Suzannah Alexander

Academic writing

Overview

In July 2021, Jerry Albano and Suzannah Alexander launched the website Campfire and Wine. The website highlights camping, hiking, kayaking, campfire recipes, and nature art and photography. The goal of the website is to create a hub for people who want to savor outdoor experiences, which can be creative, immersive, and rejuvenating.

Over the past year, the website has been expanded, but the “CREATE” subpage still needs to be built. This subpage is envisioned as a place to sell photography prints and paintings as well as courses on nature painting, field sketching, and photography. Eventually, the website will house a myriad of campfire recipes, camping recommendations, and artistic ventures to choose from.

The course currently being developed is the first course in a series of painting classes that will reveal processes and techniques on how to use nature photos as references to create artwork.

Guiding Learning Theory

This course will mostly be guided by cognitive constructivist learning theory to encourage artists to assimilate new information and skills into their existing knowledge and experiences with painting (Savery & Duffy, 1995). Learners must have intrinsic motivation, as they will have to seek out this information to find it. Success will depend on their personal investment and willingness to learn and practice the techniques demonstrated in the course.

The course will use project-based learning to give learners the opportunity to practice the skills and concepts discussed and demonstrated throughout the course. Multimedia theory will be used in the creation of infographics and video tutorials. The multimedia in this course must appeal to multiple learning styles but will be heavily visual due to the subject matter. Special emphasis will be placed on showing painting demonstrations from an overhead view that shows the hands in action (Nortvig, 2020).

In general, the Campfire and Wine website aims to build an interactive community, but to date, has been limited by a lack of time to devote to this endeavor. Over the past year, the website has also been run via a basic WordPress subscription, which did not allow plugins and restricted some of the more advanced functionality; however, it was recently upgraded, which should allow more flexibility in how the course is delivered. Social activities, using social constructivism, may be developed as the website grows over time, such as discussion boards, webinars, or instructor-led workshops.

Topic

The topic for this first online course is Painting Plant Portraits in Gouache. This topic falls under instruction on botanical painting in watercolor. Gouache is a specific type of watercolor that is opaque rather than transparent. Therefore, it can provide more saturated color, more options in layering, and the ability to work from dark to light colors in a portrait. Gouache is a great medium for beginning painters because it is workable and re-workable. It also has a velvety finish that can mimic the texture of plants.

Audience

The audience for this course includes anyone interested in learning the basics of painting plants in gouache. Botanical illustration is a popular painting practice across the world, so learners could potentially be from anywhere and from all age groups. Initially, however, this course will only be offered in American English.

The main audience for this course includes those who want to paint plants as a hobby. For example, many botanic gardens provide community drawing and painting classes like those at the Fort Worth Botanic Garden/Botanical Research Institute of Texas. Participants in these classes typically include those who love nature and are looking to paint plants. This course is intended to serve this community, but as an asynchronous option for those who cannot attend in-person events due to timing, location, shyness about painting in front of other artists, or other various reasons.

Specifically, the course is aimed at beginners with no prior painting experience who need to learn the basics of how to choose the right brushes, paints, paper, and other supplies. The course will go over techniques such as washes, gradients, underpainting, wet on wet, wet on dry, dry on dry, and layering. It will cover related topics, such as how to set up a workspace, safety tips on how to handle and dispose of paints with toxic ingredients, and how to fix mistakes. The goal is to give beginning painters the information and tools they need to start a painting practice—from how to pick a subject to how to frame and preserve the work. Part of the course will also require hands-on application of the techniques.

Purpose

To provide clear, concise, and consolidated learning content about painting plants in gouache on paper.

The Campfire and Wine website seeks to provide courses that can be sold to learners to not only build a brand, but also to create passive income to fund the expansion of the project. For example, this course could be expanded or used in an instructor-led format, like those at the Botanical Research Institute of Texas. While this is not the primary goal of this current project, the overarching goal is to build the foundation and framework by which additional courses can be offered in a future course catalog. This course—Painting Plant Portraits in Gouache—will be online, asynchronous, and self-paced.

