Oval Figure Drawing

INTRODUCTION to lesson (Anticipatory set): Students will choose a quote by an artist below:
Francisco Goya: When I work, I work very fast, but preparing to work can take any length of time.

Alberto Giacometti: My contribution to the world is my ability to draw. I will draw as much as I can for as many people as I can for as long as I can. Drawing is still basically the same as it has been since prehistoric times. It brings together man and the world. It lives through magic.

Vincent Van Gogh: The emotions are sometimes so strong that I work without knowing it. The strokes come like speech.

Students will: independently read the power point slide

Discuss the quotes with group members

Independently write down their own response

Share written responses with group members

Participate in this class discussion 

OBJECTIVE: Create a figure drawing showing movement using gestural drawing techniques with correct proportion based on rules learned

Students will be able to: 

Draw Oval Action Figures

Draw Gestural Figures

Draw with correct Proportion

Learn to draw movement

Draw with models

Students will be able comprehend and use these terms in relation to drawing 

Figures: 

Movement Proportion Central Axis Line Line of Force

Oval Action Gestural drawing

CA STANDARDS: (addressed in detail page one) 

2.1 Solve Visual art standard w/effective use of art elements

2.4 Review and Refine observational drawing skills

4.5 Employ art critiques in writing and speaking about works of art

PURPOSE: Drawing the figure becomes more achievable when students have rules and actions to follow. 

INSTRUCTION: 

Students will be introduced to the artist Pablo Picasso and his line drawing studies. These works will allow students to comprehend simplifying the figure to shape and line. 

MATERIALS: Sketch Books Pencils with eraser

Copy Paper Large copy paper or card stock

DIRECT INSTRUCTION:

Day 1: Power Point Presentation

Opening: In sketch Books, Art Quote activity

Review of Blind Contour drawings STILL LIFE 

***Video Link on slide***

Pablo Picasso

Contour Line

HOLDING YOUR PENCIL

Try each hold in sketch book

Figure proportion

First pose and drawing

CLOSURE: Ask students to spend the last moments of class

discussing the process with their table

In sketch book write what you like/dislike about oval action drawing

Teacher Models: 

Each Proportion while discussing (PPP ends slide 18)

First Pose for group in prep for day 2

Check for Understanding: 

Check first pose in sketch book by walking around the room

See that students have taken accurate notes

Give handout 

Day 2: Studio class

Opening: In sketch books, Draw what is written activity 

(PPP slide 19)

Review Power point on proportions

Review holding your pencil

Review WHY: grab essence of moving object quickly 

Students each have one turn posing

Poses go from one minute to 45 seconds to 30 seconds

If time allows, students could pair up and continue to draw 30

Second poses

CLOSURE: write brief summary of studio class in journal

Like/dislike/rules/etc.

Day 3: Gestural Drawing

Opening: In Sketch books: Draw what you see activity

(PPP slide 20)

Review Oval Action (PPP Slide 21-24)

Watch Video on gestural drawing

Discuss Line of force

Discuss Central axis Line 

Students Pair up and attempt this new type of drawing

CLOSURE: Assign Final Art Project

Gestural Drawing Series Assignment: 

Large Paper

5-7 poses

Could tell story/ Can also be random series

DO NOT ERASE GESTURAL LINES

Finish each in some way: 

INK Shading

Color Pencils Stippling 

Day 4: Studio Class: work on Final assignment

Opening: (PPP slide 20)

Students begin work on final art project

Day 5: Studio Class: work on Final Assignment and CRITIQUE

Opening: Review/Revisit: Vincent Van Gogh: The emotions are sometimes so strong that I work without knowing it. The strokes come like speech.

Students complete final project 30 minutes

Students participate in Critique last 25 minutes of class. 

Picasso Cubism Guitars

RECAP: Blind Contour Drawing

DISCUSSION: abstract art: last week when we saw the flowers did we have any problem deciding they were flowers? Was there a question in our minds about what they were?

Show Picasso's Three Musicians Now look at this piece? what is it?

where is it?

what do you think you see?

Cubism: objects are broken up, analyzed, and re-assembled in an abstracted form—instead of depicting objects from one viewpoint, the artist depicts the subject from a multitude of viewpoints to represent the subject in a greater context

Drawing the same object from several perspectives

What is perspective (viewpoint)

Shade and Tint: light and dark. show them how to add in blocks (like a map) to add in these details

ARTIST: Pablo Picasso 

(25 October 1881 – 8 April 1973)

He was a Spanish painter, draughtsman, and sculptor.  

