Category: teaching painting

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A game of chance

Fog has color, movement, and attitude, and is a great tool to understand atmospheric perspective.

Fog Bank, 14X18, oil on canvasboard, by Carol L. Douglas, $1275 unframed. 

I appreciate the care with which the National Weather Service makes hour-by-hour graphical forecasts. They’re the plein air painter’s best friend, since they predict not only the chance of rain, but the sky cover and the wind. However, they’re often wrong for areas near deep water. Mother Nature is impulsive and unpredictable where warm air first encounters the cold sea. Yesterday I drove to Warren, which is 12 miles to the southwest of me. I traveled through a band of dense fog, a band of brilliant blue, and ended up under a dour, dull sky.

That makes planning my plein air class a game of chance. My primary goal is to teach fundamental skills, but along with that I want my students to master every possible light situation. Yesterday’s nominal subject was value-matching and patterning. However, with a fog as rich and deep as the one we encountered at Owls Head, it seemed a pity to not concentrate on the atmospherics.

Early Spring, Beech Hill, 8X10, oil on canvasboard, $522 unframed.

Few things are more beautiful than fog—or more annoying to the painter who insists on golden sunlight in every painting. Fog has color, movement, and attitude. It’s a great tool to understand atmospheric perspective—and to teach patience with the passing scene. It moves in and out, obliterating a major compositional point here, and adding one there.

The more I teach, the more I realize how much I have to learn about teaching. My student, Jennifer Johnson is in a transitional phase where nothing she paints looks good to her. That’s painful, but it’s a sign she’s about to make a giant leap forward—if she allows it. The fainthearted painter will retreat back into the shell of the familiar. The courageous will allow herself to experience the “I hate everything I’m painting” phase and wrench forward into new discovery. Jennifer is, of course, one of the courageous.

Jennifer Johnson is working her way through her period of dissatisfaction by returning to first principles. That means starting with thumbnails and gridding them onto her canvas.

If you play a musical instrument, you’ve had the experience of mastering a piece part-by-part. You get the left hand down fine. Then you try to add the right hand, and what you’d learned in the left hand falls apart. But if you persist, your brain will integrate the two tasks. Adding new ideas to painting works the same way.

To ride through this, Jennifer has sensibly returned to first principles. One of these is thumbnails and value sketches, which are then transferred to the canvas in the form of a grisaille. Her example, above, from last week’s class, is far better than any I’ve ever made.

What I realized from watching her is how frequently students can do each step well, but not integrate them as a whole. That’s something I need to focus on more. The sense of being needed put a spring in my step. It seemed like only fifteen minutes had passed and the three-hour class was done. Rats.

Frank Costantino with Ann Clowe, Nancy Lloyd and Lisa Siegrist.

Yesterday’s students had the opportunity to watch a real watercolor master at work. My buddy Frank Costantino is in town, and they looked over his shoulder as he painted the lobster boat Daphne Lee. If he can stand more fog, we’ll go out again today.

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Stop playing it safe

I’m willing to look like a fool for art. Are you?

Channel marker, 9×12, oil on canvasboard, $696 unframed.

I did a set of long demos in my classes this week. I worked from two different snapshots, one for each class. I’d never looked at them before. In fact, I chose them because they didn’t have any obvious structure.

It was up to my class to create that structure, so I didn’t crop or make any choices in advance. (To make the demo meaningful to all my students, I did each painting in oils and watercolor simultaneously. That’s hard.) The goal was to give my students a broad view of the overall processes of painting, from start to finish.

They said they learned the most from the many places where I dithered. At one point, I said something like, “stupid, stupid, stupid!” One student particularly liked hearing that; she thought she was alone in making choices she later regretted.

Fog Bank, 14×18, oil on canvasboard, $1275 unframed.

Another said that the most instructive part of the demo was the moment I took a rag to an entire passage of the oil painting. (My correction turned out to be a mistake. Stupid, stupid, stupid.)

The actual painting results were mediocre. But great paintings were never my goal. Instead, we worked our way through the process of a painting as a team, discussing our questions and dilemmas.

Home farm 2, oil on canvas, 20X24, $2898 framed.

I received this email from a student who wishes to remain anonymous:

“A couple of weeks ago, on a whim, I signed up for another zoom painting class with an artist I follow on social media… The most important thing I have come to realize is how much I value your approach to teaching and how much better your class is. I enjoy your [art] history lesson and how it wraps around the weekly lesson. We all work from our own still life set-ups or reference photos making our paintings more personal.

“In this other class, I was sent a reference photo (which didn’t particularly interest me) and we all painted the same thing. During class, there is a lot of talk about which particular colors were used in which particular spots. Questions like these make me nuts.

