Acrylic Private Lesson

Art Show Town Of Jupiter

Town Of Jupiter Art Show

I was honored to be asked by the Town of Jupiter to participate in the instructors Art  Show.

I had the opportunity to show 12 pieces in the show.

This show was a wonderful time to buckle down and create some pieces to show.

The opening reception had a great turn out the Mayor even made an appearance.

This is my first Art Show outside of University. 

Currently the pieces hang in Tequesta Urgent Care.

1 Main Street, Tequesta, FL 

Lilly Murals at Cake Kingdom

Cake Kingdom Murals

These murals are located at 1 Main Street Tequesta, FL 

Artic Murals

Artic Murals this mural was painted at Beacon Baptist Church for Vacation Bible School.

This winter wonderland includes:

Orcas, Whale, Penguins, Harp Seals, Polar Bears and a big happy Walrus. I had such a good time coming up with this mural concept.

My research:

Each animal was researched and I chose 3-4 of the cutest images for each animal.

I sketched the mountain scene and reviewed artic landscapes then chose colors.

I used paint swatches to make my final choices. I ended up with a monochromatic blue background which gave an extremely cool feeling.

I finalized my background sketches and scanned it into illustrator where I placed screen shots of the animal reference photos in the proper place. I used illustrator image to paint the scene.

The snowflakes were all unique and hand painted.

Water Color Beach Scene

This project is a great way to introduce watercolors for the first time.
It is best to divide this project up into 2 One hour class sessions.

I have also scaled the reference to an 8x10 piece and added a white grid over reference then printed color reference with grid.

If you are working with elementary students you may need to draw a grid for them to work on.
The grid should be 8x10 divided into 2" squares.

Middle- High School students can draw grids on their own- this teaches students measurements.

It is important to instruct the students on how to draw using a grid. The students should sketch lightly one square (in the corresponding square on their watercolor paper.) It is important to sketch one at a time at least for 2-3 squares.

This helps students to begin to understand how to break down the piece into manageable pieces.
After sketches are complete continue to painting.

SKY-
Wet paper using paint brush in horizontal strokes, with a sky wash, the wash does not need to be uniform. Students learn to "mill the liquid watercolor paint" until the consistency is desirable.
Students are to paint on the wet watercolor paper leaving space between strokes.
The paint should be darker (thicker) at the top and lighter (thinner) towards the horizone.

CLASS 2
The next class the painting should be completely dry or use a hairdryer.
students should lightly sketch areas that may not be visable.
Then students should use light green to start palm tops, work up to dark green, add tree trunks then lastly, add white clouds.

Clouds should have flat bottoms and should vary in thickness- thicker fluffier clouds are usually higher in the sky and thin less fluffy clouds toward the horizon line.

Still Life Drawing Studio 1- Apples

Still Life Drawing Studio 1- Apples


Each student is given an apple and 2 sheets of white paper.
I walk students through a thorough analysis starting with the actual shape of the apple.
Students learned to sight using the end of their pencil- students also used pencils to mimic the angles and compare the straight lines of the pencil to the shape of the apple.


Students sight the width and height and measure using the end of the pencil for one side of the object and thumb to mark the opposite side.


Students are then walked though a color analysis and notice the variety of color in their apple, each student began to see: lime green, bright reds, brown and variety in each. Students are also told to notice the shapes within each color. Students are instructed to squint and notice the brightest highlighted areas, then find the more difficult shadow areas and everything in between.


Students turn their apples and do a quick version of the analysis above, then switch apples and make their own observations.


Students then use the original apple and draw the outline, the shade a light ground, build up to mid-tones, shadows then highlights.


Next students are to find the highlighted areas and subtract the brightest highlights using an eraser.
Students then analyze shadows under the apple and add them in and add a final shadow to the base of the apple.