top of page

Foundations, Tier 1 - Block 3:

For a complete evolution of the curriculum for NMAT-F 103, use the following pdf icon: 

Logo

Assignment Parameters

Student Work

Assessment

Despite the curriculum for F103 evolving in 2023, the objectives for logo assignment remained the same. This assignment is an opportunity for students to investigate signs, symbols, and simplified graphics to quickly communicate an idea or define a fictitious company identity. In addition, this project serves as an introduction to vector graphics, specifically using tools and techniques within Adobe Illustrator or a comparable application.  

 

The examples I’ve included, all showcase each student’s ability to create an effective logo that is legible, graphically succinct, technically proficient, and intentional. 

Poster

Assignment Parameters

Student Work

Assessment

At the start of the term, I often inform students that they will have to paint a self-portrait by the end of the semester. Typically,  students are afraid of this inevitable challenge. Drawing and painting the figure is difficult, especially when there is little guidance and understanding of both proportions and form. 

However, in order to prepare students for this assignment, I provide an in-depth lecture that covers the proportions of the face, and several beneficial practices when first starting out. For example, a strong light source will help define the form of the portrait, and will help the artist capture a likeness of their subject. Therefore, students are advised to take reference images that have clearly defined regions of light and shadow before proceeding with their painting. 

Once students start painting, I work with them individually on how to mix "flesh" color with their pigments consisting of only yellows, reds, blues, and titanium white. Specifically, they are shown how to mix relative color relationships and to start from a singular area of interest and work outwardly from their starting point. This daunting task, has now been broken down into a series of obtainable goals and helps demystify the act of painting portraits, which for many of the students, was a subject they would avoid. When a student realizes that they're capable of painting their own likeness, they're elated and empowered. 

The examples that I've included all showcase a strong sense of form, relative accuracy of proportions, and plausible color relationships. These objectives are often more critical than walking away with a likeness. 

Instructional Resources

The videos below were generated to support the lectures and demonstrations from my Painting I course. During the pandemic, these videos were essential in conveying critical information when in-person contact was often limited. These videos are still used in my class as supplemental reference material, especially when students are unable to attend class.