Pug LifeTRAVIS RIVERA
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ARTIST STATEMENT
I drew this pug because I viewed a lot of detail in its face and thought it would be a perfect opportunity to attempt new mark making techniques. I created this piece of art using india ink and used different mark making techniques such as stippling on its snout, broken lines to show contrast and make the pug pop out, and short fading lines to show the short hairs of the pug’s face. There was no particular reason behind me choosing a pug, I thought it would be a great subject to challenge and test myself to draw realistically without erasing. This was the first time I have ever used a dip pen and ink which was actually a great challenge and I had to be extra careful. I really enjoyed this project as it allowed me to become acquainted with a new art medium and I am satisfied with the end result.
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Instructor Resources
INSTRUCTOR
Emily Moran
Torrey Pines High School
INSTRUCTOR WEBSITE
INSTRUCTOR STATEMENT
I teach this lesson to grades 9-12, Mixed Level Introductory Drawing & Design Class. This is an introductory 2-D class, so throughout the year we explore all sorts of different media (ie: graphite, paper cutting, pen & ink, mixed media, scratchboard, etc.) I teach Drawing & Design and Painting classes at Torrey Pines High School, San Dieguito Union High School District.
Mark-making techniques, value range, texture, skillful use of dip pen and india ink are all objectives for this assignment. Conceptually, exercising creative freedom is an objective, but otherwise, this is a skill-based objective type of project to get kids familiar with drawing tools outside the traditional graphite pencil that they are used to using. Definitely practicing and understanding how to intentionally use a variety of mark-making techniques and value range to add visual interest to their artwork is something they can transfer to other projects, no matter what tools/materials they are working with. The project also helps them to understand how elements of art and principles of design are interwoven components of any artwork (ie: repetition and texture, etc.).
Inspiration for this is just to teach more technical skill-based assignments in combination with more conceptual ones, as this is an introductory level course that consists of students from all artistic levels/backgrounds/experiences with art. This particular project allows students to formulate their own original ideas in terms of subject matter, while exploring, practicing, and ultimately mastering a more technical aspect of art. For introductory level students, the introduction/exploration of various tools and materials becomes a very important objective to balance over the course of the class. Typically, students become more engaged in projects where they can choose a subject or style that interests them. If students are given this assignment after an assignment that has more structured guidelines in terms of subject matter, they are very responsive to being able to choose whatever they want to draw using the pen and ink. If not, they tend to struggle a little more with the infinite possibilities that come with “free choice”, and I have to facilitate more creative ways of brainstorming with them.
We use, regular white drawing paper and dip pens and india ink. The paper is usually smaller in size, so that students can focus more on detail and their mark-making. Management strategies deal most with proper and respectful use of the drawing tools and clean up. I review the rules and procedures of using a dip pen and india ink prior to them actually getting to use them. Additionally, they have value scale practice activities prior to the final drawing, where they are further developing their understanding of value range as it relates to mark-making, as well as getting comfortable using the dip pen and india ink.
This particular student mastered the technical skill of using pen and ink, and exceeded expectations in terms of meeting all of the outlined objectives for the assignment. His high level of detail, precision, thought, care, and craftsmanship in the execution of his drawing was extremely impressive. It is also worth noting that this student is a 9th grader in an introductory level art class, and shows very promising skills as a future young artist.
Emily Moran
Torrey Pines High School
INSTRUCTOR WEBSITE
INSTRUCTOR STATEMENT
I teach this lesson to grades 9-12, Mixed Level Introductory Drawing & Design Class. This is an introductory 2-D class, so throughout the year we explore all sorts of different media (ie: graphite, paper cutting, pen & ink, mixed media, scratchboard, etc.) I teach Drawing & Design and Painting classes at Torrey Pines High School, San Dieguito Union High School District.
Mark-making techniques, value range, texture, skillful use of dip pen and india ink are all objectives for this assignment. Conceptually, exercising creative freedom is an objective, but otherwise, this is a skill-based objective type of project to get kids familiar with drawing tools outside the traditional graphite pencil that they are used to using. Definitely practicing and understanding how to intentionally use a variety of mark-making techniques and value range to add visual interest to their artwork is something they can transfer to other projects, no matter what tools/materials they are working with. The project also helps them to understand how elements of art and principles of design are interwoven components of any artwork (ie: repetition and texture, etc.).
Inspiration for this is just to teach more technical skill-based assignments in combination with more conceptual ones, as this is an introductory level course that consists of students from all artistic levels/backgrounds/experiences with art. This particular project allows students to formulate their own original ideas in terms of subject matter, while exploring, practicing, and ultimately mastering a more technical aspect of art. For introductory level students, the introduction/exploration of various tools and materials becomes a very important objective to balance over the course of the class. Typically, students become more engaged in projects where they can choose a subject or style that interests them. If students are given this assignment after an assignment that has more structured guidelines in terms of subject matter, they are very responsive to being able to choose whatever they want to draw using the pen and ink. If not, they tend to struggle a little more with the infinite possibilities that come with “free choice”, and I have to facilitate more creative ways of brainstorming with them.
We use, regular white drawing paper and dip pens and india ink. The paper is usually smaller in size, so that students can focus more on detail and their mark-making. Management strategies deal most with proper and respectful use of the drawing tools and clean up. I review the rules and procedures of using a dip pen and india ink prior to them actually getting to use them. Additionally, they have value scale practice activities prior to the final drawing, where they are further developing their understanding of value range as it relates to mark-making, as well as getting comfortable using the dip pen and india ink.
This particular student mastered the technical skill of using pen and ink, and exceeded expectations in terms of meeting all of the outlined objectives for the assignment. His high level of detail, precision, thought, care, and craftsmanship in the execution of his drawing was extremely impressive. It is also worth noting that this student is a 9th grader in an introductory level art class, and shows very promising skills as a future young artist.
