How to draw a picture convey your mood. Color scheme

UNIT III. "WHAT DO I FEEL"

Lesson 1
Exercise “Flower name”

Target: establishing a favorable emotional climate in the group.

Leading. Good afternoon, dear group members! Today we will try to introduce ourselves to each other in a new way using the names of colors. For example: Tatyana is a tulip. All participants must remember flower names each other, and then try to reproduce them. So who wants to start the game?

Exercise “Complete the sentence”

Target: studying the nature of children's emotional experiences.

Group members are offered a form with unfinished sentences (see Appendix 1).

Leading. We all return to the table together, and I suggest doing the following exercise. Each of you received a piece of paper with sentences written on it. However, as you will note, these proposals are not yet finalized. Your task: complete them as you see fit. Each group member must complete it independently and turn it in to the leader.

If the participants wish, the answers are discussed.

Exercise “Draw your mood”

Target: development of the skill of recognizing one's own emotional state.

Leading. In front of you blank slate papers and colored pencils. Think about what colors you could use to convey your mood. Let's try to imitate him, and then the other participants will try to guess what mood his friends are in.

The drawings are discussed with group members.

Exercise “Seasons”

Target: development of attention, coordination of auditory and motor analyzers.

Leading. And now I invite you to stand in a circle. Try to remember following designations. If I say “winter” you should cross your arms, “spring” you should stretch your arms forward, “summer” you should raise your arms up, “autumn” you should spread your arms out to the sides. Be very careful! Let's begin!

Exercise “I’ll tell you “Goodbye!”

Target: creating an atmosphere of trust and the opportunity to speak out.

Leading. Try to remember your neighbors to the left and to the right. Think about what wish you could express to them so that they would be in a good mood all day. It’s better to start with the phrase: “I say to you “Goodbye, Sasha” and wish you happiness and joy!” It is imperative to address each other by name.

Lesson 2
Exercise "Characters"

Target: introducing children to qualities of people,studying self-esteem concepts.

Leading. Hello guys! Today we will start our day with the following exercise. You probably know that each person has his own character, his own tastes and habits, appearance, behavior, and character traits that distinguish him from other people. Each of us has qualities that may not be found in another person. In front of each of you is a piece of paper and a pen. I offer you the following task: I will name some trait of a person, your task is to name the opposite trait, but you need to write down on your piece of paper the trait that you think suits you.

So let's begin:

Hardworking - lazy

Generous - greedy

Responsive - indifferent

Kind - honest

Attentive - absent-minded

Disciplined - playful

Polite - rude

Sociable - reserved

Simple-minded - cunning

Purposeful - frivolous

The results obtained can be discussed.

Exercise “Situation”

Target: orienting children in situations where decision making is required.

Leading. We need to divide into 4 teams. Now let’s listen carefully to the task. During our lives, we all face some situations. Some of them are pleasant and joyful to us, others make us think, and others seem simply insoluble. But nevertheless, any one requires making a decision and answering the question: “What is the best thing to do?” Now I will offer you various situations that you may encounter in life. Your task is to find a way out of the situation and explain why this particular option seems to you the most successful.

Each group is given one situation, which the children discuss for 5–10 minutes. Each group then presents their situation and how to solve it for other class participants to ask questions. The facilitator stimulates the work of groups and leads the discussion process.

1. WHAT HAPPENED: You accidentally broke your mother’s beautiful cup.

WHAT TO DO:

Remove the fragments and wait until the mother herself discovers the loss, and then explain everything;

Urgently run to the store and look for the same cup;

Tell your mom about what happened as soon as she gets home;

Call your mom at work and, crying loudly into the phone, tell about what happened;

Say that the cup was broken by my mother’s favorite cat.

2. WHAT HAPPENED: you overslept for school and are terribly late for a test with a strict teacher.

WHAT TO DO:

Skip class and come to the next one;

Barge into the classroom, say hello, say that you are stuck in the elevator;

Knock on the classroom door, apologize and ask permission to enter;

Don't go to school at all, have fun at home while no one knows;

Urgently look for signs of illness, call your mother at work, wheeze and cough into the phone.

3. WHAT HAPPENED: Your parents asked you to stay home with them. younger sister(brother), and you were going to go for a walk.

