Title: Queeky: An Artistic Endeavor!
Brief Overview: Students of this exercise will create a painting on Queeky.com, and the class will review and critique the work after the workshop period. All work done will automatically be captured as a time-lapse video, which upon review will help show different artistic workflows and techniques, and inspire artists to learn and grow.
Target Audience: Students, faculty, or anyone else interested in painting and improving their artistic abilities.
- Laptop or workstation
- Wacom Tablet with drivers (can use mouse, but not recommended for optimal results)
- Reliable, high speed internet access
- Reference photo(s)
- Would suggest having a pre-set library to choose from, readily available
Objectives: At the end of this scenario, the learner will be able to:
- Recognize patterns, techniques, composition, and lighting in existing artwork and photographs in order to understand what makes an appealing, artistic piece.
- Understand how lighting, framing, composition and the artistic process work together to yield the vision the artist intended.
- Apply the analysis of images and artwork to their painting process, incorporating their knowledge of the artistic process, their analysis of composition, lighting and framing, and their own artistic eye.
- Analyze the work of their peers to gain further knowledge and a different perspective on artwork and the creation process.
- By watching the videos and viewing their peers’ images, they can make a direct correlation between the creation process and the final product, and compare that to their own workflows and products to bolster their artistic stable of knowledge.
- Evaluate how closely their peers were able to create artwork that matched the reference photos and conveyed their artistic vision. Oral critiques and peer sharing provide constructive, evaluative feedback.
- Present their work, along with the work of one of their peers to the class.
- Demonstrate how they were able to gain further knowledge and advance their own artistic skillset, both through analysis of peers’ work, and through critical analysis of their own artwork.
- Create account on Queeky.com
- For Educator/trainer only: Create a group on Queeky to post work to
- Invite students to your group on Queeky
- This should be done before-hand, as it can take a little time to complete
- Students should go through accompanying documentation for how to use Queeky’s interface (Will be providing a PDF on Queeky’s interface)
- Review their introduction on their website
- Present the interface on the projector screen or demo machine for a brief overview of the toolset
- Once students are comfortable with the process of using the software, display the reference image for recreation on your projector
- If you do not have a classroom projector, you can distribute the image to each student through your gallery in your Queeky account, or have the students load the image locally on their own machine
- Establish a time limit for the painting. I would suggest 15 – 20 minutes
- This amount of time is enough to get a rough representation of the image
- Forces student to focus on key aspects of the image and not get stuck on tiny details
- This time frame leaves plenty of time for critique and review after the session
- Upload completed images to the group gallery
- Student will break off into groups to analyze and critique each other’s work
- Review a few samples of the students’ images
- The student whose image was selected will present their image and discuss their artistic process
- Analyze their image to the reference
- Watch the time-lapse compilations of the painting in progress
- Students will analyze and critique each other’s work in an open forum format
- However you want to handle this is fine, I prefer simply hand raising
- After discussing student work, students will go back and paint a second image
- I realize time constraints are a concern for most classes, so I would encourage students to follow-up this session at home or on free time
- Continue uploading and critiquing their peers’ work in the future
Emerging Technology: Queeky.com is a collaborative painting workspace which allows artists to paint images in an online interface and store a movie and final output of that image for later viewing.
- Work and critique one another on Queeky paintings.
- Draw along on projector so students can observe instructor painting.
- Post artwork to Queeky.com group so peers can see and critique on the site.
- Start conversations about workflow, methods, and artistic inspiration!
- Previous knowledge: Students are already familiar with painting techniques, different software for painting, and have already developed their artistic eye and style. Through the course of their Full Sail program, they have been introduced to all of the tools and techniques relevant to this exercise.
- Relevance: The students will directly develop their skills both technically and artistically. The knowledge they gain in this exercise will help them become better artists, but will also help them learn to critique other’s work in a constructive manner, as well as receive and implement criticism on a professional level.
- Audience: Through a follow-up presentation to their peers, students will demonstrate what they have learned through the process of creating their work and having it critiqued. The process of giving and receiving critiques engages them with their peer group. By presenting another student’s artwork and discussing that student’s artistic process, they develop their ability to analyze artwork, the process, and give constructive criticism and feedback. All of these things are necessary for an artist in a professional position.
Creation: A time-lapse recorded painting on Queeky.com.
|Rubric||Private Jet||Luxury Car||Moped||Bicycle|
|Analysis of References||Careful, in depth analysis of reference indicated through matching of color, perspective, composition and overall image.||Basic analysis of references shown through basic implementation of color, perspective, composition, and image.||Little analysis of reference shown in lack of matching colors, perspective, composition and image quality.||No correlation of painting to reference that indicates an understanding of the color, perspective, composition or image.|
|Lighting||Student paid attention to light direction, color, intensity, shadow detail and intensity and bounced lighting in the scene. Lighting matches references.||Student implemented a basic understanding of lighting in the scene. Matched light direction and intensity. Lighting somewhat matches references.||Lighting direction is close, but not perfect. Intensity and shadow detail were attempted but not fully accurate. Lighting matches only slightly.||Student paid no attention to light direction, intensity, shadow detail or bounced/fill lighting in scene. Lighting does NOT match references.|
|Composition||The image is represented in exact detail in accordance to the reference. Items appear in the same canvas space and the composition matches fully.||The student’s painting is similar to the reference. Composition is close but not all items match up fully to the reference images in placement and perspective.||Student paid some attention to the composition of the reference. Items are close to the right locations and perspectives are somewhat accurate.||No attention was paid to the location of objects and scene elements. Perspectives are incorrect or inconsistent in the scene.|
|Artistic Eye||Student shows great knowledge of artistic technique. Uses methods to reproduce the reference image and was able to match the feel of the reference very closely.||A good understanding of artistic technique shown. Able to somewhat match the style and look of the reference image. There is a close resemblance between the reference and final.||Some basic understanding of artistic process and technique. Basic representation of the reference image. You can see little resemblance between the reference and final.||No clear understanding of artistic technique. There was no attention paid to technique and no resemblance between the reference and final.|
|Personal Style||Student was able to match all of the above but still add some of their own flair and style to the painting. Technique and feel are unique, but still represent the reference image well.||Student infused some of their own style into the painting. Mostly followed the look and feel of the reference but still added some of their own technique and style to the final result.||Student tried only to mimic the reference directly and added little in the way of their own impression of the shot.||Direct mimic of the reference image was attempted. No attempt to infuse personal style or technique into the shot.|
- Learner reflection will take place as part of their presentation to the class. The presentation will demonstrate:
- Their understanding of the artistic process, as displayed in their artwork
- Their ability to both give and receive constructive criticism from their group mates
- Students can use Queeky to review their own artwork and see how they can improve upon their artistic process.
- Access to their peers’ paintings will open their eyes to different artistic processes that they can try and experiment with.
- Educator/trainer evaluation of the RILS exercise will come in the form of the student presentations. By having the students give feedback on the process, the educator/trainer can directly implement that feedback into the next iteration of the process. There is no turn-around time, as it can be implemented immediately the next time the program is run.
- The educator will also have access to the artwork created by the students during the RILS exercise. This artwork will give the trainer a way to analyze student skill level and competencies, and directly influence how the exercise can be approached in further iterations.
Review student surveys submitted after their exercise.