A couple weeks ago I saw a picture of a fox that invited me to make a watercolour painting. Today I stumbled upon this watercolour lesson from Laurie Wigham on John Muir Law’s blog and, after browsing the lesson’s slides, I grabbed my watercolour set, a largish pencil, my sketchbook and the watercolour pencils I have never used before, and started painting.
This is the outcome:
I enjoyed experimenting with watercolour. I was initially worried of doing mistakes that I could not correct, but instead felt a lightness in filling large areas so fast, with a light touch of the brush, and see how I could move paint around thanks to water. I added pencil details after the paint had dried a bit, so in some areas the wet paint diluted the pencil and made very rich colours.
I’m happy with the right side of the drawing, I consider the colors right and the pencil addition quite balanced; the left side was too lightly painted and I used a lot of pencil, a bit too much. The proportions of dark and light areas on the left side are also not so similar to the picture, maybe because I started painting when I had observed the picture too quickly (especially that part).
Overall I am satisfied with this painting, it gives me a positive sensation and it motivates me to try again! I liked the speed of the paint part and the combination with pencil. The video and slides give a lot more information and techniques, so I’ll consult them in the future to pick new tips and improve. I hope I inspired you to grab a pencil and try this yourself! I’d love to hear your feedback on the post and hopefully see your own paintings 🙂
Today I dedicated some time to drawing. First, as a relaxing activity, I picked a set of brightly-coloured pencils and started filling this drawing of a dragon:
The book is called Mein zauberhaftes Muster-Malbuch (my magic colouring book of patterns), but I am equally inclined to recommend any book with subjects of your liking!
Then I wanted to do some animal drawings, after having seen this video of one of John Muir Law’s lessons (it’s 1h30 long but totally worth seeing until the end!):
I was chatting with friends about alpine ibex and Wikimedia offered me a very cute picture of a Spanish ibex kid:
By J.Ligero & I.Barrios – Own work, CC BY-SA 3.0, Link
… that I sketched, trying to understand a bit of his inner structure (of the legs, essentially):
I plan to make further drawings of this little one, the fur texture is very interesting. I’ll keep you posted 🙂
A few days ago I went to Berlin aquarium with my sketchbook, I ended up staying in for 4 hours, one of which by the Arapaimas:
They are huge freshwater fish, growing up to 2m long (exceptionally 3 or 4) and weighing over 100kg. They moved around with little or no movements of their fins, like living submarines. Many people looked at them for a minute or two, fascinated by their size, but then walked away. I decided to stay and draw them, as they moved so slowly. I was therefore able to see them interact with each other and with other fish in the pool, and had a lot of fun when they flocked to observe people who sat next to their glass for longer than a minute – it was a very slow (5min? more?) alteration in their swimming patterns, from random to focused, so that in five or more passes near the person they finally stood with their head oriented to them, in a group of six and more. One guy leaning on the glass, busy on his phone, didn’t notice the slow formation of that fish crowd until other people pointed them to him, and he turned around to see the curious arapaimas then disperse with a powerful move of their caudal fins. One fish came to me to check my drawing kit, I showed it every piece closer to the glass, it observed everything and then swam slowly away.
I tried to draw and note as much as I could (in Italian – it goes faster for me!) and, as John Muir Laws suggests, to describe details, even if they seem obvious, and note questions. For example I observed the pattern of pink spots of several fishes and imagined if it could be a pattern that changes with age. I was not able to draw the texture of fins and head, so I described it in the notes. I liked spending that time immersed in observation. It felt a way of respecting these animals, even if they are living in unnatural conditions, hopefully pleasant for them anyway.
It is natural to work on the non-dominant hand (the left hand for a right-handed, and vice versa) on the drumset, where it is required that both hands develop equal strength and precision. It is not considered when drawing, but as my recent studies focused more on observing than on technique, why not letting my non-dominant hand draw too?
I felt that the observation step was as accurate as by right-hand drawings. The difference came when I had to draw – my left hand has very seldom held a pencil, so there is no muscular memory of a pencil grip. I somehow grouped my fingers together and started with the mare’s head. You can see the hesitations and trembling. There was sometimes too much opposition from the paper, that my left hand had to try hard to move the pencil. Another difficulty that arose half-way was that I started drawing, as usual, from the left – not taking into account that my hand would cover the drawing, therefore I went on holding the hand and arm above the drawing, like left-handers do when they write.
The drawing took maybe ten minutes to be done. It is of course very sketchy and by no matters finished, but the point is made: a good observation matters more to me that technique. Even from an unschooled hand, the subject is recognisable and with acceptable proportions.
That made me also think how adults can forget how hard it was to learn to write and draw when they were children. It is a good refresher for my teacher’s future.
I hope this is of encouragement for you! Let me know in the comments or on your blogs about your drawing experiments.