Wednesday, 25 September 2013


  1. 1. Unconscious incompetence The individual does not understand or know how to do something and does not necessarily recognize the deficit. They may deny the usefulness of the skill. The individual must recognise their own incompetence, and the value of the new skill, before moving on to the next stage.[2] The length of time an individual spends in this stage depends on the strength of the stimulus to learn.[3]
  2. Conscious incompetence Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage.[4]
  3. Conscious competence The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill.[3]
  4. Unconscious competence The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned.
The quote above was explored as the route we will journey on as absolute beginners, and how we will progress.

We began by looking at the choices we need to make as artists in being able to represent what it is we are looking at, and how we feel about that subject, and how to translate that feeling to our viewers.
We looked at different tonal values in colour, and explored different colour groupings.
Our aim for this lesson was to get to grips with basic watercolour techniques, and to be able to distinguish light and dark tonal values in colour and to be able to represent them in watercolour, so we started with a tonal grade from light to dark, it started with a clear wash, and through pigment to water ratio differences we painted consecutively darker circles of tone to end in the darkest, with the aim of building glazing layers up to build the picture below

Next week we will add consecutively darker glazes to this image, in layers to consolidate our understanding of painting flat washes and pigment to water ratio.

Because there needs to be drying time between glazes

We worked on the-colour value ( tone ) relationship exercise below, using the intrinsic tonal value,
 ( lightness or darkness ) of each colour in our palette, we also watered down some colours to make them lighter tonally so that the colours appeared lighter at the top and darker at the bottom.
To help us to see the tonal vales of the colours we looked through the camera on the black and white setting.

Towards the end of the class we practiced doing washes of very pale colours wet in wet without over mixing on the paper.
We will continue on the theme of colour and mixing next week.
Also, our visit to the Botanic garden in Cambridge will be on the 23rd October 2013.

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