Watercolor Classes- More Information

Course Videos supporting prior classes.

When did you first use watercolor paints? For many, it was at school using a set of 12 dried pan paints that when wetted can produce a small range of pastel colors. Saturated professional watercolors are a very different species and are available in both pan and tube form. They are a joy to mix and explore. In the middle, are student grade paints that vary in quality and capability- perfect for experimentation, but typically not archival quality and tougher to achieve some effects. Knowing where your paints are along this spectrum can help you understand your artwork outcomes and build experience. I recommend slowly building a selection of professional colors, exploring color mixing, and documenting along the way. A base of 3 colors is a perfect beginning: magenta or red, yellow, and blue. From this simple start you can build many colors through mixing and then add pans or tubes of colors in magenta/red, yellow, and blue to increase the variety of options.

Color

Watercolor uses the relationship between white of the paper and the amount of pigment suspended in the water on your brush to create the color you see when it dries. This means as you paint you reserve areas of negative space and build from light to dark. As you layer, the previous layers are still visible- the color and saturation builds. The nature of the paper you are working with and how you treat it determines how many layers you are able to add. Your relationship with color and the colors you notice and prefer will dominate your painting. To preserve a specific color, you must leave a dry paper barrier between any other wet sections or they will combine and “bleed” into each other. This can cause fantastic effects or much frustration. It takes practice to gain a sense of control over the paint in this way.

Line

Brushes give your marks shape and impact how color is distributed on your paper. The type of brushes you use, the way you lay down your marks, the choice to include or exclude other media like ink- all contribute to the forms created through paint. Line is tied closely to technique. Generally speaking, line begins as light loose washes with larger brushes and builds to fine detailed lines created with smaller brushes. The use of masking fluid is an exception to this as it is used to isolate and protect light details through the early layering stages. 

Mood

Multiple factors contribute to the feeling of a piece, including: color, line, subject matter, visual wight, and composition. Limiting options to a set of variables can help you begin to express emotion in your work. This is a case of many factors working together to form an overall outcome. ***For example: a piece created using mostly hot colors (yellows, oranges, and red) will tend to have a higher energy and vibrant mood than a piece created using cool colors (blues, greens, and purples). However, if the subject matter in the warm piece is violent then the mood with have a high energy and a dark mood. If the cool piece is a heartwarming subject matter of kittens playing then it will have a lower energy but a bright mood. Slide one variable in this equation and you have a different energy and feeling from the work.

Planning

Inspiration for painting can come from many areas in life. How do we take thoughts and words and process them into achievable images for painting? Where does your inspiration come from? How do you prepare for painting? Many of these answers can only be found by looking within. Step-by-step tutorials are wonderful for learning technique however you must practice your own work from concept to conclusion to begin to understand your interests as an artist. Many factors can be addressed BEFORE you put a brush to paper beginning with the spark of inspiration calling to you to paint. Unfortunately, there is usually a gap between the outcome we imagine in our minds and the painting that spills forth. This can often derail painters- it has certainly been a block for me at times. One idea could turn into 100 paintings, so once inspiration strikes: set limitations (color, materials, size) up front and then immerse yourself in the actual painting process. Know that the outcome will be different than your original intention and celebrate following through to finish your work. If the outcome isn’t right yet, change the limits and go again!

Knitting Classes- More Information

Additional Videos supporting learning on my YouTube Channel

There is something incredibly satisfying to me in forming yarn into fabric- the repetitive process slowly building functional cozy art. Knitting has become a way to create the knitwear I and my family want for Southern Alaska winters and a chance create during downtime with family. My education is in teaching and fine arts, however my knitting skills can be traced back to a winter ferry ride to Prince Rupert BC over 20 years ago. A local knitter was working up a gorgeous little blue and white toddler sweater and kindly set me up with extra yarn, spare needles, and a lesson. I was immediately hooked and have continued on knitting and gradually acquiring skills ever since. I also credit my Great Grandma Clara who spent her evenings working up the most magnificent sturdy winter socks that are still worn in the family. I don’t consider myself a master knitter, more of a journeyman, as this field has SO much to know. I am particularly fond of stranded knitting (knitting with two colors at a time) and love to read about, study, and create my own patterns. I’m excited to help anyone expand their knitting adventures by adding this versatile genre. 