“We have to send a photo of our painting and there is a critique of everyone’s work so we are looking at basically eight versions of the same painting for two hours. Tedious, at best. In the end, I feel like I have spent time and materials on a painting that is not really mine since I don’t own the reference photo and I know there are eight other versions of the same painting out there.”

Home Port, oil on canvas, 18X24, $2318 framed.

This student is a graphic designer by trade, so when I saw her painting, I was amazed at how boring it was. Her work usually sparks with arresting design and quirky ideas.  But here she was working from someone else’s idea, and all the thinking was already done. There’s little to be learned in that.

On Monday, I wrote that I don’t think canned painting demos are very helpful. A shrewd painter rehearses these performances. He has already made the critical decisions before he ever lifts a brush in public. This creates an impression of mastery and confidence, but it’s a falsehood. The real process of painting is all in the choices.

Art’s greatest enemy is safety. That may seem strange coming from a painter who works in landscape—surely the least risky of genres. But the risks I’m talking about are in composition, structure, color choices, and brushwork, not in content. The best painters take chances all the time. They mess things up and toss them in the trash. The public will only see 10-20% of our starts. The rest are, to us, failures.

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Let down your defenses

I understand and empathize with defensiveness very well, but I also know that it is paralyzing.

Annett Sauve lets me demonstrate on her canvas. (Photo courtesy of Jane Chapin)

Thomas Edison is credited with saying that “Genius is one percent inspiration and ninety-nine percent perspiration.” He ought to have added persistence in that equation. It’s a kind of intelligence, one that isn’t measured on tests and used as a predictor of success—but it ought to be.

Of the six students in this workshop, two are returning students. They share that trait of persistence. For both of them, the process of painting has really clicked on this trip. I refine my teaching method with every class, which I think makes it clearer, but the difference is mostly in them.

Mary Whitney’s painting in paradise.

Painting is not simple. Learning it takes time, and is a two-way dialogue. The student must be open to what’s being taught in order to make any real progress. Likewise, the teacher must be listening constantly for cues from the student.

For a long time, I was a very defensive painting (and everything else) student. I knew what I thought I knew and wasn’t willing to let others change that, even as I understood I needed help. It was a pity, because it blunted any possibility of becoming a better painter.

What were the symptoms of this self-defeating viewpoint? Whenever a teacher suggested I try something a different way, I responded with a rationalization. “I know, but…” saved me from having to try and fail. I was unnecessarily critical of others’ work, and there was a very limited range of paintings I understood enough to love.

Karla King and me, working at Pecos National Historic Park. (Photo courtesy of Jane Chapin)

What cured that? My broken self-image was repaired. To explain how I was broken would require delving into a maelstrom, so I will skip it. But the cure was a combination of my developing faith (I was made in God’s image, so I can’t be fatally flawed) and the slow development of real competence. This was not just as a painter, but as a parent, a spouse, and a functioning adult.

I understand and empathize with defensiveness very well, but I also know that it is paralyzing. I can’t fix it by simply saying, “let down your defenses.” That insecurity is the very nut the student is trying so hard to protect.

Instead, I sidestep the whole question by insisting that, for one week, workshop students try it my way. It’s not arrogance on my part, but rather the desire that students get value for the money they’re shelling out.

Historic New Mexico.

Of course, the process I use is not the only way to paint alla prima, nor is it in any way my own invention. Painting—like most other human endeavors—has been developed incrementally by thousands of practitioners. Our best practices are a synthesis of their ideas. Before a student rejects the basic rules of painting, he or she should not only understand why they are used, but have thoroughly mastered them.

I’m thinking about this because I’m going to do a free cocktail-hour webinar on October 2, where I’ll talk about objectives in studying painting. Everyone is welcome, and I hope you bring lots of questions.

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The pernicious practice of ‘feedback’

Ditch it, says a business consultant. We artists could learn something from him.
Blizzard, by Carol L. Douglas. We all want to be outside, so my students painted out the windows yesterday. I’ve done that a few times myself!

One of my students just came back from wintering in Australia. We’ve been practicing formal analysis in her absence. That means we consider a painting on the basis of its formal structure. This isn’t a like-vs-dislike process, but rather an objective one, talking about how the painter uses various techniques to advance his goals.

