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 1st Semester Lesson 8: Color Graded Assessment / Music Interpretation

Slides: 2012-2013 G10 L8: Color Graded Assessment / Music Interpretation

Xavier School  |  Grade 10  |  by Josiah Gosingtian

M8 City

This isn’t really a lesson.  The last graded assessment was the one on Perspective and Unity, which took 3 sessions (and the days in-between them) to finish.  This one was a one-session affair.  If you want to try the activity, Toe’s music is available online.

I played a selection of Toe’s music for the duration of the session; the students were asked to create a colored illustration of anything that came to them as a result of listening to the music.  They were also asked to write a bit about their work.  (Minimum of 1 or 2 sentences, no maximum.)  They were to take the roles of graphic artists competing to produce the cover of the band’s Best of album.

SY 2012-2013 1st Semester Lesson 6: Tints, Tones, and Shades + Balance, the Rule of Thirds

Slides: 2012-2013 G10 L6: Tints, Tones, and Shades + Balance, the Rule of Thirds

Xavier School  |  Grade 10  |  by Josiah Gosingtian

M6 Eyepatch Guy

Applying the Rule of Thirds lets you create more interesting layouts, versus the regular center-oriented layout.

One thing to remember is that we’re naturally drawn to human faces.  We tend to look where their eyes are pointed towards, and if you combine this concept with the Rule of Thirds, you can create well-composed and unified images involving, well, things with faces.

When using the Rule of Thirds, balance doesn’t need to be strictly followed.  I only included it here so that I could teach as much as I can within the limited time I’ve been given with these sophomores…  You learn the rules to break them, eh?

SY 2012-2013 1st Semester Lesson 5: Color Theory

Slides: 2012-2013 G10 L5: Color Theory

Xavier School  |  Grade 10  |  by Josiah Gosingtian

M5 Carnival

While I was growing up, I was often told that I should never use too many colors, for a number of reasons that bubble down to the same thing: it’s “ugly”.  After everything I’ve learned, I’ve realized that there’s no such thing as too many colors, only well-managed and mismanaged colors.  If you’re going to use create your own color scheme, consider the methods here but don’t stop there.  In the next lesson, I will be discussing tints, tones, and shades, among other things.

One of the sample artworks in my slides is “Carnival City”, which really wasn’t called that back when I was working with my friends under Avid Liongoren, on a Rivermaya video (Sunday Driving).  The piece didn’t even look the way it did now; during a search for my own sample work that “proved” my lessons, I found the original form of the background I digitally colored.

I’m not sure what I was thinking when I put that thing on the lower left corner of the first picture, but I find it interesting now.

Anyway, I put them together and fixed it up below:


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