He is best known for co-founding the Cubist movement and for the wide variety of styles throughout his work 

Picasso demonstrated uncanny artistic talent in his early years, 

He painted in a realistic manner through his childhood and adolescence; 

During the first decade of the twentieth century his style changed as he experimented with different theories, techniques, and ideas. 

Picasso’s creativity manifested itself in many mediums, including painting, sculpture, drawing, and architecture. 

His revolutionary artistic accomplishments brought him universal renown and immense fortunes.

He is the best-known figure in twentieth century art.

PROJECT: you will have to move around the room for this project. 

Step1: using the BLIND CONTOUR TECH. from last week, draw the guitar from where you are seated

take a moment at each step to see the light and dark areas of the guitar. add in 

Step2: Switch places with a friend, and repeat the first step again drawing right on top of the first

take a moment at each step to see the light and dark parts of our guitar 

Step3: repeat step 2.

take a moment at each step to see the light and dark parts of our guitar 

Step4: using Multi Media (newspapers, oil pastels, chalk pastels, markers, paint, fabric) begin to fill in each shape. remember lines from last week. all wavy line in one shape could be interesting.

Step5: continue to add until you feel the project is complete

MATERIALS: 

Thick paper Card stock or bristol board

mixed media, newspaper, fabric, paint, oil and chalk pastels

glue

scissors

pencils

sharpies

Marbled Portraits with Paul Klee

Day 1
One Hour Class

DISCUSSION:

MarblingSuminagashi" is a unique style of marbling which was developed in Japan."Suminagashi" first appeared (A.D. 794-1185), a period during which Japan was emerging from influence of ChinaThe name is derived from two Japanese words; "sumi" which means black ink, and "nagashi" which means floating.basic characteristics of the marbling: delicate sworls of black colour which appear to float on the surface of the paper. Many sources will cite "suminagashi" as the first known marbling technique in history.After a two hundred year hiatus, marbling techniques resurfaced in the Near East.Both paper and marbling techniques came from Turkistan along the silk caravan routes to Persia and Turkey.Several reasons may be given for the absence of early examples of marbled paper.Paper is fragile and ephemeral by nature, and the normal vicissitudes of time, vermin, dampPaper and paper products were very costly, and for this reason were considered luxury items to be enjoyed only by the aristocracy and the wealthy.This view is substantiated by the relatively small number of manuscripts, books and miniatures incorporating marbling which are included in large collections of Islamic art, such as that in the Topkapi Saray Museum in Istanbul.India, Persia and Turkey were very significant locations in the history of paper marbling after it was brought from Japan. These three stopping points that the trail of paper marbling followed across Asia and Europe represent the most important period of technological development the process of paper marbling would ever experience.

Project: Create paper marbling papers in all different colors

Step1: shaving cream on a tray

Step2: each student chooses colors to swirl on top of the shaving cream. use a stick to swirl

Step3: lay the paper on top, pull the paper off. Pull the shaving cream with a ruler

Step4: continue until all students have several pieces of marbles papers in different colors

MATERIALS:

Shaving cream

Liquid watercolors

Tag board

Day 2

One Hour Class

DISCUSSION:

Drawing Portraits

Go Over how to draw the face in proportion

Step: Draw a oval for a head

Step 2: very softly draw a line vertically down the center of the face

Step3: very softly draw a line horizontally across the center of the face

Step4: draw the eyes on the horizontal line

Step5: Very softly draw a line half way between the eye line and the bottom of the oval

Step6: Draw the nose, L shape or triangle shape, the bottom of the nose falls on the second line

Step7: very softly draw a line in the center between the nose line and the bottom of the oval

Step8: draw the mouth on the third line

ON SCRAP PAPER: Let the student practice drawing a correct facial proportion

Study Paul Klee’s face

ARTIST:

Paul Klee 18 (1879 – 1940)

Swiss painter of German nationality

His highly individual style was influenced by movements in art that included expressionism, cubism, and surrealism.

Klee was a natural draftsman who experimented with and eventually mastered color theory, and wrote extensively about it.

His works reflect his dry humor and his sometimes child-like perspective, his personal moods and beliefs, and his musicality.

He and his friend, the Russian painter Wassily Kandinsky, both taught at the German Bauhaus school of art and architecture.

ON SCRAP PAPER: Let the student practice drawing a face like paul klee’s

Give them space to try new things with the shapes and charcoal

PROJECT:Draw a paul klee face on the marbling paper they made from last week

MATERIALS:

Marbling paper

Charcoal

White paper to practice