Gallery

1. The learning objectives of this project was to capture the proportions, shadows, values of objects, and color of the dominoes.

2. The learning objectives of this project was to capture the proportions, shadows, values of objects, and color of the dominoes.

3. The meaning of the diorama describes how complex a few dominoes can be, despite the simple shapes.

4. I liked the idea of the domino’s structure as they overlap each other, which is why I had some structured together.

5. The dominoes look organized in clumps too, because I thought that looked nice to draw after setting it up.

6. Shading for this project was used to show the three-dimensionality of concaves, slants, and sides of boxes. The light sources are from 1 light on the top left, and another from the top, as shown from vertical concaves being vertical and light shadows pointing away from the light source from the top left.

7. Many improvements were made as I learned how to draw the dominoes, my teacher described to me how the dominoes decreased in size the farther away they were, allowing me to better improve the proportions of the dots on the dominoes compared to the ones up close. And I constantly kept smoothing out the shading as I noticed more details from the still-life as I looked closer.

1.  I chose a large background with noticeable foreground changes so I can apply aerial perspective, change in size, and differentiation of contrast values.

2.  The foreground is the most detailed/contrasted ground so the land underneath the viewer and across the river has a larger variety of strong colors shown by the dark rocks and the bright orange ground. The texture in the foreground is also easy to depict shown by the grass. The Middle ground includes many dark-valued trees and a large dark-valued slope because of the sun’s angle but has a light blue overlay for aerial perspective; there is also a subtle texture on the trees to illustrate the many leaves. The background includes mountain peaks, so I included an even stronger color of blue for the distance and illustrated the snow with coloring in the rocks by opaque streaks and dry brushing to describe how high up and away the mountains are.

3. I utilized the transparent properties of water to make color even throughout the sky, water, and shading of the mountains. I used small black streaks for the top mountains, then created softer edges on top of the lines by using a dry flat brush. The foreground grass texture has been made from brush streaks as well. I learned that soft transitions can help a lot in concealing the streaks of paint to create something more realistically appealing.

1. The learning objectives of this assignment were to draw 50 orthogonal lines for a perspective drawing, so I happily drew a Tokyo street side in a 2 point linear perspective with colored pencils. 

2. The concept of this drawing was to show how very small areas can still show lots of detail. The hidden idea for close observers shows 2 directions for the vanishing points each with their own different person and slightly different environment. The middle sign asks “Which way?” for the reader to make their decision. 

3. The drawing was made from a blurry photo, so I made many additions and tried to form them into a hidden meaning around ¾ the way finished. My teacher gave me the idea to add two people, so I traced them in the end. The flowers on the top right were the most difficult as I had to give them all believable detail while not spending too much time. My favorite part however was writing down the Japanese language as it puts a more confused but cool foreign feeling to the drawing.

1. I have been inspired and researched Rob Rey’s style of painting, including: glow effects, space use, and philosophical abstract descriptions; additionally, Rob Rey usually has abstractions around or on the head for his meanings. Rey begins drawing the background setting of his portraits and goes from dark to light values when illustrating the face and draws in accessories for final details.

2. I learned from Rob Rey’s bioluminescent animals that the glow effects form a noticeable bubble around the figure, before dissipating into the darkness. My drawing also demonstrates Rob Rey including abstractions near the head as I include a glowing bird sitting on top of the girl’s head. The glow of the animals is the only source of light as well, so the girl’s face is lit up from one light pink source.

3. There is a 12-14 year old girl with a glowing pink starling on top of her head with wisteria tree branches hanging from the background. The glowing pinking starling by her head symbolizes the girl’s cognitive thinking, especially with the natural environment of the purple wisteria tree setting.

4. I captured the 3-d effect on the face well and drew the coat being worn very efficiently, but I would still prefer the hair to look more natural and the reflectance of color on some parts based off of the pink light; additionally, the shape of the flowers on the wisteria trees could have been more realistic too. My criteria was to make the person look happy with the animals and have no area look unfinished, which I believe I succeeded well in.

5. I constantly kept refining the shading on the face so the 3-d shape would look realistic, and used some transparent paint since my teacher recommended it for glow effects so I applied it around my bright pink bird.