The protocol for criticism in my studio has always been the sandwich rule. We begin by pointing out something the person did well. We then discuss what might have been handled differently. We finish by pointing out something else that the person did well, so that each session ends on a positive note.
Snow squall, by Carol L. Douglas
This method has been mocked as “fluffy bun—meat—fluffy bun,” but that misses the point. Most people are all too aware of their failures and not aware of their strengths. Catch them doing something right and they’re likely to repeat it.
Since I hadn’t given my wanderer adequate instruction, she was lost. It didn’t help that the painting we were analyzing (by another student) was a stunner. It was all too easy to gush.
There’s nothing wrong with that, and we’ll continue to use the sandwich rule for our critique sessions. My goal in practicing academic criticism with them was different. I wanted to them to start seeing how form, shape, repetition and rhythm work together in painting. But I also wanted to take the judgment out of looking at art.
Tree line, by Carol L. Douglas
The Feedback Fallacy—an article that’s about to be released as a book—takes aim at the pernicious practice of feedback. Marcus Buckinghamwrites for a business audience, but what he has to say is applicable to the arts, in schools, and in families. He says our culture of criticism as based on three lies: 

  • The best way to help you is to show you something you’re too blind to see for yourself;
  • Learning is like filling an empty vessel—you lack abilities and it’s up to someone else to teach you;
  • Great performance is universal and measurable. Once defined, it can be transferred from one person to another, regardless of the recipient’s strengths and weaknesses. 

Focusing on an imaginary standard of greatness—and how we fall short—doesn’t enable learning. In fact, it shuts it right down. Learning happens when we see how we might do something better, not when our errors are pointed out to us. I can tell a student a hundred times to not dab, but it isn’t until I pick up his brush and show him how to make a proper mark that he will understand what “not dabbing” means. And it won’t be until he has made great marks—uniquely, idiosyncratically his own, with power and confidence—that he will have mastered mark-making.
My backyard, by Carol L. Douglas

Positive reaction, done right, is harder than negative criticism. You need to catch a person doing something right before you can comment. That means constant vigilance and a rock-solid understanding of process. It requires being able to differentiate between idiosyncrasy, style, and the real technical issues that can cause a painting to fail. Above all, it requires confidence. Nobody is supportive from a position of weakness.
We live in a corrosive culture, and it affects all our interactions. But one thing we can do is ditch the unnecessary feedback in the studio. If you’re ever wondering whether a ‘bit of advice’ to another painter is a good idea, just don’t.
Note: my next eight-week session in Rockport starts March 12. I think I’m full up, but if you want to be wait-listed, email me. Details on my classes are here.
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Try not to bankrupt your students, fellow teachers

We should remember that pinch in the pocketbook when we draw up our supply lists.
Plastic wrap, by Carol L. Douglas. I can paint without cadmium yellow or cadmium red, but not without cadmium orange.

During my absence last week, one of my students took a workshop with another painter, an excellent artist I quite admire. Studying with other teachers is good practice. It reinforces what is essential. And since every teacher has ideas that are simple preference, it helps put those in perspective, too.

Before she went, we spent time talking over the supply list. A student should go into a class with the materials the teacher has requested; otherwise she is hobbled from the beginning. On the other hand, I have had too much experience to not be skeptical of supply lists, which often include everything but the kitchen sink.
True to form, she came back with three or four unopened tubes of paint. I really wish teachers would stop doing that. It’s expensive and its irresponsible.
Teachers should strive to help students navigate through color space. This was a class exercise by Jennifer Johnson.
I moved a tube of Cadmium Green around for years. It currently lists at $24.95 for 37 ml. It’s a great color for the sallow greens in skin tones, but an effect that can easily be approximated with black and yellow. I was painfully poor the year I took that class, but we never touched the tube.
I’ve come to feel the same way about Cerulean Blue in oil painting. It’s a heavy, dense blue that sells for $34.95 for 37 ml. I learned to paint skies with it, and there is nothing more luscious. Still, skies can be painted quite adequately with Ultramarine or Prussian Blue, which cost exactly a third of what Cerulean costs. 
However, because it’s dense and opaque, Cerulean Blue occupies a niche in watercolor that can’t be easily filled by other pigments; hence it stays on my watercolor palette.
Cobalt violet is beautiful but hardly indispensable.
Cobalt Violet is another very pricey pigment that can be approximated at a fraction of the cost. Note that I said “approximated,” rather than mixed. You can’t mix a respectable Cerulean Blue or Cobalt Violet hue. (For an explanation of hues and other arcana of paint tubes, see here.) You can only learn ways to paint with less expensive pigments. When possible, that should be the starting point for the teacher. Let your students shop for their Cadillacs on their own.
Our responsibility is more than just financial. We have a duty to train up new artists in safe, environmentally-friendly techniques. All three of the colors I mentioned above are toxic inorganic pigments. They’re harmless as paint, unless you eat or bathe in the stuff. The problem lies in their manufacture (and, to a lesser extent, their disposal). There’s only one plant currently making cadmium pigments in the US, under our strict environmental and worker-safety controls. That means the pigments in your paint are probably coming from offshore, and we have no idea if the process is safe or not.
It’s nearly impossible to clear all the inorganic pigments off our paint-tray, but we can minimize their use. My palette still contains cadmium orange, I’m afraid, because I’ve never found an analog that answers.
Part of my goal is to teach people to mix colors rather than buy them.
Then there is the question of substrates. Most beginning students are fine with cheap boards, with the caveat that once they start selling work, they need to move up to an archival-quality board. The problem is in the backing, and that’s an issue for future conservators, not for painting class. When I was a student, we worked as often on gessoed paper as on canvases. There is absolutely no reason to make your students buy archival boards for value exercises.
The exception to this is in watercolor and pastel. In both cases, the substrate is as important as the pigment. But even here, one can buy decent-quality student products.
The flip side of this is the teacher who’s afraid to tell his or her students what to buy at all. I find it’s helpful to just list what you carry and work from there, being mindful that some things are just preference, not necessities. Be specific—if you want sanded pastel paper, specify that, for example. But don’t be so specific as to be restrictive. If a student is using a phthalo blue, there’s no point in having him replace it with Prussian blue. They function in the same niche.
Here are my supply lists:
I’m happy to share them with painting students and as a template for teachers to create their own supply lists, but please don’t copy them without credit!

