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Drawing skills-sheets


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6 weeks of drawing activities for KS3 art lessons to develop skills

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Drawing skills-sheets

  1. 1. LESSON 1: SHAPE Biro hand drawing Learning Objective: To study the shapes of the hand in a variety of gestures shape, line, texture, proportion, scale, curve, organic, pose
  2. 2. A study of Hands, Silverpoint, 1478-80 Silverpoint: a drawing technique using a pencil of silver usually on a specially prepared paper Da Vinci wrote: A good painter has two chief objects to paint, man and the intention of his soul; the former is easy, the latter hard, because he has to represent it by the attitudes and movements of the limbs. • What do you think he meant by this? • Can this explain the care and time he took over drawing hands? Leonardo da Vinci The Mona Lisa, painted by Da Vinci in 1503-5, is one of the most famous paintings in the world.
  3. 3. LESSON 2: FORM Tonal hand drawing directional shading, texture, mark making, tone, shadow, form,
  4. 4. Cottage Garden, Reed pen, 1888 Van Gogh: I am always doing what I cannot do yet, in order to learn how to do it. How do the marks create the impression of form in these drawings by Van Gogh? Vincent Van Gogh By carefully changing the direction, shape, weight and size of his hand drawn marks, Van Gogh convincingly evoked a variety of textures and forms. Hands sketchbook page
  5. 5. LESSON 3: ELLIPSES (LINE) Drawing cylinders line, shape, oval, construction lines, symmetry, perspective
  6. 6. An ellispe is a cirlce drawn in perspective, so that it‘s shape becomes an oval. • How many ellipses can you find in this drawing? • Is there a convincing sense of space created here? Charles Avery Avery often leaves the construction lines in his complicated pencil drawings. While some objects are finished neatly in full tone, others are left as basic line drawings of the shapes and overlap with other objects. Does this spoil these drawings? What is the effect of his technique? The Hunter’s Cabin, pencil on paper, 2004
  7. 7. LESSON 4: ELLIPSES (SHADOW) Drawing cylinders directional shading, texture, mark making, tone, shadow, form,
  8. 8. As a boy, Morandi had been attracted by a junk shop and would spend long hours whenever he could in the midst of that bric-a-brac. • Do you think a collection of bottles can make an interesting work of art? • What could Morandi have felt he needed to improve on by working more slowly? Giorgio Morandi Working from his studio in Bologna, Italy, Morandi used the same simple elements, including bottles, boxes, and the view from his window, staging a seemingly endless array of variations. His paintings appear to be timeless, an effect he achieved by removing labels from his bottles. Many of Morandi’s works can be read as arrangements of pure form. Still Life, oil on canvas, 1950 Still Life, oil on canvas, 1956 Morandi said: It takes me weeks to make up my mind which group of bottles will go well with a particular coloured tablecloth. Then it takes me weeks of thinking about the bottles themselves, and yet often I still go wrong with the spaces. Perhaps I work too fast?
  9. 9. LESSON 5: REFLECTIONS Highlights and tone shape, tone, highlight, shadow, highlight, texture, form
  10. 10. How does Escher create the impression of three different surfaces on these spheres? Which ball has the most shiny surface? M C Escher Escher was a Dutch graphic artist. He was interested in maths and infinity and made a number of images inspired by this. Three spheres Still Life, oil on canvas, 1956
  11. 11. LESSON 6: COLOUR Colour to show reflection reflection, colour, shade, tone, transparent, light, shadow
  12. 12. Hahn writes: The purpose was to capture the essence of these objects as well as the feeling their contents evoke. • How does Hahn use the materials to make the glass surface look shiny? • Has she managed to convey the idea of the smell of the perfume inside the bottle too? How is this achieved? Samantha Hahn Samantha Hahn is a contemporary illustrator and designer living in New York. She creates these images using inks and working from observation. Perfume 2, watercolour and ink
  13. 13. Annotate your sketches:  what is most successful? why?  what was difficult? why?  what could you improve upon? how?  what have you learnt about drawing? Try to be analytical and evaluative in your notes  explain your reasons for your comments  do not just observe, think about how to improve or develop  consider how it could have been different
  14. 14. Key skills Year 9 Art Independent Learning Task Description Skills Done? Grade 1 Hand drawing: Apply what you have learnt about drawing shapes in the lesson by creating a high quality observed hand drawing. Drawing Observation 2 Artist research: Choose one of the artists we have covered in the skills lesson this half term and complete an artist research page with your own practical response. Research Opinions Presentation 3 Create your own still life: Choose a number of cylindrical objects to create your own still life at the kitchen table – choose carefully to create an interesting combination of sizes and shapes. Planning Drawing Observation 4 Draw your reflection in a spoon: Continue your study of representing reflections by drawing a close-up of your reflection in a spoon – don’t worry if it is very distorted! Choose which materials to use yourself. Tone Drawing Experimentation 5 Key words vocabulary test: Revise the 10 key words for a vocabulary test – remember to write them in the yellow pages in your planner. Spelling Art Vocabulary Revision 6 Make a visit to a museum or gallery: Visit a gallery or museum and write up your experiences in your sketchbook. Try to make links to the work we are doing this term. Exploring Documentation Presenting opinions 7 Improvement: Choose one class or home learning task to go back to and re-do to improve, showing your best effort & skills. Reviewing