Face Study: Drawing half of the face
Grade: 3
Author: Katie Haase and adapted by E.Luna
Goal:
to develop understanding of the proportions of the human face. If the students
drawing is proportional correct they have achieve the goal of this lesson.
Objectives:
·
Learn
the proportions of the face
·
Learn
to evaluate whether a drawing has good proportion
·
Draw
a half self portrait using a photograph
Vocabulary:
·
Proportion-
comparative relation between things as to size, quantity, number
Time:
two to three 50 minute class periods
Teks:
Introduction
1
Four basic strands--perception, creative expression/performance, historical and
cultural heritage, and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire.
Students rely on their perceptions of the environment, developed through
increasing visual awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for creating artworks. They
express their thoughts and ideas creatively, while challenging their
imagination, fostering reflective thinking, and developing disciplined effort
and problem-solving skills.
2
By analyzing artistic styles and historical periods students develop respect
for the traditions and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development of lifelong skills
of making informed judgments and evaluations.
Knowledge and skills
3.1 Perception. The
student develops and organizes ideas from the environment. The student is
expected to:
A.
identify sensory knowledge and life experiences as sources for ideas about
visual symbols and self;
B.
identify art elements such as form, line, space, and value and art principles
such as emphasis, rhythm, balance, and proportion in artworks.
3.2 Creative
expression/performance. The student expresses ideas through original
artworks, using media with appropriate skill. The student is expected to:
A.
create an artwork based on personal observations and experiences;
B.
develop an effective composition, using design skills and
C.
produce a drawing using art materials appropriately.
3.3 Historical/cultural
heritage. The student demonstrates an understanding of art history and
culture as records of human achievement. The student is expected to:
C.
relate art to different kinds of jobs in everyday life.
Materials:
·
Paper
·
Pencil
·
Eraser
·
Examples
of the face
·
Students
photograph
Procedure:
To
start the lesson, ask the students if they have ever drawn a picture of
themselves or if they have ever looked in a mirror and observed their facial
features. All drawing involves proportion whether the subject is landscape or
portrait drawing. Realistic drawing in particular depends heavily on
proportional correctness. Therefore, realistic drawing is especially effective
in training the eye to see the thing-as-it-is in its relational proportions.
Individuals whose jobs require close estimations of size relationships; carpenters,
dentists, dressmakers, carpet-layers, and surgeons develop great facility in
perceiving proportion. After the initial discussion, show the video on how to
draw: an eye, nose and mouth http://www.youtube.com/watch?v=_6RFCfp7d2Y
Pass
out the materials to the students. Students then will practice drawing the
three facial features three times each by looking at the examples provided.
They will glue the examples on their sketchbooks and draw three examples of
these next to them.
Next
step will be to take the students’ photograph and print. Students will cut the
photograph by the face in half the long way (one eye, half nose and half
mouth). Students will glue one side of the photo onto a sheet of paper leaving
room beside it. Then they will lay the other half of their image down and draw
the edge of it. Students can use a ruler to have a straight line. Next they
will draw a contour of their face with pencil and add the value tones; light,
medium and dark. Students should try to keep the details from their image as
exact as possible. As students progress with the value; they should use a piece
of scrap paper to proper the areas they already created on their drawing.
Rubric
|
|
4
|
3
|
2
|
1
|
|
Concepts
Understanding of elements and
principles
|
Artwork
demonstrates good understanding of all concepts:
-
Identify realistic portrait drawing
-
Create a value scale
-
Use shading and blending techniques to
represent value gradations in a face drawing
-
Identify and represent shape, size and
placement of head and features
|
Artwork
demonstrates a somewhat limited understanding of some concepts:
-
Identify realistic portrait drawing
-
Create a value scale
-
Use shading and blending techniques to
represent value gradations in a face drawing
-
Identify and represent shape, size and
placement of head and features
|
Artwork
demonstrates a very limited understanding of only one or two concepts:
-
Identify realistic portrait drawing
-
Create a value scale
-
Use shading and blending techniques to
represent value gradations in a face drawing
-
Identify and represent shape, size and
placement of head and features
|
Artwork
demonstrates no understanding of concepts:
-
Identify realistic portrait drawing
-
Create a value scale
-
Use shading and blending techniques to
represent value gradations in a face drawing
-
Identify and represent shape, size and
placement of head and features
|
|
Creativity
Uniqueness and originality
|
Familiar
elements are combined to create an original composition
|
Some
elements are added or changed in a composition
|
One
or two elements are slightly changed in a composition
|
No
attempt is made to create an original composition
|
|
Craftsmanship
Accuracy and attention to detail
|
artwork
demonstrates a moderate level of accuracy and attention to detail
the
artwork is generally complete
|
Artwork
demonstrates accuracy and attention to detail
The
work is somewhat incomplete
|
artwork
demonstrates very limited accuracy and attention to detail
the
work is quite incomplete
|
Artwork
demonstrates no accuracy
There
is no attention to detail
The
work is very incomplete
|
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