Fan Art: Raiden (Metal Gear Rising: Revengeance)

Fan Art: Raiden (Metal Gear Rising: Revengeance)

Lightning Bolt Action!  Follow me on Twitter or Instagram: @thejujucurve

Concept Sketch: Morrigan & Lysander

A sketch based on an early edition of Chase Gosingtian‘s game’s story.

Morrigan & Lysandros



A picture of me by the talented Celina D.

Originally posted on A la folie:


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À la folie App

Originally posted on A la folie:

My blog (yes, this blog!) finally has an app!! It’s only available for Android users, though. It’s not available in the Play Store so it has to be downloaded manually. If you’re interested, click here or scan this QR code with your scanner:


Since it isn’t an official Google Play app, you will be prompted to change your settings regarding unknown sources for apps. I think my app’s clean, but if you want to be sure, you can always scan the app. :)

The app’s icon looks like this:


Thanks to Juju, the icon looks so pretty and professional haha!

I was actually hoping I could make one for iOS since I know a lot of Apple users haha but this’ll do. For now.


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SY 2012-2013 2nd Semester Lesson 8: Color & Detailing Graded Assessment

Slides: 2012-2013 G9 L8: Color & Detailing Graded Assessment

Xavier School  |  Grade 9  |  by Josiah Gosingtian

G9 L8 featured image

This was the last assessment for my freshmen for the school year. Knowing that the school had a printing office, I decided to see if I could make worksheets for this assessment, and it worked out.  I wanted my students to think about how they could achieve a design objective with as much creativity as they could flex within limits.  (They say that creativity is about working with limitations, after all.)  Xavier School has a system for assessments called GRASPS, which is a guide for creating “authentic assessments” that mimic real-world demands.  The mimicry isn’t always perfect, or close to perfect, as a lot is fictional; it’s close to roleplay, actually, with students having to imagine that their audiences are film producers, art critics, contest judges, and so on.  (I used the GRASPS system for previous assessments.)  Based on what I wanted to do, I didn’t feel like the system would work, so I abandoned it for a creative brief.

I had 12 sets of worksheets, ranging from “Notorious Outlaw Bandit” to “Holy Good King”.  (Download the set here.)  Drawing guides were included on the sheets to help ensure that I was testing really was color and detailing (and technique).  As said in the slides for this assessment, they could interpret the words however they wanted.  I had a student create a cyborg for “Warrior Guardian Monk”; he explained that his concept was a monk from a Temple of Mars.  (I’ll put up some of their work here later on.)

In hindsight, I could have made it more fun by changing the “role” of the students from job applicant to actual character designer.  Something for next time, for sure. :)

PS It was embarrassing to have printed out worksheets that featured guides with wrong proportions.  Why did I alter the original?!  Ah, an art teacher’s learning curve…

SY 2012-2013 2nd Semester Lesson 7: Color

Slides: 2012-2013 G9 L7: Color

Xavier School  |  Grade 9  |  by Josiah Gosingtian

G9 L7 featured image

I modified last semester’s lesson on color to fit the medium (coloring pencils) and the subject (character drawing).  The lecture was done during the first meeting; they colored one of their inked drawings from the previous lesson.  Color meanings and psychology are a lot to take in, and some of my students ended up not thinking about the reason for their color choices, or worse, not bothering to use the color wheel.  (“Random” was a word I heard often.)  That led me to add a few “Tips” slides, which I repeated during the second session, whether I said it during the first or not.  There was some pretty cool works from this project; I’ll try to scan a few and setup a digital exhibit of sorts.

38-ish students is really too big a classroom size.  I like to go around and give personalized advice for my students while they work, since everyone progresses at a different rate.  Sometimes I have to keep myself from addressing someone’s work for too long, and I wish I didn’t have to.  Speaking of classroom size, that’s the main reason why I didn’t order coloring pencil sets greater than 12 per box: consider the nightmare of fixing misplaced pencils from boxes of 36, a box each for almost 40 students.  (;゜0゜)

SY 2012-2013 2nd Semester Lesson 6: Contrast, Pattern – Detailing

Slides: 2012-2013 G9 L6: Contrast, Pattern – Detailing

Xavier School  |  Grade 9  |  by Josiah Gosingtian

G9 L6 featured image

I originally planned to move on to topics that went beyond character design, but I decided not to leave things too basic.  I wasn’t sure whether the activity was going to fly, but it turned out to be the most successful in keeping student interest / attention.  Practically everyone was focused on their worksheets, and it was great to see how far my students took the base drawing.

On the 1st slide after the title page, I asked my students to define contrast in their own words, using the figures shown as guides.  It didn’t seem like they were used to doing things this way; I felt like their gazes showed less thought and more waiting, waiting for me to give them the definition.  Last semester, I did everything traditionally, with dictionary (well, Wikipedia) definitions for every new word or concept my students encountered.  I’m not sure about how effective that is, but I’m sure that they’re not used to it.  There’s only about 3 weeks left for this school year, and I hope to keep from spoon-feeding my students, in spite of the awkward silences that accompany the approach.

Here’s the worksheet for the activity: G9 L6 Worksheet

SY 2012-2013 2nd Semester Lesson 5: Character Design Graded Assessment

Slides: 2012-2013 G9 L5: Character Design Graded Assessment

Xavier School  |  Grade 9  |  by Josiah Gosingtian

G9 L5 featured image

As with my previous lesson featuring Concept, Planning, and Execution (Grade 10 Lesson 10), I wanted to reinforce the idea that design is about solving problems.  The context tells us about the direction/s we can take.  “Is this going to work?  Does this appeal to our target audience?  Does it make sense?”  A successful output for this assessment would have to be able to address the project’s requirements; the concept and design always goes back to the audience.  If it doesn’t “sell”, then it’s not going to work.


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