WHAT TO DO:

Lock the youngest in the room and run for a walk;

Go to bed out of resentment, and let him amuse himself;

Throw your parents into hysterics - after all, you had your own plans;

Try to come up with some excuses: “I have homework to do!”, “I have to go to class!” etc.

4. WHAT HAPPENED: The class teacher proposes to organize a concert for disabled children.

WHAT TO DO:

Citing being busy, do not take part in the preparation;

Get involved in work, try to come up with something new and unusual;

Ask how you can help, but, having accepted any assignment, do nothing;

Approach with an offer to help prepare the concert, but do not go to the performance;

Just sit and be silent: if they pay attention, I’ll help, if they don’t notice, I won’t stick my neck out.

After each choice, the question “why?” is asked. The results of the work are discussed.

Exercise “Mood Ladder”

Target: studying the child’s emotional state (see Appendix 2).

Leading. We return to the general circle and sit around the table. You have successfully completed the previous task, and we move on. In front of you are sheets of paper, on them is a ladder, it is unusual. This is the ladder of your mood. Remember what kind of day you had yesterday, and most importantly, what mood you were in those moments that are written on the steps. Your task: color these steps according to your mood. Below you can write what kind of mood it was.

The results can be discussed.

Exercise "Traps"

Target: development of attention.

Leading. The next exercise will require your attention. First I will read the text, which you must listen to carefully. Even if something seems strange to you, you don’t need to talk about it, just remember it. You cannot speak until the end of reading. Listen carefully!

Text

On one of the sunny summer frosty days, I was sitting on the shore of a frozen lake. The sky overhead was high and cloudless, only from time to time huge snowflakes fell from it. The fluff of faded dandelions swirled around me. Swifts and swallows flew over the field, wild ducks and chickens. “Maybe for the rain?” - I thought and was glad that I took sunglasses with me. Far away, on the other bank of the river where I was sitting, stretched a tall and shaggy spruce forest. Oh, what kind of birch trees there were! “What a beauty!” - I thought and turned towards the house.

Children name the inaccuracies that they were able to notice in the text. The results are being discussed.

Exercise “How to say “yes” and “no”

Target: teaching communication skills, studying the characteristics of interpersonal interaction.

Leading. Often we have to choose what to answer to a person in a given situation. And if it’s easy to answer “yes,” then there are always difficulties with refusal. Let's try to consider several situations that may occur or have already occurred in life, and choose the form of answer that you like best. We will all answer one by one. Who wants to start?

1. I’m invited to a friend’s birthday party, I say ____ because ___________

2. When they offer me to taste a cigarette, I say ____ because __________

3. When mom asks me to take it to grandma sweet pie for tea, I say ____ because _________

4. When friends tell me to fool around on the phone, for example, call the fire department, I say ____ because _______

The selected options are being discussed.

Leading. Our lesson today has come to an end, I thank everyone for their work. See you!

BLOCK IV. "WHAT SURROUND ME"

Lesson 1
Exercise "Colors"

Target: increasing the positive emotional mood in the group.

Leading. We continue to work in our creative group. The topic of our lesson today is “What surrounds me.” What do you think surrounds us in life? Can you name it?

(Children answer.)

OK, thank you. Now we move on to the next task. Now I will hand out cards with the name of the color written on them.(see Appendix 3). There can be two cards for each color. You can't show them to each other. Then I will list the names of vegetables and fruits, and each time those with the corresponding colors on the cards should stand up. Sometimes I will name inedible things, then all group members must sit. As the game progresses, be careful - try to understand which participant has which color. Let's start the game!

Exercise “Playing with Imagination”

Target: development of creative imagination, reduction of emotional stress.

Leading. Well done. We move on, and I suggest moving on to the next task. In front of you is a sheet with blanks(see Appendix 4).

This is not a picture yet, but it can become one. Your task is to add everything you think is needed, all sorts of details, so that the image takes on a finished look.

The resulting options are presented on the board. You can invite children to carefully examine the resulting paintings and choose the most interesting options. It is important to celebrate the success of each child who completes the task.

Exercise “Two butterflies”

Target: training the child’s emotional state, switching and stability of this state.

Leading. In front of you on the sheet are two butterflies - one is cheerful and the other is sad. Color them so that it is clear which one is in a happy mood and which one is in a sad mood. Try to explain why you chose these colors.

