>I do something similar to this, too, but before this stage, I set up a
>with a spotlight, darken the room and give the kids big brushes, black
>paint, and large white paper. I have them look for, and paint, only the
>areas. They have difficulty at first because they are so used to line, but
>after several tries they begin to get recognizable images. I explain to
>that this is one of the differences between drawing and painting-that
>instead of using outlines we are looking for and painting shape and volume.
>After they feel comfortable with this, we move on to looking for gradations
>of value and use mixed or diluted paint for it. I do this with art II.
>> From: Bicyclken[SMTP:Bicyclken]
>> Sent: Wednesday, December 23, 1998 10:29 AM
>> To: ArtAltman; artsednet.edu
>> Subject: Re: portraits
>> In a message dated 12/22/98 7:47:50 PM Pacific Standard Time,
>> ArtAltman writes:
>> << Also I was hoping to incorporate pastels or oil pastels
>> in the final drawing. Do you have any ideas on how to incorporate
>> without loosing detail? >>
>> I do an assignment in my Art 2 class that uses conte crayon on toned
>> This process helps them to see the range of dark to light and to
>> the contrast of light. I begin like you have planned and have them draw
>> other for a practice, ( straight on). Next we look at resources that use
>> dominance of dark with strong highlights. We look for 3/4 views and
>> as well.
>> When they have found something that is interesting we sketch it out on
>> print and transfer the outlines to toned(grey, canson mi-tientes) paper
>> carbon paper. By using only white conte, they begin to lay in the
>> values, when finished they look at the darkest and use black. Tortillons
>> used to soften the conte into the paper and by leaving a majority of grey
>> paper they can see the portrait.
>> This would take more than 8 days but you might like it.
>> Ken Schwab
>> San Jose, CA