Identified Learning Gaps

Learning Expectations

By the end of the course, beginning painters should be able to select the proper tools to experiment with and then be able to create simple to moderate botanical works of art.

Problem

When beginning a painting practice, the amount of art supplies to choose from can be overwhelming. Going to an art catalog like Blick Art Supplies can be difficult because of the vast selection of items. It is advantageous to learn and take recommendations from experienced artists rather than wasting time and money through trial and error.

Multiple misconceptions about art prevent people from exploring their own artistic talent. Many people believe that great artists have innate talents. They often do not realize that art is a skill that can level up with practice. It is a skill that can be taught by knowing what to look for in a subject, how to compose a scene, how to trace and transfer a subject, how to mix colors, and how to create textures. Many people are also biased against copying photos because they think real artists draw everything freehand, when a large portion of professional artists use their own references to speed up the artistic process.

This course is meant to reveal and demystify the basics of the artistic process so that it becomes accessible to more people. Art can be a form of moving meditation, something that relieves stress and encourages appreciation of the natural world.

Format

Again, this course will be offered completely online as a self-paced, asynchronous exploration of the topic. Learners will be able to move through the course as needed to fill in knowledge gaps in their own understanding. The course will be delivered for self-instruction via a WordPress website with an LMS integration. Courses will be launched via a course catalog on the “CREATE” subpage of the Campfire and Wine website. All course content will adhere to user-centered design principles.

LearnDash has been selected as the LMS because it is the leading WordPress LMS plugin, is well established and supported in the market, and offers a robust set of course options and features, including all standard LMS functionality plus seamless integration with popular payment gateways such as Stripe and PayPal. LearnDash is designed to support growth of course catalogs, which also aligns with the future vision for the Campfire and Wine website.

Technologies Required

Learners will need access to a web browser (e.g., Chrome or Safari) and a standard Internet connection. All course materials will be delivered online via a mobile-responsive environment, which can be used on any device (e.g., mobile phone, tablet, laptop, or desktop). Computer, browser, and connection specs will need to be high enough quality to run video content, which will be housed on WordPress in the LMS. Learners will also be required to successfully log in and pay for course materials as a standard credit card or PayPal transaction. If learners want to upload their work to the group forum, they will need to be able to either take a photo of their artwork or scan it into .jpg format.

Learning Goals and Objectives

On completion of this course, learners should be able to:

1. Develop a plan to create botanical artwork, including how to:

1.1 Select a subject, identify reference materials, and design an appealing composition.

1.2 Obtain appropriate paint, brushes, paper, and other supplies.

1.3 Trace reference materials and transfer major artistic lines to a paper painting surface.

1.4 Prepare the surface and workstation to paint.

2. Apply basic artistic principles to botanical subjects, including how to:

2.1 Identify light and shadow.

2.2 Illustrate tone.

2.3 Distinguish between cool and warm colors.

3. Interpret paint labels and practice safety measures, including how to:

3.1 Recognize the meaning of various symbols.

3.2 Identify paint characteristics that affect the longevity of color vibrancy.

3.3 Recognize toxic paint ingredients and avoid ingestion.

3.4 Implement safe disposal practices for paint water and leftover paints to keep them away from water and food sources.

4. Use various painting techniques and helpful tips to:

4.1 Recognize and mix accurate colors.

4.2 Create desired textures and effects.

4.3 Preserve and blend white paper as highlights.

4.4 Correct and integrate mistakes into paintings.

5. Complete paintings at various skill levels, including learning to:

5.1 Paint a simple botanical subject.

5.2 Paint a moderately complex botanical subject.

6. Use archival-quality framing supplies to protect finished artwork, including how to:

6.1 Select archival-quality materials.

6.2 Calculate the desired mat size and frame size.

6.3 Implement techniques to reduce trapping dust and other particles behind the glass.

Course Outline

Painting Plant Portraits in Gouache

Welcome to the course!

• Course overview
• How to get started
• Supplies needed to complete the lessons
• Course goals and objectives
• Self-assessment and the artist forum

What is a plant portrait and why gouache?