Exercise "Shadow"

Target: development of observation and attention, reduction of muscle tension.

The facilitator invites group members to split into pairs. One will be the traveler, and the other will be his shadow. The traveler must perform the actions that the leader calls, and the shadow copies them exactly.

Leading. A traveler walks through the desert, jumps on one leg across a field, sees a flower, stops, bends down, smells it, picks it and gives it to his shadow.

Exercise “What I Learned”

Target: summing up the work.

Leading. To summarize our meeting today, I want each member of our group to express their opinion on what they personally learned from our meetings. I will pass the ball to a group member, and he will express his opinion.

Thank you, our lesson has come to an end. All the best!

Lesson 2
Exercise “Greetings with gestures”

Target: increasing the performance of the group, creating a favorable emotional background.

Leading. Today is our final meeting in the friends room. The first exercise is called "Gesture Greetings." For example, I can wave my hand to greet you. Like this! And all group members must repeat my gesture. Everyone will take turns going to the center. He becomes the leader and begins to greet us with some gesture, and we will all repeat the proposed greeting together. Condition - you cannot repeat the greeting of the previous participant.

After completing the exercise, you can ask the group which greeting you especially liked and why.

Exercise “What is possible and what is not”

Target: development of communication skills, discussion of the rules of interaction with others.

Leading . We have to summarize our work. Let's take one minute to think about what helps us communicate with each other and what hinders us, what we have learned here, and what else we would like to know. The one who has the ball has the right to ask any group member a question about what exactly helps him communicate with other people.

Exercise "Rainbow"

Target: relieving emotional stress.

Leading. And now I suggest you sit in your seats as comfortably as possible. Listen to me carefully. Close your eyes and imagine that you are standing on the shore and a rainbow stretches high in front of you. Each color has its own mood and feeling. Try to see what I'm saying.

The first color is red. Red gives us energy and warmth. It's good to look at when you're cold. Sometimes too much red irritates us, and sometimes it reminds us of kindness.

The next color is orange. He, like a cheerful orange, plays with his bright sides and lifts our spirits.

The color yellow brings joy, it warms us, like the sun, we smile. If for some reason we are sad, then the warm rays of the sun touch our cheeks, and we feel a little warmer and more cheerful.

Green is the color of nature. If we feel uneasy or unwell, then green helps you feel better.

Blue can be a pleasant and calming color, like flowing water. Blue pleasantly caresses the eyes in the heat.

Blue- like a deep sea stretching to the very horizon. We hear its noise, feel the salty smell of sea waves. Blue color is strong, it helps us cope with all sorts of troubles.

And finally, purple- iridescent like a peacock's tail. It is bright and fickle, often sparkles and is considered a strict color.

Now let's open our eyes. What colors improved your mood?

Each group member expresses his opinion. The facilitator stimulates the discussion.

Exercise “Fingers-faces”

Target: studying the emotional state, the ability to recognize the nature of emotional experiences.

Leading. We return to the tables again and listen carefully to the task. Place your hand on the sheet and trace it with a simple pencil. Now write above each finger what day of the week it is, starting with thumb(Monday). Then paint each finger with the color that suits your mood that day. Draw a face there. Pass the drawing to your neighbor on the right. Let everyone try to guess the mood of their neighbor.

The results are being discussed.

Exercise “How does one walk...”

Target: reduction of emotional stress, completing the exercise.

Leading. Let's move on to the final exercise. Let's stand in a circle. You know that every person has his own gait, characteristic of him. I will call one of you, and this participant will become the host. He will depict different gaits, and the task of other group members is to repeat exactly the movements of the leader.

The gait that the participants will perform:

Sad man;

Cheerful girl;

small child;

Clown in the circus;

A person who is late;

Fashion models on the catwalk.

Leading. Guys! I thank you for participating in our group. I would like to wish you all the best and hear from you what you remember and liked most about our meetings.

Final word group members and leader.

APPLICATIONS

Appendix 1

Complete the sentences

1. I usually like...

2. When I wake up in the morning, I feel...

3. More than anything in the world I want...

4. I am very worried if I...

5. I think that the most important thing in the life of every person...

6. I get very angry when...

7. I worry if my...

8. When the teacher calls my name, I feel...

Appendix 2

Mood ladder

Appendix 3

Colors

Red
Green
Violet
Yellow
Orange
White

Unlike the following examples, this lesson is unstructured, consisting of individual exercises.

