I picked up this book at an Oregon art store and immediately began copying drawings from it. Nearly every page could be a “daily art challenge” or inspire a lesson plan.
Here is my drawing inspired by page 19 Maria Molares.
I think anyone could follow the basic rules of these patterns and make their own. Like it is meditative to color, it is also to draw the same image again and again. Once an artist figures out the rules of a pattern, or makes up their own, they can be followed continuously until the page is full. It’s quite satisfying, and the brain can stay occupied you might find the solutions to puzzles that have perplexed you when you were stamped.
Some people say they do their best thinking in the shower or while driving, by sketching, one could imitate the draining showering phenomenon while sitting at a desk. Lynda Barry suggests drawing spirals.
Or writing the alphabet. If you have the “tip of the tongue phenomenon” you might stumble across the answer if you just stop focusing on it. Imagine a scenario where you can’t come up with the Latin word for werewolf. Try writing out the alphabet… A, b, c, d,
After all, your brain is a collection of connected neurons, and considering we make sense of our world through language, the neuron cluster that make up our letters we make our language out if must have millions of connections!
Eventually you’ll think of something that will remind you of the answer. “L makes me think of Lyme, which makes me think of… Oh I just started craving a lime Rickey… Hmmm, m n o p… I remember now, it’s lycanthrope!” ( results may vary)
Here is my drawing inspired by page 21 by Julia Pott.
It features made up animals. Intentional distortions. I also included words that have nothing to do with the composition, forcing the viewers mind to make a connection that doesn’t seem to be there. By having one animal resting on the back of the other, I think it makes the animals that clearly don’t really exist, look a little more real, forcing the viewer to imagine perhaps the artist had a model he was looking at while drawing. It reminded me that as a child I would draw my own animals and dinosaurs, combining traits of many real animals into my own biologically feasible creations.
Here is my drawing inspired by page 31 by Stephanie kubo and page 39 by Kristen Donegan.
It utilizes patterns like a Zentangle, some elements of collage, some random chance (I threw a cup down on the page to trace and there was charcoal in the cup that marked the page.) I have been researching about Dadaism lately… This peice also uses the technique of blending/ drawing with an eraser. I used color sparingly. One ” rule ” of composition, is if you have a color appear somewhere on a piece, have the same color appear somewhere else. I intentionally broke that rule.
A brief trip to San fransisco resulted in these drawings of people buildings and flowers.
this was at the United nations plaza and civic center. There were many nice vendors at the market. I bought some jewelry, strawberries and some decorative coral.
Here are a few comedians I saw at a show at The Royale.
They aren’t all excellent drawings, but it’s good to practice buildings. They require patience, attention to detail, attention to perspective, and an ability to draw straight lines in symmetry. Thanks for looking!
Hosea is a youth drop in center in Eugene, Oregon.
I went there this last Wednesday to volunteer my time and get more experience working with teens. Many of these teens are homeless, some are people of color, and some identify as LGBT. That doesn’t really matter though, because I have found that people of all backgrounds enjoy comics!
When you go to a group of kids with the vague idea of “drawing together” or having “art time,” some will be confused or uninspired. “uh, now what do I do?” “I always draw guns.” “I don’t know what to draw.” It isn’t very innovative or artistic to ask kids to follow along with you and draw the same tree, or boat or whatever that you do. That would be “Product Oriented,” and not creative. These games are “process oriented,” no one has no idea where you will end up. These games can break the ice and warm people up, challenge them and get some real belly laughs too!
Here are some of the comics they made while following the rules of my games. Keep in mind they are between the ages of 16 and 19 and may be school dropouts.
I give kids lots of encouragement” I love the language in this! You did a great job of taking a sentence and creating a whole scene, with many characters.” and some advice- I would suggest you draw your characters larger, put in details, facial expressions and fill the panel with your image.
“This is fantastic! Way to give the cat a silly name and decide that the water was Blueberry. Goofy, silly words make the whole thing more exciting!”
The rules go like this: Have players write a sentence at the TOP of a piece of paper then pass it to the left in a circle of four or more. Ask kids to write a sentence that has both a verb (action word) and an adjective (a describing word). If you were in school you could require them to use one of their recent vocabulary words, or ask that it be tied to something they have learned recently in social studies.
When you receive a paper with a sentence at the top, draw an illustration using all the elements. Try to be specific, avoid using words, Show don’t tell. Try to use only 1/5 of the paper, but if your illustration has to be big- let it be the size it wants to be. Then fold the paper so that the sentence at the top cannot be seen. You pass to another player who writes a sentence explaining what she sees in your drawing. Use specifics. I try to discourage sentences like “A cat.” or “I see a box.” Or “it’s a burrito.” The paper goes around, alternating illustration, sentence, illustration, sentence.
In panel four tell the students to write an “ending” to a story. Encourage them to use both words and pictures, and to fill the whole panel. Then fold it so that the panel marked 1 is showing and to pass it to another player.
The student who receives a 1 from his or her neighbor, will now write the beginning of a story. When they are done, have them fold it, so that theirs is showing and the empty panel 2 is showing.
Now a player must draw a panel continuing the story in panel one. Try to include the same elements and imitate their drawing style, or at least make something logical that follows.
Then the page is opened up and a fourth player is asked to make the beginning make sense with the end. How can you resolve it? Try and come up with a way to make the beginning tie into the ending! I have left these comics with their 3rd panel blank so you can give it a try.
Some ideas for taking the game further:
When they are at this “3/4 of the way done” stage, you could make a copy of each comic for each person playing. Then everyone can compare the different ways they would have the beginning tie into the ending. Each student could take one and challenge themselves to make a “final draft” form, taking inspiration from the composition and leaving the words the same, but they are free to add more detail and fix spelling or grammar issues. One of these could form the basis for a longer comic, or skit, where the content comes from the kids.
If you play games like this, or have made up your own, or try my games out and have suggestions, or just want to write me, you can at firstname.lastname@example.org