David Bottini, Art & Design Educator, MFA Contents: David Bottini, “for Gabriel” selection of paintings, 2008- 2014 Recent student work – 2-D Art & Design, Drawing 1 and Painting 1 Studio 2, Studio 3, Studio 4 and AP Studio Courses Resume & Teaching Philosophy
Sparkling November Reflections, 36 X 48�, acrylic on canvas, 2014
Shimmering Summer Light, 24 X 36�, acrylic on canvas, 2011
Intersection, acrylic on canvas, 30 x 24�, 2014
Thanksgiving Day, 60 X 48�, acrylic on canvas, 2011
One-Person Exhibit, Santa Fe, 2014
Late Winter Thaw, 36 X 48�, acrylic on canvas, 2012
Hydrangea, 40 X 40�, acrylic on canvas, 2012
March Snow, 40 X 40�, acrylic on canvas, 2012
Autumnal Embrace, 18 X 12�, 2015
Dappled Late May Light , 36 X 48�, acrylic on canvas, 2012
Dappled Autumn Light, 48 X 24�, acrylic on canvas, 2014
Parkside & Maple, 40 X 40�, acrylic on canvas, 2013
Variety of student work ‌
Linear Perspective and Surrealism, Students learned 1 and 2 point perspective, we discussed surrealism and looked at historic examples, with their design challenge being a full color drawing demonstrating interior perspective with a surrealistic environment that incorporated a rubber ducky (they each received a ducky for direct observation)
Student Work – Observation & abstraction project. Tempera or acrylic on illustration board or hard panel.
Romantic Vision - Idealized Landscape from observation and “mind’s eye”. Tempera or acrylic on illustration board pr hard panel.
First Observation-Based Paintings – using layered “Glazing” technique. Studio 2
Problem/Assignment: Lets Get Started – We will establish a subject theme that will become our focus through several design iterations. Lets use “Ladder” Focusing on the concept from your class creativity discussion, you will investigate your concept for “Ladder” with emphasis on Line, Value, and Texture as your primary elements of design. Objective: To work through and refine a personal unified design that conveys your Ladder concept using pencil, marker, colored pencils on paper. The process of refining your concept during our class discussion should continue as you work to complete your design. Your “Ladder” artwork should demonstrate an emphasis on the design elements; Line, Value, and Texture. Outcome: A unified design that conveys your Ladder concept using pencil, marker, colored pencils on paper. “Ladder” artwork should demonstrate an emphasis on the design elements; Line, Value, and Texture. Material: pencil, marker, colored pencil on paper
Weekly Sketchbook pages
Hero/Heroine Students brainstorm their personal notion of hero/heroine ‌ what are the qualities and behavior that deserve being a heroine? Students then locate images of their Hero/Heroine for reference. Objective: A design that combines your heroine / hero and yourself in a meaningful way. Media: Photoshop
Students were tasked with combining some part of their own image and something from nature. Focused on “Appendage� as their concept
Graphic Design examples
From seeing to inventing - Abstract process (from observation) achromatic paintings
Miscellaneous Studio Projects – Value, observation, line, etc.
Shoes – focus on cross-hatch technique and compositional balance
Three-dimensional sculptural “sketches” - movement
First Full-color palette (from still-life observation)
“Junk Food” project
More “Junk Food” paintings
“Rubber Ducky” project
Example Classroom assignment sheets Fall Semester 2013 - David Bottini COURSE TITLE - - Drawing Studio Project #1, Due 9 / 21 for class critique – will be in Review # 2 - Cluttered Design … Objective: To compose and complete a drawing that investigates positive & negative space, scale, overlapping forms, texture, value, and line variety. Using varying weight art pencils on white paper (size 11 X 14” – 18 X 24”) you will crop and design an engaging composition of objects as seen in a drawer, closet, cabinet, or trunk. Using a desk or floor lamp for strong light source will enhance the outcome. Outcome: A drawing that tells a successful story of multiple objects being developed showing form, scale, overlap, value variety and texture using line and line weight variety (any contour line approach) within an engaging composition that demonstrates positive & negative space. Reasonable time expectations: approx. 4+ focused work hours. Suggestion: Take a digital photo – print a high resolution photo copy and keep the jpg on your computer for reference (esp. useful for inclass worktime (approx 100 + min. will be scheduled in-class) with my assistance, peer review, and q & a.
