---

Philatelic Art:
An Introduction to Color Theory in Studio Art.

Learning Standards For the Arts Related Learning Experience
Art Education - Commencement General Education Level, grade 9-12 Mixed Ability Levels.

See alsoNew York State Education Department Arts Resource Guide.

---

A Secondary Level, Studio in Art Foundation Drawing and Design Project,

Robert vonH., Art Teacher
Art Teacher
Fayetteville Manlius High School
Manlius, New York 13104

Arts Standard 1: Creating and Performing.

This project explores color theory, and career development opportunities in graphic design through creating a cachet and first day cover postage stamp of their own design.

Students begin this project exploring and reviewing three properties of color: HUE, INTENSITY, and VALUE as it also applies to color theory. Following three exercises emphasizing the properties, students select a fruit or vegetable to draw applying what they learned in the exercises.

The drawing is completed in two stages. First is the completion of a graphite pencil drawing on white paper as a value study of the selected object, preferably from two or more vantage points/angles (STUDENT EXAMPLE SHOWN ABOVE). This is followed with a color rendering using primsacolor pencils or any color drawing medium.
Learning Context: Image Editing. Stage two is transforming the separate drawings into a graphic design. Students used Macintosh computers and Photoshop image editing software.

What color is a tomato?

Arts Standard 2: Knowing and Using Materials and Resources. Students describe, analyze, and compare color as seen in an object, and as it is mixed in the drawing, and as viewed in the scanned drawing using the color selection tool in a photo editing software program. Another place to observe color is from a still life painting by Janet Fish, Paul Cezanne or Edouard Manet. After experimenting with color, value, and intensity and seeing it expressed in a variety of representational techniques, students work on their drawings. Following the drawing process, students digitize their drawings using either a digital camera or scanning the drawing directly to the computer.

(a). In preparation for the second part of the project - the design of a commemorative postcard and postage stamp, students looked at examples of stamp art.
The students use a variety of resources to aid them including Print, internet, and Video to research artist techniques and graphic design. They also are shown how postage stamp illustrations as well as commemorative postcard images are created by visiting an internet site of the National Philatelic Society of the National Museum of Essays and Proofs.

Arts Standard 3: Responding and Analyzing Works of Art.

The students are encouraged to observe and discuss the effects produced by exploring the properties of color as they complete a detailed drawing of an edible object from direct observation. The effects of using a range of color values to represent the form and surface texture of the various kinds of fruits and vegetables, and the vibrant effects produced by the use of complementary colors are explored. The students also compare the scientific theory presented by the artist as scientist with the knowledge of predicted visual effect of color in the work.

Throughout the process the students are encouraged and assisted to self analyze their works in progress.

The students use the aforementioned resources to discover the ways in which scientific-technological discoveries inform artists and their work and how they in turn inform the material-technological cultures with which they connect.
.

Introduce color as the next logical step in their study of art elements.
(a)Discuss the difference between "Coloring" and drawing with color.
(b)Introduce them to the color wheel, primary and secondary color concepts and complementary pairs.
(c) Discuss the use of complements in pairs, to create vibrancy using Joseph Albers' color studies.
(d)Refer to students examples using color complements and discuss the visual effects. Also explore color neutrals and how to achieve them and their use in creating shadows and shading.

Introduce the work of George Seurat. Show examples of his work and give brief information about his life and theories. Students will then see a short clip from a film which illustrates a high school student's experience looking at Seurat's most famous work.

Do some grocery shopping, selecting one each of enough fruits and vegetables for each student in a class to use, plus a few extra for choice. Choose a time when checkout clerks aren't terribly busy. They may not be amused when they have to scan one each of 30 different items for your still life. It helps when you explain what you're doing this for.

Students draw their fruit/veggie selection on a piece of paper small enough to scan to the computer later. Students apply what they learned in the exercise as they draw the object selected. As they start the drawing remind them not to draw any shadows cast by the object. The shadow will be added as a photoshop layer style effect later.

Scan the finished drawings. Save them in Photoshop as .Tif files.

In the computer lab have them open their files in Photoshop. Then have them save the file as a working copy. Familiarize yourself with layers so you can instruct students in how to create a separate layer for a background, the drawing, the clone of the drawing or the variation which will become the postage stamp, the title, Text summary of research the student found about the fruit or vegetable, and the text identifying how much the stamp is worth. We're talking eight - ten layers.

Photoshop Elements is an inexpensive image editing software. Run the tutorial.

Some modifications are necessary to adapt this experience to student level of experience with computers and the software used to create the graphic, and if this project were to be done at other grade levels.

drawing materials:

(a). Reference material.

(b). Artist Reproduction.

(c). White or middle value (grocery bag) paper.

(d). Prismacolor pencils (or any color drawing media).

(e). Graphite pencil (ebony and/or #2)

Image editing materials:

(a).Computer disk for each student.

(b). Printing paper (I print four - postcard size images to each sheet of paper).

(A). Formative Assessment
Students and the teacher engage in performance assessment at different stages throughout the duration of the project.

1. 1. discussion of constraints:
   Student Example.

   
   

2. 1. discussion of constraints:
   (a).
   Only primary and secondary colors are used in pure form. (b).
   Pencil marks may be blended or left as crosshatching to represent tonal range. (c). the scale of the drawn object is limited to life size or smaller - preferably on 9"x 12" up to 12"x18" ground.
   
3. 2. Observing approach to work:
   (a). exercising care with tools and supplies.
   (b). cleaning up and maintaining organized work space.
   (c).Composing format is widely considered.
   (d). Analyzing color is closely considered.
   
4. 3. Observations reflected in the work.
   (a). initial class and sketchbook sketches provide valuable information which is transferred to long term project.
   (b). Ability to analyze subtle colors for their base components/properties.
   (c). pacing the work, making slow but steady progress which requires patience, and persistence.
   
5. 4. Maintaining a consciousness of craft.
   (a). taking pride in work with teacher support and encouragement.
   (b). care of tools.
   (c). preparing finished work for exhibit.
6. 5. Documentation.
   (a). photographing or computer digitizing students work (preferably by student).
   (b). using computer to assemble research and process notes, along with image. Students used SimpleText on a Macintosh to enter data. Teacher (or student webmaster) added html tags for our web page.
   

(B). Summative Evaluation:
The student self evaluation instrument will be used, and assessment based on a variety of criteria including effort, understanding of color theory, consciousness of craft, and application of computer skills, as well as quality of work and student documentation.

Examples of student work are displayed in school, the community, and here on our web page.

---

8. Reflection:

Student Suggestions:
More time for drawing.
Making sure there are enough computers for each student or if they have to share, pair students to work together, each helping the other learn the software.
I was working along fine until another student ate my still life apple. I won't say who. The banana keeps changing color every day. By the third day it's almost black. I need more practice with mixing and blending color.

---

[ Feedback to Color Stamp Project | FM Web Home Page ]

These pages © Fayetteville Manlius School District, 1995. All rights reserved.