I’ve got one more workshop available this summer. Join me for Sea and Sky at Schoodic, August 5-10. We’re strictly limited to twelve, but there are still seats open.
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Cloudy with a chance of rain

A reader asks for advice teaching his first workshop.

Janith Mason at a Sea & Sky workshop. One of my all-time favorite photos of a student.

It looks like the rain predicted for Monday has moved up to Sunday, but I’m prepared; I rented a shelter for this workshopmonths ago. It can be a fly tarp, a tent, a shelter, your studio, or a porch, but you must have a place for students to keep working when the weather goes bad. Rain is inevitable.

Your first and most important step, however, is to get consent from the places you’ll take your class. The rules change when you’re not alone. For example, if you bring a group to Acadia or another national park, you need a permit and proof that you’re carrying insurance (which you should have anyway). Many state and local parks have similar requirements. Historic sites often also charge a fee.
Rain is inevitable. Here we are getting soaked on the Monhegan ferry.
If you’re painting a view along a street or road, remember to ask the property owner first. Stay on the sidewalks, the shoulder of the road, or in a pocket park if you’re in a public place.
You’re morally and legally responsible for the safety of your students. That’s why I don’t teach at Raven’s Nest in Schoodic, even though it’s a fantastic view. It’s not safe for big groups. Keep your people back from the road, and away from drop-offs and heavy equipment.
Know your own process and be able to break it down into discrete steps. Can you explain why you’re doing what you’re doing each step of the way? If not, go back and run through a painting in your studio and note each step. If you don’t have a consistent protocol, you’re probably not ready to teach.
You can’t demo convincingly unless you understand how and why you do each step in your process.
In a similar vein, if you’re not a natural-born encourager and coach, teaching might not be the best option for you. Teaching painting is far more than just technical advice. Your own personality is the biggest indicator of your potential as a teacher.
Write supply lists and disseminate them freely. Mine are in this blog post. (No, I don’t mind if you use them as templates.)
Every workshop should have a focus. This weekend’s is the composition questions raised by the gently rolling landscape of the Genesee Valley. In The Age of Sail, it will be watercolor sketching on the fly. Sea & Sky at Schoodic is longer, so we work more intensively on essentials of painting rocks, water, trees and skies.
Students need time to work alone, but they also need your attention.
Don’t take too many students. For me, twelve is about the maximum. Bigger classes end up with the teacher spending too much time demoing, and a video is cheaper and better for that. They’ve paid for your individual attention and problem-solving, and they should get them.
I do ask students to not spread out too far apart, or I spend all my time walking from person to person. When possible, I carry a bicycle with me to get from painter to painter faster.
The bottom line for a good workshop is one-on-one attention. Oh, and sunscreen.
Any time I have more than six students, I engage a classroom monitor. This person is responsible for setting up my supplies, logistics and answering simple questions (but not for teaching).
Lastly, I carry a teaching bag containing extra boards, rain slickers, palette knife, and bug spray. People inevitably forget something, and we want them to have a good time.
Addendum: I forgot to mention restroom access here. In the deep wilds you can use a porta-potty or nature itself, but in more civilized place, find a site with public restrooms.