Objectives

  • Students will learn about drawing the human figure
  • Students will enhance their historical knowledge of their subject

Standards

DCPS VISUAL ARTS

3.1.4 Describe how the illusion of 3-D objects are depicted in 2-D works of art.

3.1.6 Identify and describe a contour drawing of an object found in the environment.

3.1.11 Identify and describe representational, abstract and nonrepresentational works of art.

3.3.6 Explore and form an opinion about public art and design in the neighborhood, such as monuments, parks, plazas, murals, buildings, and bridges. Explain how these structures contribute to the cultural life of the neighborhood.

3.5.2 Represent and construct architectural features (e.g., arches, columns, symmetry, domes, post and beam) identifying mathematical concepts.

3.5.5 Identify artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, illustrations, sculpture, and buildings).

4.1.1 Identify various types of lines (e.g., straight/curved, thick/thin, long/short, vertical/horizontal/diagonal, contour, ruled lines, calligraphy, and other freehand studies from observation, imagination, and schematic studies).

4.1.5 Identify pairs of complementary colors (e.g. yellow/violet; red/green; blue/orange) and discuss how artists use them to communicate an idea or mood.

4.2.4 Draw people in proportion to objects found in nature or in their environment.

4.2.9 Use additive and subtractive processes in making sculptural forms.

4.3.3 Describe an historic district observing the architecture and landscape; speculate how it has changed since its original construction.

4.3.8 Identify and describe how a person’s own cultural content influences responses to works of art. Create a composition that illustrates a personal cultural celebration.

4.5.3 Draw diagrams, maps, graphs, timelines, or illustrations to communicate ideas or tell a story about a historical event.

5.1.6 Distinguish and describe the concept of proportion (e.g. in face, figure) and scale used in works of art.

5.2.3 Draw a figure study using the conventions of facial and figure proportions.

5.2.7 Draw a landscape showing foreground, middle ground and background using overlapping to demonstrate perspective in a real or an imaginary scene.

5.2.9 Communicate values, opinions, and/or personal insights in an original work of art.

5.3.8 Research the role of visual art and arts during the Harlem Renaissance, exploring how visual arts reflect society and relate to other art forms (e.g. music, dance & theatre).

5.4.3 Develop and use specific criteria individually and in groups to assess works of art.

5.4.4 Using specific criteria, students assess their own works of art and describe what changes they would make for improvement.

5.5.4 Design a poster that illustrates a theme.

Resources

Books

African-American Activist
Author: Carol Ellis
Mason Crest: Philadelphia 2013

The Civil Rights Movement: An Eye Witness History
Author: Sanford Wexler
Facts on File: New York 2013

Drawings
Various elementary level drawings of the human figure


Warm Up

Reference back to the plans that were approved by he NCPC and re-visit the preliminary contest text of what was requested and required, What does the sponsor want?

Begin to formulate ideas that your subject was all about. What is the "one" particular characteristic that your subject is famous for. [Dumbo: Big Floppy ear, Ronald McDonald: Oversized red shoes]

What the objective here is to have several illustrative renderings of the subject, that will eventually be used for the final prototype.

New Material

From studying the mannerisms and frequest body postures of the subject(s) the students will gain sufficient amounts of background material to effectively sketch the subject

Are they right or left handed... what type of drawing can you do to ensure that the viewer knows the dominant hand of the subject.

Practice

Using prior knowledge from previous lessons the students will use the basic figure drawing conventions to achieve a completed drawing that will be used for the final sculpture. Understanding that the sculpture is a 3D piece of art these drawings will comprise of two point of views

To have effective final composition there needs to be 5 component captured

1) REFERENCE: What characteristic do you want to "show off", is the subject going to be sitting, standing or participating in some other action

2) GESTURE: this is an opportunity to go back to primary school and make those stick figures. These stuck figures will give us our basic shape

3) GEOMETRY take those stick and give them a form; whether that form be a cube, cylinder, sphere or cone.

4) CONTOUR: lets take those  basic block form and add a little here and take a little away there to form those shape into recognizable human bodily structures

5) YOURS Make it yours, what will make these drawings resemble no one elses but yours. This is your opportunity to display your creativity.

Assessment

  • Does it capture a basic pose
  • Were marks used to indicate correct position of head/body'
  • Does the drawing properly illustate a movement
  • Was the subject drawn within a composition and show an understanding of the space in which it is going to go
  • There are any themes that can be conceived from the relationship between artist and subject

NOTE: There is no mention of facial features or of any facial resembleance. This was done on purpose as the intent is to have the students address the physical figure in the monument rather than haggle with facial recognition.

Closure and Reflection

And down the stretch we come... lets build this thing.