Art for the genuinely curious

Are you ready to challenge yourself?

Are you excited about exploring your artistic aptitudes?

My Gallery Quality Painting regular clients know this is "big-picture art education".

We cover everything from exactly how to hold a brush, to Piaget's theory of cognitive development, and a whole lot more drawing on my half-century experience as a professional performer, author, artist and composer.

1 - Idea
An idea

How to hold a brush
Just one way to hold a brush

So, this is not art for the complacent or the smug. You will be challenged. You will surprise yourself!

I will show you:

  1. How creative you already are (a lot).
  2. How much you already know about style.

It takes about four hours for me to prove that to you.

And in the process you will plan and execute a great painting. From scratch. No tracing. No drawing on the canvas. Actually painting in a small and focussed group, discussing the one subject.

Student's Monet Student's Monet

This is how the masters learned. Give it a go!

Student's Monet

Carpe diem!

Carpe Diem!

Latin: Carpe = hand, diem = day, so "sieze the day!"

Carpe Diem

Weekends and Wednesdays, where are we going?

As experience grows in the student body at Inglis Academy we will venture farther and farther across the rich and rewarding landscape of Western Art! The downside of that (there's always a price to pay) is that there will be far less sessions of Starry Night!

For those who in the future are going to miss out... sorry, that's life. I am a one man operator and there are no current plans to scale up (or dilute) the quality of this coaching. Act now, or carpe diem!

This is pretty unique in the world of Art teaching, and some of you really appreciate how lucky you are to be along for the ride, as I was graciously reminded by a very capable professional illustrator in a recent session.

At the moment, most weeks at IA look like figure A, mostly new students. Although last weekend we had a class with mostly intermediates, like figure B.

Class / experience breakdown
Class / experience breakdown

My plan is that by the end of 2018 we will be at the figure B ratio every week.

At the moment there are about 50 paintings in the syllabus, so come on Wednesday people, here is your chance to have a go at one of the less-scheduled paintings! Chances are you have already painted Starry Night? If you are interested in painting on Wednesdays This email address is being protected from spambots. You need JavaScript enabled to view it. with 4 choices from the syllabus. When I get 3 people interested I'll schedule a class.

Next week I'll talk about some of the directions the course will be taking.

Piaget's theory of cognitive development

I often mention Piaget when we are toning the canvas. I ask you to play with the material, as you played with the dummy in your first few months of life. Most people can't remember that, but it's worth trying to recreate that sense of play, wonder and kineaesthetic exploration.

Learning through movement

In the induction process I also ask you about your movement training... and tell you that I don't care how long ago it was, nor how young you were when you did it!

Learning through movement

Jean Piaget's work helped establish how important movement and touch are to the developing brain. Here is a simplified map of Piaget's stages of infant development. We travel through some of these stages again each time we paint.

Piaget's theory of cognitive development

I use various strategies to enhance and amplify these stages when appropriate.

Here's more detail, if you want it:

Stage Age Description
1: Simple reflexes Birth-6 weeks Coordination of sensation and action through reflexive behaviors.
Three primary reflexes:
  1. sucking of objects in the mouth
  2. following moving or interesting objects with the eyes
  3. closing of the hand when an object makes contact with the palm (palmar grasp)
2: First habits & primary circular reactions 6 weeks-4 months Coordination of sensation and two types of schema: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance).
Passive reactions, caused by classical or operant conditioning, can begin.
3: Secondary circular reactions 4–8 months Development of habits.
Infants become more object-oriented, moving beyond self-preoccupation.
The differentiation between means and ends also occurs. This is perhaps one of the most important stages of a child's growth as it signifies the dawn of logic.
4: Coordination of secondary circular reactions stages 8–12 months Coordination of vision and touch—hand-eye coordination; coordination of schemas and intentionality.
This stage is associated primarily with the development of logic and the coordination between means and ends. This is an extremely important stage of development, holding what Piaget calls the "first proper intelligence". Also, this stage marks the beginning of goal orientation, the deliberate planning of steps to meet an objective.
5: Tertiary circular reactions, novelty, and curiosity 12–18 months Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behavior.
This stage is associated primarily with the discovery of new means to meet goals. Piaget describes the child at this juncture as the "young scientist", conducting pseudo-experiments to discover new methods of meeting challenges.
6: Internalization of schemas 18–24 months The ability to use primitive symbols and form enduring mental representations.
This stage is associated primarily with the beginnings of insight, or true creativity. This marks the passage into the preoperational stage.

This table is a simplified version of the one at Piaget's theory of cognitive development at Wikipedia.