On the bookshelf

Module I: Planning a painting (LOs 1 and 2: 4 hours)

• Choosing a subject (LO 1.1)
  • Focus on what fascinates you
• Gathering reference materials (LO 1.1)
  • Using original photos
  • Using live or dried plants
• Composing a scene (LO 1.1)
  • Rule of thirds
  • Choosing the focus
  • Macro versus micro viewpoints
• Noticing the details
  • Light and shadow (LO 2.1)
  • Tonal range (LO 2.2)
  • Cool versus warm colors (LO 2.3)

• Assignment: Putting it into practice: planning a painting
  • Readings and sketching practice—overview of basic topics needed to understand the major elements in painting

Module II: Getting to know the materials (LO 1.2: 5 hours)

• Paints
  • Paint quality
    • Student grade
    • Professional grade
    • Pricing
  • Paint styles
    • Pans
    • Tubes
  • Paint brands
    • M. Graham
    • Winsor & Newton
  • Primary colors
    • Cerulean blue
    • Cadmium yellow
    • Quinacridone red
  • Zinc white versus Titanium white
  • Colors for nature palettes
    • Yellow ochre
    • Raw sienna
    • Burnt sienna
    • Raw umber
    • Burnt umber
    • Alizarin crimson
    • Sap green
    • Hooker’s green
    • Ivory black
    • Naples yellow
    • Prussian blue
• Paintbrushes
  • Brush sizes
  • Brush shapes
    • Liner
    • Round
    • Flat
    • Filbert
    • Other
  • Brush fibers
  • How to clean and preserve your paintbrushes
• Watercolor paper
  • Cold press
  • Hot press
• Miscellaneous supplies
  • Water glass
  • Lamp (with natural spectrum bulb)
  • Archival tape
  • Pencils
  • Erasers
  • Tracing paper
  • Transfer paper
  • Palette
  • Ruler
  • Blade
  • Cutting mat or board
  • Light box
  • Fixative
  • Masking fluid
• Assignment: Putting it into practice: getting to know your materials
  • Color chess board—exercise that maps out colors along the x- and y-axis in a grid and then shows the results of mixing each color with one another until the entire board is filled up, which then serves as a reference for color mixing and matching in later activities (LO 4.1)

Module III: Safety safe in the studio (LO 3: 1 hour)

• Common toxic ingredients (LO 3.3)
• How to read a paint label (LO 3)
  • Symbols (LO 3.1)
  • Lightfastness (LO 3.2)
  • Toxicity (LO 3.3)
• Workstation setup and cleanup
  • Water glass versus drinking glass with lid in workstation setup (LO 3.3)
  • Proper paint water and leftover paint disposal (LO 3.4)
• Concept check: staying safe in the studio 

Module IV: Painting techniques (LO 4.2: 5 hours)

• Washes
• Gradients
• Underpainting
• Wet on wet
• Wet on dry
• Dry on dry
• Layering
• Assignment: Putting it into practice: painting techniques
  • Sampling of techniques on paper, using everyday textures and objects

Module V: Employing helpful tips and tricks (LO 4.3–4.4: 2 hours)

• Masking to preserve highlights (LO 4.3)
• Lifting paint off paper (LO 4.4)
• Erasing paint (LO 4.4)
• Scraping off paint (LO 4.4)
• Assignment: Putting it into practice: employing helpful tips and tricks
  • Colors that stain versus ones that lift off paper—exercise to paint and then try to remove various colors to see which need to be handled with the most care because they permanently stain the paper once applied (LO 4.4)

Module VI: Preparing to paint (LO 1.3–1.4: 5 hours)

• Tracing reference photos (LO 1.3)
• Transferring the outline (LO 1.3)
• Taping the border (LO 1.4)
• Assignment: Putting it into practice: preparing to paint
  • Prepare the simple subject to paint—exercise to trace and transfer the simple subject to the paper for the next activity (LO 1.3)

Module VII: Painting (LO 5: 15+ hours)

• Assignment: Simple subject (LO 5.1)
• Assignment: Moderately complex subject (LO 5.2)

Module VIII: Framing (LO 6: 8 hours)

• Archival-quality framing materials (LO 6.1)
• Glass or plexiglass (LO 6.1)
• Custom mats and frames (LO 6.1)
  • Mat and frame dimensions and calculations (LO 6.2)
• How to keep surfaces free of dust and particles while framing (LO 6.3)
• Assignment: Putting it into practice: framing
  • Frame both projects from Module VII (LO 6)

Key Takeaways

Course Evaluation

Learning Activities

Readings (LOs 1 and 2)

No textbook will be required, but a recommended reading list of helpful how-to books will be supplied to encourage further exploration of the topic. Readings in the course will, therefore, be original summaries of basic concepts in art and design.