"The color of my mood." The exercise is suitable for obtaining diagnostic information. It can be used when creating small groups of participants who are similar in their emotional state in the “here and now” situation.

The office space is conventionally divided into 8 “Lucher” color zones. In the center of each zone is a colored cube or chair, draped with a piece of plain fabric of the appropriate color.

Each participant is invited to walk through a stylized labyrinth and stop in an area whose color matches his mood. As a result, the participants form groups that differ in size and emotional background.

After sharing impressions in a general circle, the exercise is repeated. It is likely that some will change the “color of their mood.” It is important to correctly find out the reasons for the changes that have occurred, and also invite these participants to create another sign (symbol) that reflects their new emotional state. The choice of color range depends on both the set of stable (basic) personal characteristics, and from the current state due to specific situation(Sobchik, 2003).

To receive additional information It is advisable to prepare in advance templates of a circle, square, triangle from paper in eight colors. In this case, the participant chooses both the color of the mood and the corresponding figure. This sign is attached to clothing and serves as a kind of indicator for the psychologist. Changes in the emotional state are recorded by adding new signs of a different color and/or shape to the existing ones.

"Image and plasticity of mood." To complete this exercise, you will need to stock up on a sufficient amount of plasticine or colored dough. Dough is a more suitable and safe material for young children who “taste” everything, as well as for children with developmental disabilities. The exercise is useful in the treatment of aggressive emotions, destructive behavior, and fears.

First, it is suggested to select a piece of plasticine (dough) of a certain color and give it a suitable shape. Theme options: “My world”, “The world of my soul”, “Plasticine city”,

“Plasticine Paradise”, etc. It is better if the participants come up with the theme, plot and name of the sculpture on their own.

Participants form groups based on the color of their mood, and everyone tells a story about their sculpture. Then from individual works a one-color collective composition is created.

The plasticity of materials allows you to repeatedly change your work and, accordingly, “correct” your emotional well-being. Figuratively speaking, negative emotions can get lost and dissolve in the general friendly atmosphere of the group. To this end, the lesson ends with collective modeling - the creation of a single multi-colored “Mood Ball” from individual plasticine fragments.

In another version of the exercise, the instructions may be more specific:

1. depict some mood (or your fantasies, ideas about happiness, beauty, love, freedom, loneliness, etc.);

2. create images of your “I” (or subpersonality);

3. using a metaphor, display the approved and disapproved components of your personality in plasticine;

4. using any forms of expression of feelings, describe your experiences embodied in a plastic image. Modeling from plasticine, dough, clay - creative changes in form and symbolic meaning artistic images– is an effective means of modeling in a different coordinate system a new image of “I”, productive relationships, constructive modes of behavior, and personal values.

"Coloring the feelings." It is advisable to carry out the exercise in two stages. First, participants are asked to draw abstractly on A4 sheets of paper, using line and shape, with a simple pencil the most vivid feelings that they know best from their own experience. When working with anxious and withdrawn children, it is better to use a larger format (A3) and artistic charcoal or sanguine. The name of the depicted feeling is written on the back of the sheet. Then the participants color the drawings, choosing the appropriate color for each image.

This exercise allows you to artistic form express deep-lying feelings, and therefore receive internal release. It is especially useful when working with children who are struggling with their strong emotions prone to aggression or destructive behavior.

The psychologist's task is to encourage participants to sincerely express their feelings and at the same time behave respectfully towards others. It is important that the child understands: the expression of any feelings is acceptable, but not any behavior. Children need to learn to connect feelings and morals with each other in order to then be happy in personal and professional life(Fopel, 1998).

Modifications of the exercise “Coloring the Feelings.” For the exercise you will need thick paper in rolls (for example, the back of wallpaper), crayons, and gouache. The work is performed individually by each participant.

In the very simple version children are asked to draw a silhouette of a person in full height. Image verisimilitude human figure usually considered as a sign associated with self-identification, a sense of one’s own body schema.

You can use the example of Ostap Bender and Kisa Vorobyaninov. The group members are divided into pairs and, sitting on a paper-covered floor, take turns tracing the contours of each other’s head, body, arms and legs. Such an activity is usually accompanied by vivid emotional expression, motor activity and, ultimately, turns into an exciting, fun, noisy game.

