CHUCK CLOSE July 5, 1940 Visual artist, who used inventive techniques to paint the human face. Best...
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CHUCK CLOSE July 5, 1940 Visual artist, who used inventive techniques to paint the human face. Best known for his large scale, photo-realistic portrait
CHUCK CLOSE July 5, 1940 Visual artist, who used inventive
techniques to paint the human face. Best known for his large scale,
photo-realistic portrait paintings. He has also has done
printmaking, watercolor, finger painting, paper collage, and
pastels. Suffering from severe dyslexia, Close did poorly in school
but found solace in making art. Graduated from University of
Washington with a B.A. and then received his M.A. from Yale
University.
Slide 2
Working from a gridded photograph, he builds his images by
applying one careful stroke after another in multi- colors or
grayscale. He works methodically, starting his loose but regular
grid from the left hand corner of the canvas. His works are
generally larger than life and highly focused. Close suffers from
Prosopagnosia, also known as face blindness, in which he is unable
to recognize faces. By painting portraits, he is better able to
recognize and remember faces.
Slide 3
The choice not to do something is in a funny way more positive
than the choice to do something. If you impose a limit to not do
something you've done before, it will push you to where you've
never gone before. By the late 1960s, Close and his photo- realist
pieces were entrenched in the New York City art scene.
Slide 4
Although his later paintings differ in method from his earlier
canvases, the preliminary process remains the same. To create his
grid work copies of photos, Close puts a grid on the photo and on
the canvas and copies cell by cell.
Slide 5
In 1988, Chuck Close was paralyzed following a rare spinal
artery collapse, since then he has continued to use a brush holding
device strapped to his wrist and forearm. His biggest fear was
that, "Since I'll never be able to move again, I would not be able
to make art. I watched my muscles waste. My hands didn't work."
However, Close continued to paint with a brush strapped onto his
wrist with tape, creating large portraits in low-resolution grid
squares created by an assistant Viewed from afar, these squares
appear as a single, unified image
Slide 6
"Art saved my life in two ways," the artist says today with
undiminished enthusiasm. "It made me feel special, because I could
do things my friends couldn't, but it also gave me a way to
demonstrate to my teachers that, despite the fact that I couldn't
write a paper or do math, I was paying attention."
Slide 7
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WHAT YOU WILL BE DOING.. Drawing a realistic self portrait
using the grid method that Chuck Close was known for Learning about
value and mark making, creating a value scale to use as a tool
Creating viewfinders to help with focusing on one square at a time
Developing your skills in observational drawingdrawing what you
see! This project will be worth 100 points, and be a formal
grade.
Slide 10
Fulfills Assignment: Create a grid on both your photo and final
drawing paper. Complete a self portrait filling in values in each
square. Completes all prep work including sketches, mark making and
value activities; completes a self evaluation worksheet and
participates in class critique. 0 2 4 6 8 10 12 14 16 18 20
Creativity and Originality: How original, daring, and inventive is
your drawing? Did you put effort in being creative and using your
own style and drawing skills? 0 2 4 6 8 10 12 14 16 18 20 Elements
and Principles: Were the elements and principles of art used to
make the visual elements work well (value, texture, pattern)? Did
you show an understanding of art techniques? 0 2 4 6 8 10 12 14 16
18 20 Effort and Craftsmanship: Is the work neat, clean, organized
and presented well, and done with effort and care? Did you take
your time in creating the grid and completing each square? 0 2 4 6
8 10 12 14 16 18 20 Work Habits: Did you stay on task, pay
attention to presentations, participate in discussion? Was the
student cooperative? Did the student act appropriately and provide
appropriate feedback? Was the student respectful of supplies,
materials, space, and others? 0 2 4 6 8 10 12 14 16 18 20