Mar 19 2013 ONE VOICE Art Newsletter

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Mar 19 2013 ONE VOICE Art Newsletter

ONE VOICE ART NEWSLETTER ∙ March 19, 2013

HFI CATHY PELUSI ART STUDIO

SUBMITTED BY AMY DIMICHELE/ART INSTRUCTOR

He Died for Us

(New Birth)

by

SKY-BLUE

SPRING IS COMING!… It might not be apparent in

the coldness of the wind and the darkness in the clouds, but the

season of spring is upon us and is seen as hopeful in the artwork

created by the students of the HFI CATHY PELUSI ART STUDIO.

While the lesson of NEW BIRTH continues to be offered to

students residing in the unit community homes of Perrysville

Avenue and Brighton Heights, it is evident that their vision is

alive in every color, line, and form that evolves upon their

canvases. Given the task of visually translating the phrase, New

Birth, students were asked to tap into their being as to what

makes them feel alive; what makes them feel new When

student artist, PURPLE-PRISM of St. Michael’s on Perrysville

Avenue began to respond, he reached for colors with confidence

and used his paint brush as his pencil with trust because he knew

what he is capable of; confident in his thoughts, his lines found

purpose through his emotion. Reaching into his own personality,

he translated the phrase, New Birth, in the fashion much like,

Marc Chagall, one of the most successful artists of the 20 th

century, whose work was known as ‘one long dreamy reverie of

life.’ At the class’ end, PURPLE-PRISM gives a smile as he titles

his piece, “The Whistler.” This and other expressive new works

created by students, ages 10 – 15 will be on display in the HFI

CATHY PELUSI ART STUDIO NEW BIRTH SHOWCASE which opens

in HFI’s Chapel Bridge areas March 31, Easter Sunday along with

past works reflecting the hopefulness of new birth as seen

through the eyes of the young student artist. *************

(Photo above) Feelings of NEW BIRTH are created with

ease by student artist, PURPLE-PRISM of St. Michael’s on

Perrysville Avenue in The Whistler.

(Image above) Student artist, GRAY from St. Martin’s in

Brighton Heights creates Cross Roads in response to

Lesson/NEW BIRTH.

ARTIST STATEMENTS:

As students finish their work, they are asked to talk about their

creative process. If they give their permission to share these

statements, their words will accompany the art on display. This

encourages confidence and validity for the young artist and

initiates dialogue about their creative process.

(Photo Left) BLUE-GREEN uses cadmium red light to bring

focus to his work, Three Fish.


HFI

CATHY PELUSI ART STUDIO

Lessons Written and Instructed by Amy DiMichele

LESSON

IN THE

SPOTLIGHT

BOTANICAL ILLUSTRATION

In light of the upcoming student art trip to the Phipps

Conservatory in Pittsburgh, the focus of last week and this

week’s class will be capturing the likeness of a flower/plant using

precise examination of plant life. According to the Wikipedia

online dictionary, Botanical illustration is the art of depicting the

form, colour, and details of plant species, frequently in water

colour paintings. These are often printed with a botanical

description in book, magazines, and other media. The creations

of these illustrations requires an understanding of plant anatomy,

access to specimens, and references, and are often composed in

consultation with a scientific author.

Understanding that botanical illustration was very closely allied

with science in determining the exact species of plants for

medicinal purposes, students learned the initial purpose of

Botanical Illustration was not intended for decorative purposes,

but for medicinal and scientific purposes. By establishing the

identity of a given flower/plant, it was learned how unique each

plant was and how the leaves of plants are just as different as the

blooms. Recognizing the patters, form, size, and details of plant

leaves gave distinction between plants and scientists the ability

to know and name the plant life species.

For this class, students were asked to choose a photographic

reference made available to them for a thorough study. Once the

subject was chosen, the student took time for precise

examination as they compared their subject with other

photographs of a variety of plant life and recognized/named the

differences between them. Using a keen eye, perspective,

graceful lines, and delicate applications of colour, a thorough

study allowed the student to experience a closeness with nature

and an intimate kinship with nature’s beauty. Sketches were

done in pencil to allow details to be portrayed. Watercolor on

vellum will be the next step for the student to develop the

drawing in class and at the Phipps. Notes may be added directly

onto the face of the page to describe their plant as if it were

being seen for the very first time. Notes may also include any

emotions brought to the artist through this study.

As students began to draw, taking the time to visually study the

plant supplied the student with valuable knowledge for each

class and for training their ‘artist’s eye’; an invaluable tool for

artists of all ages/levels.

STEPS BEFORE DRAWING:

1. Choose the photo that attracts your eye the most.

2. Note the direction and length of the main stem of the

plant. (continued next column)

“Look deep into nature, and then you

will understand everything better.”

~ Albert Einstein

(Photo above) BABY-BLUE, student of ST. SETON responds

to Lesson/BOTANICAL ILLUSTRATION in which students

were required to choose a flower/plant and draw it in

detail through close observation.

3. Note the shape of the leaves. Are they long

and slender Round or jagged What

direction do the lines follow inside the leaf

What colours do you see in the leaves

4. Note the spacing between the blooms and

the leaves. These are your negative spaces

on your 2D image. Taking note on

photographs will enable the student to spot

these negative spaces when viewing plant

life in person.

5. What are the colors in the blooms (if any)

Can you spot where the color of the

stem/leaves joins with the colors of the

blooms How many blooms are there Are

they all in equal stages of their

development

6. How do the colors in the plant compare with

the color wheel Where is their placement

on the color wheel What is their

relationship

7. How do the petals and leaves fold Which

are in the absence of light What direction

do they take

8. Notice the margins on the page of your

reference. Set the same on your surface in

landmark fashion.

Students of St. Seton will continue in their study as

an Art Trip is planned for Phipps Conservatory this

Friday, March 22 to paint and draw on site!

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