On the one hand, this helps relieve muscle tension, encourages spontaneity, and leads to a weakening of conscious control.

On the other hand, such a game can become difficult to control, especially when working with disinhibited, hyperactive children. In addition, distorted, caricatured contours of the body can cause feelings of resentment, awkwardness, and aggression in the “sitter” and become the cause of internal and external protest, a significant obstacle to self-disclosure in the next stages of work.

To avoid unwanted effects of the exercise, you can use templates made in advance. In this case, the main emphasis of the lesson shifts to self-knowledge, self-exploration.

After the silhouette of a person is drawn, various feelings are placed in it and painted in the corresponding colors.

Everyone chooses the content and methods of implementing the plan.

“We draw with symbols and abstractions.” The exercise continues the theme of working with a certain feeling. Instruction options:

1. Using any image style and any artistic media, create an image of guilt (grief, loss, love, happiness, etc.).

2. Use colors, lines, shapes to create images that express your understanding of feelings of guilt (grief, happiness, etc.).

3. Talk about your feelings of guilt (anger, jealousy, etc.) in symbolic language.

4. Using symbols and abstractions, draw what you experience when you feel guilty (abandoned, loved, etc.). Then draw a picture that reflects your state when you are happy (sad, offended). Next, it is proposed to analyze the experience gained.

A common procedure in art therapy is “What do you see?” – thinking and discussing the answer to the question “What do you see in your drawing?” – will help to clarify the author’s own associations and ideas of the drawing. It is interesting to discuss the author's argumentation of color, form, composition in the depiction of a particular feeling. What signs indicate that an image of joy or, on the contrary, sadness has been created? Which plot of the picture corresponds to your understanding of joy (sadness, guilt, resentment)? What episode do you imagine when you draw a feeling of happiness (sorrow, hatred)?

Similar thematic assignments favor a high degree of openness in the group. Therefore, it is especially important for a psychologist to remember careful attitude to the individuality of each participant in the lesson and take care of his psychological state.

Technique 2. “Draw circles”

This activity is suitable for starting and finishing a course of art therapy work. It promotes the development of spontaneity and reflection; allows you to clarify the personal characteristics, values, aspirations, nature of the problems of each participant, his position in the group; reveals interpersonal and group relationships, their dynamics, promotes the formation of group cohesion.

The optimal number of participants is 14–16 people (two small groups). The art therapy space is organized as follows: two large tables (student desks can be arranged), around which chairs are placed, and a psychologist’s table.

Materials: sheets of A4 paper; two rolls - one for each table - of wallpaper or thick wrapping paper, each about two meters long, without connecting seams; a sufficient number of different visual materials: pencils, markers, paints, wax crayons, oil pastel, gouache, brushes, jars of water, eraser, tape. (Each participant chooses visual means himself.) For junior schoolchildren Oversleeves, aprons, and robes are desirable.

Settings– exercise “Drawing in a circle.” Each group receives one sheet of paper (A4); the first participant draws a simple picture or just color spots on the sheet and passes the baton to the next participant to continue the drawing. As a result, each drawing is returned to the original author.

After completing the exercise, the original idea is discussed and participants talk about their feelings. Collective drawings can be attached to the wall: a kind of exhibition is created, which for some time will remind the group of teamwork in a “foreign space”.

This exercise can reveal strong contradictions in the group, cause aggressive feelings and resentment. Therefore, the art therapist should warn participants to treat each other’s work with care.

Individual work. Take a seat at one of the tables. If you wish, you can move to another place, move freely around the table and draw on any part of the paper.

Draw a circle on a large canvas of the size and color you want. Draw one or two more circles next to it, of any size and color. Step away from the table and look at the resulting images from the side.

Those who are not satisfied with the results of the work and would like to change (clarify, correct) the appearance, color, position of their circles in the space of the paper web can make one or more drawings.

Trace the groups of circles you drew with outlines. Connect your circles with lines that you like the most. Imagine you are building roads.

Fill the space of each of your circles with plot drawings, icons, symbols - give them individuality.

Teamwork. Walk around the picture sheet and carefully examine the drawings. If you want to finish drawing something in the circles of other participants, try to negotiate with them about it.