Supply Lists (LOs 1 and 6)

Supply lists will be used to ensure learners buy all necessary art and framing supplies. Recommendations will be made as to which supplies to buy.

Illustrations (LO 3)

Illustrations will be used to demonstrate visual concepts, like color wheels and tonal ranges. They may also be used to summarize key information in an easy-to-remember format.

Tutorial Videos (LOs 4 and 5)

Tutorial videos will be used to explain visual concepts, such as how much water to use, how to hold the brush, how to mix colors, and how to apply paint to the paper. They may also be used to demonstrate complex processes that need in-depth explanations to understand.

Activities (LO 1–6)

Assignments of activities will be used to apply and practice concepts. Steps will first be broken down into simpler parts before putting them together for more complex projects. In this way, scaffolding will be used to go from simple to more complex painting concepts. Depending on the LMS capabilities, learners may be able to upload assignments to a group forum; however, uploading assignments will not be required because the course is aimed at hobbyists and is not intended for a grade. Individual instructor feedback is unavailable for the course at this time, but learners will be able to visually compare their work to the finished demonstrations.

External Weblinks (LOs 1 and 6)

Websites will be used sparingly to recommend art supplies and other tools.

Concept Checks (LO 1–6)

Brief quizzes may be used to reinforce certain concepts that do not lend themselves to being reinforced by activities.

Artist Forum (LO 7)

An artist forum will be provided so that learners can post their work and receive comments from fellow learners.

Timeline

Learners’ time will vary depending on their interaction with the course materials. The course is intended to be self-paced and completed according to the learners’ own timeline and goals. Art projects also vary greatly depending on the level of detail put into the work. However, the total time to complete all activities should be 45+ hours.

Assessment

Concept checks may be used to assess whether learners can recall important concepts. Because this course is aimed at hobbyists who are not expected to receive a grade, no formal final assessment will be included in the course. Instead, self-assessment will be encouraged as the course follows a project-based format. Self-reflection questions may be used as prompts to get artists to evaluate the quality of their own work.

Evaluation

A form will be provided at the end of the course for learners to supply feedback about the course materials. Responses to these survey questions will be used to improve the course.

1. How did you hear about this course?
   • Search engine (e.g., Chrome, Safari)
   • Social media
   • Word of mouth
   • Other
2. Was the information you were looking for provided in this course?
   • Yes
   • No
3. What other painting topics (e.g., subjects, media, substrates) would you like to see covered?
4. Was the course content helpful in achieving your artistic goals?
   • Yes
   • No
5. Do you have specific suggestions or tips of your own to help improve the course?
6. Was it easy to follow the project instructions?
   • Yes
   • No
7. What types of content would you like to see more of (e.g., art supply recommendations, technique videos, painting demonstrations, infographics)?
8. How likely are you to recommend this course to others?
   • 1 – Very Unlikely
   • 2 – Unlikely
   • 3 – Neutral
   • 4 – Likely
   • 5 – Very Likely

References

Alexander, S., & Albano, J. (2021). Campfire and wine. https://campfire-and-wine.com/

Blick art supplies. https://www.dickblick.com/

Botanical arts. Botanical Research Institute of Texas. https://fwbg.org/education/adults/classes-workshops/botanical-arts-crafts/

LearnDash. https://www.learndash.com/

Nortvig, A.-M., Petersen, A. K., Helsinghof, H., & Brænder, B. (2020). Digital expansions of physical learning spaces in practice-based subjects – blended learning in Art and Craft & Design in teacher education. Computers & Education, 159, 104020. https://doi.org/10.1016/j.compedu.2020.104020   

Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35.

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