Pace: Maine Master/Indiana Painter
DESCRIPTION / OBJECTIVES:
Through a study of their family, students will document and create
imagery and compositions that reflect their personal observations
of family members engaged in work, play or “ordinary moments”.
The compositions will emphasize the inter-relationship of the figure(s)
with each other and their environment. Students will engage in a
creative process that will lead to an original, abstract painting
that addresses the subject with a selected painting medium using
bold brushstrokes to develop forms.
9”x12” for 5-8 preliminary paintings
• Heavy-weight 18”x24” for final
or Primed Canvas: 18”x24”
• Gesso for priming paper (optional)
• Black fine line marker
• Variety of Brushes: large bamboo, medium and
large round & flat
• Paint: Tempera or Acrylic
• Acrylic Matt Medium (if using Acrylic paint)
• Masking Tape
• Pace Painting Images: : 2,
HERE to view a slide show of these paintings
Research and document the family (3-6 hours)
Interview family members about their work, life-style,
each other, and history (past and present). Encourage
Visit work/play sites of family members.
• Collect family photographs (past &
• Take photographs or make sketches of
family members in their environment: home, work, play,
and “ordinary moments” engaged in their
• Record information.
Draw what you saw! (1-1/2 hours)
Return to the Art Studio and create three, quick,
9”x12” sketches from photographs and on-site
sketches. “I don’t paint what I see. I
paint what I saw.” –S. Pace
• Select images or sections of the images
– compositions that use the
space effectively – and communicate the relationship
between the family members. Look for repeated
or similar shapes, lines and colors. Consider
the relationship of the figure(s)
with each other, the shapes that create their environment,
and the relationship of the shapes and lines with
the edges of the 9x12 space.
• Identify the positive
and negative shapes
in each of the sketches and draw a contour
line around each shape with a black fine-tip
marker. Explain your decisions to the class or smaller
• Using local color (the natural
color of objects) (2-3 hours)
Refer to the three selected photographs/sketches
and examine the colors. Are they repeated
or similar? Do you see complementary colors? Select
colors that will communicate the relationship between
the family members and other elements in the environment.
• Identify and mix the major colors. Select
a limited pallet 2-4 colors from specific color
harmonies: Complementary, Analogous,
Triad, Tetrad or Split-complement.
Black and white may be used and mixed with pure hues
to achieve tints and shades.
• Transfer each of the three line compositions
to clean sheets of paper. Use light pencil lines that
can be easily covered with paint or erased.
• Use different size and shape paint brushes,
and apply the color to the corresponding shapes with
one coat of fluid paint. Apply the paint with short,
repeated, visible brushstrokes. Use a different
technique with each painting, such as filling each shape
with color or leaving spaces between the brushstrokes.
Recognize the patterns produced with
repeated mark making. The brushwork technique should
be consistent in each painting. Variety
may be achieved with different size and style brushstrokes.
Create an original painting that reflects a personal
“Well the first stroke really says
who you are.” –S. Pace: (3-6 hours)
Select one of the three compositions and the
brushwork technique you prefer. (The
preferred composition and brushwork may not be the
same painting.) Explain your decision to the class
or smaller group. Create two 9”x12” paintings
of the selected composition in the preferred style.
Vary the size of your brushes. Repeating this technique
will make it your own and familiarize you with the
forms in the composition. This composition will be
• Create the painting on an 18”x24”
format. The kind of paint may dictate the surface
material (heavy white paper, primed canvas, gessoed
paper). Tape paper to a flat surface allowing a 1/4"-1/2”
border.) The paint will be applied directly. No preliminary
drawing on the canvas/paper (separate sketches only).
Consider the size and shape of your brushes for the
larger format. The paint should be fluid. If it wants
to drip, let it! Carefully remove the tape from the
dry, completed painting.
• Compare the final 18”x24”
painting and three 9”x12” paintings to
the original line drawing and photograph.
• A student many want to create more than
one larger painting of other compositions.
The journal/notebook may be a document of the process
that includes the initial photo or sketch, the contour drawings,
all preliminary paintings, interviews, research, written documentation,
and other writing activities.
WRITING ACTIVITIES: (1/2
- 2 hours each)
Document family stories, and create a short story based
on one of those stories.
• Write a list of 10-15 adjectives, verbs and
nouns that describe that family member of event. Select six
words from the list and write a five-line poem incorporating
those six words.
Field trip to local museum or gallery to see Pace’s
original works. See Sources/
Resources link for listing of museums and galleries.
Students take an active responsibility in the learning
Use time productively
• Be considerate of others in the class
• Participate appropriately in class discussions
and group activities
• Clean up workspace and equipment, and return
materials to their proper place
Exhibit the work:
Display the completed painting with preliminary
photograph/sketch and the journal/notebook
Students should be assessed on the following:
Completion of DVD viewing and post-viewing assignments
• Participation in related discussions
• Completion of research and documentation
• Completion of initial drawing and brushwork
• Level of completion of final painting(s):
Use of project-specific vocabulary
• Craftsmanship & Form
• Demonstrated Understanding of Subject
• Effort & Progress
• Appropriate use of time, materials and