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Today I embarked on combining techniques, process, and drawing developed throughout last year. I started a personal piece, but now it's time to apply it to the real world, a custom request. I did my research and concept sketch, now ready to paint.

I had to start with my color palette. As much as I love color, my head spins very fast and gets dizzy when trying to figure out the best combination of colors. I know what WORKS, but until I see it visually, I'm a jumble of thoughts.

This is where Design Seeds color palettes come into play. They're amazing! At first I didn't really care for them because most show subtle or value changes. This time I went to pinterest and found many palettes with variety. I'm stoked!

I based my choices on the photo being used for the color swatches. If the photo works...which is usually nature...then I know the color works. I also like how you have more colors to choose from BECAUSE of the photo. They don't swatch every color. Having those extra choices are great for backgrounds.

Once I print out the palette I go to my home made glazing color chart and view finder. I search for the colors within the palette and jot down the colors I need to re-create it. This takes a lot of the guess work out so I save time in the long run.


There are two charts I'd like to point out. One is a mixed color chart. Here each square has been individually mixed and applied. Very grueling, especially if you have 20 colors in a palette like I do! I started this one years ago when I first stumbled upon this method by Suzie Short. I never finished it. :( Unfortunately my palette has changed so I can't use most of it.


The second one is a glazed color chart. Here you paint one set of color strips vertically, let them dry, and paint a second one horizontally, "glazing" one color on top of the other. I prefer this method and I grabbed it from this video by Kelly Eddington. Although it's for laying color on top of one another, not mixing, I can work from there and mix on my palette. I usually test the color out on a scrap piece of paper and alter it just a tad if I need to. Very rarely.


The other brand new approach to painting is the skin. I did a very traditional technique, wet onto wet. It's usually quite difficult since I paint so small, but thought I'd give it a go instead of my usual wet onto dry. To my surprise, it worked very well, and gives me a great base to start with. Yay! I used my usual gold, rose, and phthalo blue too. :)

The Daily Sketch

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Here's a step by step of how I did my Dickens inspired holiday card.  I think it took about 5 hours or so... and was loads of fun.

I did the first drawing #1 about 6 months ago... and left it in my sketchbook.  But I chose to work it up more for the card. Steps 1, 2 and 3 are the drawing evolution.


The line is pencil on WC paper... the color and shadow is all photoshop.

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By Brenda Bursch

Children look to their parents to help them understand the inexplicable. They look to their parents to assuage worries and fears. They depend on their parents to protect them. What can parents do to help their children cope with mass tragedy, such as occurred this week with the shooting at Sandy Hook Elementary School in Newtown, Connecticut?

The first thing that parents can do is to calm themselves. Remember that your children will react to your fear and distress. It will be reassuring to them to see that you are calm and not afraid to discuss the event with them.

Next, parents can consider limiting their children’s exposure to media coverage and to adult discussions of the shooting. Young children may have particular difficulty understanding what they see on news stories and what they overhear from adult discussions. They may also have difficulty assessing their own level of safety.

It can be helpful for parents to check in with their children in order to learn about their thoughts and emotional reactions to the shooting. After carefully listening to their children, parents can then determine if it is necessary to correct distressing misunderstandings, answer questions, validate feelings of anger or sadness, and remind their children about how their family members and others, including police officers, help to keep them safe.

Most children will not be traumatized by their media exposure to the shooting, but they may have questions or concerns. Some children will be fearful about returning to school or have other signs of distress, but will adjust with the support and reassurances provided by parents and others. Children who are especially sensitive, those who have a tendency to worry, those with little emotional support, and those who have been previously traumatized, may be more vulnerable.

Trauma symptoms among children vary, but include talking about the event, distress when reminded of the trauma, nightmares, new separation anxiety or clinginess, new fears, sleep disturbance, physical symptoms (such as stomachaches), and more irritability or tantrums. Children may regress, that is, soothe or express themselves in ways they did when they were younger. For example, they might want to sleep with parents or they may wet the bed. Parents might notice an increase in behavioral problems or a decrease in school functioning. If these symptoms don’t improve in the coming weeks, such children may benefit from professional assistance.

Children are reassured by calm and supportive adults, by their normal routines, and by age-appropriate information when they have questions or misconceptions. For those children with ongoing signs of trauma, effective treatments are available. For additional information, parents can access information from the National Child Traumatic Stress Network website.

Brenda Bursch, PhD is a pediatric psychologist and Professor of Psychiatry & Biobehavioral Science, and Pediatrics at the David Geffen School of Medicine at UCLA. She is co-author of “How Many More Questions?” : Techniques for Clinical Interviews of Young Medically Ill Children.

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By Rochelle Caplan, MD

Surely the time has finally come to put our heads together and focus on three seldom connected variables regarding mass murders in the United States: the lack of comprehensive psychiatric care for individuals with mental illness, poor public recognition of the red flags that an individual might harm others, and easy access to firearms.

How should we address the first problem? The fiscal problems this country has faced during the past decade, combined with skewed budget priorities, have lead to a significant reduction in public health care, in particular for mental illness. Insurance companies have limited the time providers have for mental health assessments, the duration and frequency of treatment, and the types of intervention they cover. These cutbacks have forced psychiatrists to do abbreviated and superficial psychiatric evaluations and to prescribe medications as stopgap treatment in lieu of more effective evidence-based therapies. Furthermore, the number of individuals without mental health coverage who also face unemployment, homelessness, or insufficient money to feed and clothe their families — all significant mental health stressors — is steadily rising.

