeks of learning the trail and error of this process will not receive credit. This is in part due to visual communication being our primary means for assessing the work as well as being a vital part of the professional practice of an artist. 

You will be instructed to post your work in a specific format within a predetermined time window during class. Sometimes this will consist of works "in progress" , at other times " finished work ," with each of these having its own distinct way of presenting the work. We will learn more about this soon when we get to our first unit.

Note: If you miss a posting time window in Webex, it will be considered late. Do not post late work to the main classroom channel if you miss the deadline, but instead send me direct message (DM). I may instruct you to go ahead and post for the group to see or not - the group may already on to new items it won't be appropriate to back track. Posts that don't follow this policy may be deleted. 

Reminders/Notices

Materials Kit must be ready to use by the start of our second session! That means this is your homework between now and our next class session. This is essential so you are ready to work on our second day of class. Not having supplies ready will count as an absence for the day. 

Webex set-up (name change, profile picture, and DM hello)