Draw the remaining free space of the sheet with patterns, symbols, icons, etc. Before doing this, agree with other participants on the content and methods of creating the background for the collective drawing.

Stage of verbalization and reflective analysis. Groups attach the resulting paintings to the wall. Then each participant shares his impressions of working together, shows his own drawings, talks about the idea, plot, feelings, and, if desired, reads out loud what other participants wrote to him.

Technique 3. “Drawing trees”

This activity allows you to develop a sense of belonging to a team, group cohesion, friendly relationships, sympathy, and empathy. Combination fine arts and music encourages self-disclosure, exploration of emotional state, experiences, personal problems.

The optimal number of participants is 8-12 people.

The space for art therapeutic interaction should be organized so that the room has three conventional circles: a furniture-free area in which you can easily move and dance; a circle of chairs (according to the number of people present at the lesson); tables arranged in a circle for work. For younger children, special clothing must be provided when working with paints.

Materials: oil pastels, wax crayons, colored pencils, felt-tip pens, paints, gouache, A4 paper, a large sheet of Whatman paper (a greater therapeutic effect is achieved if the sheet has the shape of a circle or ellipse). Audio recordings musical compositions and a player.

Setup. Participants are invited to take a position that is comfortable for themselves (stand up, sit down, sit on the floor, if appropriate conditions exist, as desired). Close your eyes. Imagine color, sound, melody, movements, with the help of which you could express your own state “here and now”. Stand in a common circle. Try to describe in words and show your feelings.

Color affects our senses and awakens emotions, as evidenced by such expressions as “red with rage”, “green with envy”, “black with grief”, “seeing in a pink light”. This means that the choice of color determines how the painting will appear: warm and cozy, cool and refreshing, or energetic and dramatic. Knowing how colors combine and interact with each other can convey feelings such as excitement and calm in a painting.

Choosing colors to convey emotions

Warm colors (red, yellow, orange) convey energy and rebirth. I use warm colors when I want to express passion and others positive emotions. Cool colors (blue, green, purple) are more relaxing and calming. I choose cool colors to express a feeling of peace and calm. The combination of contrasting (complementary) colors (directly opposite each other if placed in a circle) creates the most tension. When I want to get the effect of movement or shaking, I use a scheme of complementary colors. Using the example of the painting with flowers shown here, I wanted to show how different moods can be conveyed with colors in one subject.

Color scheme. Color wheel

The color wheel is an auxiliary visual scheme that shows how colors combine with each other - warm and cool, primary or primary (red, yellow, blue), and secondary (orange, green, purple); additional or contrasting (blue, orange). The color wheel is convenient when choosing color range for the picture.

Cool colors

Cool colors: a state of calm. For these irises I chose cool blues, greens and purples. Notice the feeling of calm that is conveyed in this picture. I love the fresh, cool color palette to capture the crisp outlines of the petals and leaves.

Warm colors

Warm colors: feeling of excitement. Here I have chosen a wide range of yellow and red flowers for the gladioli. Such a predominant warm palette creates a feeling of hotness summer day. Use warm colors when you want to convey a bright and cheerful mood.

More contrasting complementary colors

Higher contrast (complementary colors): creating a strong impression. Here I was looking for a combination of yellow and purple. There is something magical about such a contrasting color combination. The colors really bring each other to life, creating a picture that is fascinating and eye-catching.

Mixing paints

Although you can mix paints on a palette, the transparency of watercolor paints allows you to layer and mix them directly on paper. This creates a new effect.

You can apply wet paint to dry paint or wet paint to wet paint. Experiment with layering colors on top of each other to see different effects. Try applying two primary colors and creating a secondary color. Mix the two together additional colors and see how they neutralize each other or give a dull, grayish tint. Try different color combinations and different paint layering techniques to get a feel for how they perform. watercolor paints.

Final result

Color is important to getting the right mood in all digital art. Therefore, in today's tutorial I will show you how to create three different moods for one drawing, and also talk about using Adobe tools Photoshop for moving from one mood to another.

What is a mood?

If you close your eyes and imagine a sunset, what associations arise in your head? The warmth of the sun instantly touches the face, and hot, fiery colors fill the sky. You can even feel the magical calm and pleasure flowing through your body from contemplating the beauty of the transition from day to night.

Simply put, this is the mood.

