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


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