The Basics

Knitting builds fabric like laying brick, each stitch relies on the one before it or it will crumble unsupported. Once you master the knit and purl stitches a world of options opens up. Two color (stranded) knitting relies on knit stitch- the basic first stitch each knitter learns- so it is a perfect next step for beginning knitters who want to learn to knit in the round and expand their skill set. Finishing in the class timeline may require some dedicated hours outside of class. *Other genres- Knitters with an interest in lace, cables, intarsia, and other types of knitting are welcome, however, depending on your level, if you are interested in these reach out to me as I may not be the best support instructor for you.

2 Color Knitting

Knitting with two colors requires breaking a pattern into “pixels” and learning how to read and tweak (and memorize) designs will help you achieve a comfortable flow with this type of knitting. It is typically done in-the-round, so double-pointed or magic loop needles are necessary. Generally, I am interested in the process of knitting and pattern design. While we work, we will learn about the process of selecting stranded charts suited for your design, the process of determining stitch counts for your intended result, and how to put it all together and document your work for next time.

Classes

My knitting classes are supported by demonstration videos of varying length that can be reviewed as needed. This preserves our time together for problem-solving, repeating demos to address specific questions, deconstructing patterns, and general Q & A, with some calming stretches of knit-along. Everyone knits at a different speed, and it will take some time to settle into this genre if it is new for you. Expect to do some knitting between classes to finish your projects. *During a course, I expect knitters that are struggling to reach out to me via email or text!! This helps me provide more support to students that need it and plan to tackle trouble-spots other students might share during class (I will assume no news is good news).

Children & Youth Classes- More Information

Drawing and painting are a simple accessible way to teach fundamental art skills and common vocabulary that can be translated to other fine art mediums and crafts. In music, learning the piano is recognized as a different skill set from the flute with a shared language (reading music and other common musical understandings). The two dimensional arts are more closely related and learning the results possible with the chosen materials have areas of overlap and distinction. Making yourself known through visual ideas is a language of communication. I have a Masters degree in Elementary Education and enjoy bringing in threads from other subjects when teaching to create an atmosphere of experimentation and exploration.

The Basics

School age youth are developing habits and coping skills that will impact the rest of their life. In my work with youth, I strive to teach using several guiding principles.

• The artist is the leader of their own project. I am a coach guiding the discovery process and student growth.

• Developing art skills and artistic understanding requires training in multiple areas. It is not magic or only talent.

• Art is a discipline with a language shared between all people and a vocabulary shared by artists to describe techniques and results.

• All artists grow through a process of experimentation and that includes learning from success and failure.

Training Young Artists

Art making can be an outlet for expression and a learning tool to uncover your own inner voice. A combination of multiple skill sets influence creative art abilities for all students, including: fine motor, problem-solving, spatial awareness, and many others. Like math, becoming proficient in art requires understanding a set of skills and understanding. Like math, there are a series of steps that lead to an ultimate conclusion. However, unlike math, each decision has a range of options and a range of possible outcomes and the role of the artist is to make choices about which answer is “right.” It’s a bit like a choose your own adventure novel. The medium dictates the setting, but the artist’s choices dictate the plot. Students who struggle with art making often are struggling with decision-making in other areas of their life. Art is seen as simple and used for direction following and in the young years to understand students symbolic thinking. As students minds grow in complexity their use of symbolism and tolerance for images that are not “correct” shrinks. Retaining and exploring some of this creative play through visual expression helps young artists remain open to creative play as they grow into adulthood.

Classes

My classes with youth focus on decision-making inside a framework that I set-up. I choose the medium and the skill area to strengthen. I provide an open prompt and pose questions to provoke students to actively sort through and develop their ideas. The class responds to me and their own thoughts by visually creating a response. During the creative process, I circulate encouraging the visual thinking I see unfolding and I model frequent pauses for decision-making. Friendly constructive feedback helps students see their “accidental choices” and turn them into active choices. Often these are small moments of holding up the work from a new perspective and to view it and sometimes the young neighbors pause and look too. I wonder if perhaps this moment is often as powerful for the neighbor viewing our exchange as to the student getting specific feedback. I encourage students to voice their inner critic and turn it into a constructive helper. I learn a lot from each class and enjoy our studio time.