Mood in painting is the ability to transfer emotions onto the canvas using colors, composition and lighting. And no matter whether it is intentional or not, the basis of the work is always the mood.

How can I change my mood?

First of all, let's cover the basics of color theory. Each color has a certain mood. And some can even evoke several emotions at once.

Red and blue have their own distinct moods. How do you feel when you look at these colors?

The bloody passion of red, for example, can convey both love and anger, while the calmness of blue can also illustrate its polar opposite - intense sadness.

So what are the most important aspects of mood?

Composition
Lighting
Color

But why is color in last place? Well, first you need to draw the scene; composition is the key to the emotionality of your masterpiece.

Because color drawing is coming Hand in hand with the lighting scheme, it is important to establish how the time of day, lighting sources and even weather conditions affect the emotionality of the work. When everything is ready, you can start experimenting with different shades.

Sketch

To demonstrate the power of different moods, I'll take a simple beach landscape and paint it three ways: midday, sunset, and night.

Create New document size 800 x 700px with permission 150 dpi. Using the tool Ellipse(Ellipse Tool), I'll create a simple circle with Outline(Stroke) thickness 1 pt, then I'll add New Layer(New Layer) and install it as Clipping Mask(Clipping Mask) to the circle. Here I will draw sand, crab and waves using Hard round brush(Hard Round Brush).

A drawing of a crab from Envato Market became the inspiration for the composition, and I filled in the rest with various details found on the Internet. Please note that the sketch is very minimalistic. This will allow me to easily transition to different times of the day where I can concentrate on distinct changes in the sky and surface of the water.

Now that the sketch is ready, let's move on to drawing.

1. How to draw a sunny afternoon scene

Step 1

To make the process easier, the first drawing will become the basis for the rest. A simple lighting scheme will then help me paint evening and night easily if I use it wisely Adjustment Layers(Adjustment Layers). Since we are drawing the base, it is important to do everything on separate layers so that we can switch later.

Remove temporary Stroke(Stroke) from the circle, then click right click, to Rasterize layer(Rasterize Layer). Select it with Magic wand (Magic Wand Tool). Click right click and select Invert Selection(Inverse Selection). Create New group(New Group), then, without removing the selection, add Layer mask(Layer Mask) for the group.

Place your sketch inside the group. Setting the picture this way - the best way organization of layers.

Step 2

Create a new layer for each section of the drawing, making sure all the main details are separated for better organization. Name layers by their contents and then use Hard round brush(Hard Round Brush) to paint over areas with the base color. “Blend” the sketch layer by setting its blending mode to soft light(Soft Light) and use dim light shades as a base color so you can easily add light and shadow later.

Step 3

For each section, create New layer - clipping mask(New Layers as Clipping Masks). This will allow you to draw in a limited area. Set the layer blending mode for this step to Multiplication(Multiply) and start drawing a shadow. Since we have a bright sunny day, the light will fall from above, and the sun itself will not be visible on the horizon.

Use references from the Internet to understand the lighting scheme. Take the colors of a certain photo as a basis, making the drawing more realistic. Add texture to sand, rocks and leaves using Square pastel brush(Square Pastel Brush) from the tool presets menu Brush(Brush presets).

Step 4

Continue developing your lighting design. Add New layers(New Layers) with blending mode Overlap(Overlay), adding light for sand, water, leaves and sky.

With the help Soft round brush(Soft Round Brush) draw light clouds in the sky and soft waves in the ocean. For the sky, use loose strokes while keeping the clouds linear. And for the ocean, draw curving waves that crash on the shore. You can switch to the tool at any time Eraser(Eraser Tool) to soften the strokes.

Step 5

Continue painting details on separate clipping layers for each section. Switch to Toughround brush(Hard Round Brush) with 100% Hardness(Hardness) to emphasize the edges and make the drawing less blurry.

In nature, light bounces off a lot of objects, so make sure to add bright, shiny reflections on the water and sand. This can be achieved by drawing long ripples on the sea and tiny dots on the beach.

Step 6

Finish defining the drawing. Add more bright light sky, showing that the sun can be hidden behind clouds. Add New adjustment layer(New Adjustment Layer) Color search(Color Lookup) with the following settings, making the colors clearer and warmer.

This is what the final drawing looks like. The work has a very warm and happy mood, doesn't it?