Walnut High School - Cayuse Yearbook (Walnut, CA)

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if QTHE RIGHT COLOR SELECTION, tone, and brilliance is necessarv when Composing an oil painting. Marina Cunexxardena, a Varsity Artist, uses a photograph as the basis for this protect. YTESTING HIS PATIENCE, Marty Renrier works on an airbrush picture which took him two weeks to complete. O s i i 5 IV? ,Mukhi if':'2:' X D ww fx O if 'i? f fy O, .rf Q O A r qs, X Q '-:s K in A Y f Fl' Q O ga Wi , QQ ' f O+ iii,- - - if D pq QP s X O 3 O ti r t si O 'QO O , P I O O t , X - A f ' ,t- ,gO. ,Of-,G fyri Q 4 Qs sr 1 if OO f ' ,. V VQP N ki' Q . 2 , O O A 'I O 1 a :-' O K , O, Q O ' 5 s O ' .O A M O 5, 1 O O Os, 4 tsl' O - f h O 4.1 K . 1- ,--: 0 kg , Og PM fKbYiA't' Ud' if OiOsi t 5 r O X , 9 gg Q O X OH O- O U igiglk 'A O k .i 5 , Art Departmentlfine Arts

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Artwork Fine Arts!Art Department Qnthe Way Up Working from Art I to becoming a Special Studies artist was the dream of many Art I students. However, one obstacle on the way up was being able to tackle the beginning skills taught in Art I. Having learned how the color wheel works, how to shade and how to make a basic sketch, the Art l student was ready to move to the next level. In the Art ll class everything that was learned in Art I was reinforced and brought the student to a better understanding of what he had learned. After hurdling Art l and Art ll, the student had to decide whether to take drawing or painting, both of which had to be taken before the stu- dent could become a Varsity artist. Once in the drawing class, the stu- dent Iearned how to draw with pen- cil, pen, oil pastel, conte chalk and completed a scratch board. On the other hand, the student could choose to take painting where he would learn howto paint with tempra, water color, and possibly oils or acrylics. With all these classes taken, the student became a Varsity artist. Upon teacher approval, the student could take special studies art along with another drawing or painting class. Being in Special Studies had its privileges and responsibilities. Because there were no set assign- ments, the special studies students had to have self discipline, direction, and motivation.

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