Example responses to project
Fall Semester 2013 - David Bottini Topics : Concept, Linear Perspective, Surrealism Objective: To develop an original concept and compose and complete a surrealistic graphite drawing that investigates positive & negative space, scale, overlapping forms, texture, value, and line variety. Your drawing will demonstrate full-value range, light and shadow modeling (chiaroscuro), gradation, and implied texture variety. Using varying weight graphite sticks on white paper (18 X 24”) you will crop and design an engaging composition based on a concept you develop using 1 or 2 point perspective (from our class demonstration and practice) using a Surrealistic viewpoint (from our class discussion and examples) and pumpkins as a thematic object/subject (pumpkins in class for direct observation) . Outcome: A balanced and unified composition that demonstrates success using a range of graphite sticks to describe a full range of values: object value (“local value”), texture, light and shadow value, depth. Your drawing will demonstrate 1 or 2 point perspective within your composition. This assignment is equally focused on your concept – originality, narrative unity & clarity.
A few advanced projects (AP Studio)
Large scale oil stick on paper
Collage abstraction figures
Personal Concentration piece – (pivotal for this student)
Personal Concentration piece
Large-scale observation based drawings ‌ material rendition.
Experimental approach to self-portrait
Painting Studio shot – Large scale “artist choice” projects
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David W. Bottini l MFA l forgabriel@icloud.com l 717-304-6132 Education professional with more than 27 years of teaching and administrative experience in various Independent Schools and colleges. Stone Ridge School, Upper School Art Faculty teaching Studio III, IV, and AP Studio. Sidwell Friend’s Upper School -Interim faculty teaching 5 visual art studios. The Madeira School, Chairperson of Visual and Performing Art Department & curator of campus art gallery. Managed 11 faculty members and a broad range of class offerings. Elected “Master Teacher” by my peers and supervisors. Art and digital graphics editor for Madeira school literary and arts magazine. Created & taught two levels of architectural drawing and methods classes. Taught AP Studio, Advanced Studio, Introduction and Intermediate Studio and advised 8 sophomore students. The Potomac School -Taught 2 levels of architectural drawing, art history, MS studio, and a variety of art & design studio classes. Served as academic advisor for ten students. The Maryland State Summer Center for the Arts -Taught Intensive visual art course & "Maryland Architectural History Using Baltimore City as a Laboratory" at The Maryland Institute, College of Art. Jacksonville Episcopal School - Taught MS Art Studio, US Introduction and Intermediate Studio & Art History. Online MFA faculty at The Academy of Art University, San Francisco, CA Chosen to attend the Technology Leadership Institute (Bullis School). Participated in School of the Art Institute of Chicago, Teachers Institute in Contemporary Art. Active painter with significant exhibit record throughout the United States. Represented by galleries in Santa Fe, Philadelphia, and Washington, DC. Education M.F.A.- Summa Cum Laude, President’s Honors, Savannah College of Art & Design,Honorary Propes Fellowship. B.A. - Fine Art/Philosophy, Cum Laude, Tiernan Honor Society, Mount Saint Mary’s University Continuing and Non-Degree Education Technology Leadership Institute (Bullis School) School of the Art Institute of Chicago,Teachers Institute in Contemporary Art, Frank Lloyd Wright Fallingwater Residency, Goucher College Continuing Education, Institutional Fund-Raising and Development, The Maryland Institute, Mt. Royal School of Painting Program, Continuing Education, The Rhode Island School of Design, Design Foundation Program.
David Bottini, reflections on teaching
David Bottini, my role in stirring curiosity and creative problem-solving: I have a reserve of energy and my creativity is fluid and expansive. I enjoy interacting with students in a classroom/studio and I have demonstrated an ability to engage a wide variety of student personalities, learning styles, and affinity groups. I approach the process of art & design education to be like language acquisition ‌ learning a new vocabulary and means of communicating. I seek to teach art 7 design vocabulary and techniques within an interactive, collaborative, and problem-solving format. My interest in finding ways for students to learn a new visual vocabulary pushes on the edges of classroom/studio interaction attempting to balance technical skills with inculcating a desire to investigate and share visual ideas. I enjoy a coordinated bit of chaos in the studio setting with numerous opportunities presented to stir curiosity in a variety of artist/students. Using both object based projects and iterative visual problemsolving is not a linear method and allowing some playful whimsy within student-driven activity allows the creative design process to be pertinent and more likely to relate to other facets of a students experience. My skills as a visual artist are substantial and I attempt to share my heartfelt passion for living as an artist. Modeling commitment to art as a foundation for living allows students a chance to consider how their personal passions can inform their personal, academic, and lifestyle choices.