How then can mental health professionals conduct the comprehensive, time consuming evaluations needed to determine if an individual might be dangerous towards others? Self-report questionnaires, another quick method professionals use to conduct psychiatric evaluations, are clearly not the answer. Few people with homicidal or suicidal thoughts acknowledge these “socially unacceptable” intentions or plans on paper. Expert clinical acumen is needed to carefully and sensitively help patients talk about these “taboo” topics and their triggers. A five-to-ten minute psychiatric appointment clearly doesn’t do the job!

The lack of comprehensive mental health care is most sorely evident for such conditions as schizophrenia, as well as psychosis associated with substance abuse, depression, bipolar disorder, neurological disorders, or medical illnesses. In these conditions individuals can be plagued by and act in response to hallucinations that include voices commanding them to kill or visions that incite their aggressive response. Delusions (rigid, pervasive, and unreasonable thoughts) that people threaten them can also cause an aggressive response. Mass murderers might act out their hallucinations and delusions, as in the attempted assassination of congresswoman Gabrielle Gifford and murder of five bystanders, and in the Columbine, Batman, and Virginia Tech massacres.

Lack of time often precludes pediatric professionals from seeing children without their parents and detecting early warning signs of homicidal or suicidal plans. Similarly, physicians might have time to talk to adolescents but not to their parents. As a result, they might miss hearing about red flags of possible aggression by the youth and/or his peers.

The Affordable Care Act (Obamacare) will provide health insurance for more people, but what about quality mental health care? Few mentally ill patients are able to fight for their sorely needed unmet mental health care needs. Due to the stigma of mental illness and the related financial and heavy emotional burden, their families seldom have the power and resources needed to lobby elected officials or use the Internet and other media to publicize their plight.

How can we recognize the red flags of a potential mass murderer? In addition to well-trained mental health professionals with expertise, clinical acumen, and sufficient time with their patients, there is a need to educate the public about severe mental illness. Parents, family members, teachers, community groups, and religious leaders all need instruction to recognize possible early signs of mental illness. This knowledge will help them understand the plight and suffering of individuals with severe mental illness. And, most importantly, this awareness can lead to early referral, treatment, and prevention of violence due to mental illness.

Prompt recognition and early treatment of these symptoms are essential because firearms are so easily obtained in the United States. To get a driver’s license, individuals complete a Driver’s Ed course, pass a knowledge test, take driving lessons, drive a car with an adult for a fixed period, and then take a driving test. The underlying assumption is that irresponsible driving can physically harm others, the driver, and property. For this reason, individuals with epilepsy who experienced a seizure within the past year are barred from driving. Shouldn’t the same principles apply to guns? Yet, individuals can obtain guns without prior psychiatric evaluations, and there are no laws and regulations to safeguard these weapons in homes to prevent children and individuals with severe mental illness from gaining access to them. Reports on accidents caused by children and suicide by adolescents with their parents’ guns are common. According to a Center for Disease Control study, 1.6 million homes have loaded and unlocked firearms (Okoro et al., 2005).

As a child psychiatrist and parent, I regard the Newtown horrific mass murder of elementary age children as a final wake up call so that we will never again ask, “How many more children have to die?” Nothing can justify this preventable tragedy to the parents and families of their murdered beloved ones. The time has come to halt the unrelentless chipping away of our mental health care services and quality of care for mental illness, to educate the community about severe mental illness, and to implement strict controls on access to firearms.

Rochelle Caplan, M.D. is UCLA Professor Emeritus of Psychiatry and past Director the UCLA Pediatric Neuropsychiatry Program. She is co-author of “How many more questions?” : Techniques for Clinical interviews of Young Medically Ill Children (Oxford University Press) and author of Manual for Parents of Children with Epilepsy (Epilepsy Foundation). She studies thinking and behavior in pediatric neurobehavioral disorders (schizophrenia, epilepsy, attention-deficit hyperactivity disorder, high functioning autism) and related brain structure and function; unmet mental health need in pediatric epilepsy; and pediatric non-epileptic seizures.

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Searching for the Right Ideas

Brainstorming, created by advertising genius Alex Osborn, is meant to be a group activity, a way to encourage everyone to participate. It’s usually set up with rules that encourage ideas, even if they are wild, while discouraging any negative comments which might stem the flow of ideas. What it encourages is the flow of ideas, without concern for quality.

But what if you’re alone, or no one really knows what you’re working on and you want to keep it that way?

I’m still working on brainstorming my ideas for a novel and here are some things I look for:

Prompts. Randomness is good. By adding in random tidbits here and there, you have a better chance of creating something new and fresh. That’s where prompts come in. For example, Natalie Goldberg has many odd (in a good way) prompts in her book about writing memoirs, Old Friend from Far Away. It almost doesn’t matter as long as you try to relate each piece of writing toward the idea you have.

Tools: Beyond brainstorming, there are literally dozens of structured ways to search for new ideas. The idea-generation techniques may be intuitive or structured, systematic or random. I like this book as a reminder of various techniques: Thinkertoys: a handbook of creative-thinking techniques by Michael Michalko. Or for fun, try his ThinkPak card pack.

You know what I like best about this time when I’m starting a new novel? I’m never wrong. Right now, before anything is committed to paper, the new story is all possibilities and that’s so nice. No critiquer can tell me I’ve done something poorly. At least not yet.

Here’s to fresh, exciting, high concept and fun ideas.

How to Write a Picture Book. Ebook, immediate download. $10.

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