Embedded Files
A comprehensive introduction to the fundamentals of drawing. You'll learn to render objects and scenes with accuracy, create depth and movement, and use compositional techniques to enhance your visual storytelling. Through practice and projects, you'll gain proficiency in contour drawing, gesture, value, perspective, and portraiture, culminating in a self-portrait that reflects your growth and skill.
Unit 1: Contour Line
Unit 2: Gesture
Unit 3: Space & Composition
Unit 4: Value
Unit 6: Linear Perspective
Unit 7: Portraits
Summative Assessment: Before/After Portraits
Standards
Standards
Visual Arts Standards
Visual Arts Standards
VA.Cr.1.1.la - Use multiple approaches to begin creative endeavors.
VA.Cr.3.1.IIa - Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision.
VA.Cr.3.1.IIIa - Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
HS Accomplished HS Advanced VA:Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Portrait of a Graduate
Portrait of a Graduate
PG.RA.SD.2 - Monitor and direct my own learning
PG.RA.SD.4 - Have a growth mindset by reflecting on learning experiences and applying insights to the future
PG.RA.PRR.3 - Persevere to accomplish difficult tasks and to overcome academic challenges and personal barriers in order to meet goals
PG.RA.PRR.5 - Incorporate feedback effectively
PG.ER.C.3 - Exercise flexibility and compromise to accomplish common goals
PG.ER.C.4 - Leverage the group to create new ideas and increase innovation and quality of work
PG.ER.C.5 - Assume shared responsibility
Course Competencies
Course Competencies
Draw and render from life using direct observation of the subject
Create the illusion of weight, mass, and movement using gesture drawing.
Create the illusion of depth using a combination of variations in value, line weight, linear perspective, or atmospheric perspective.
Use compositional techniques like the Rule of Thirds and the Golden Spiral to compose images for effect.
Give and receive effective constructive criticism
Introduction
Introduction
Baseline self portrait
Unit 1: Space and Composition
Unit 1: Space and Composition
The Great Wave off Kanagawa. Hokusai, 1830-1832
Unit Competencies
Unit Competencies
Use the elements of art to organize images with intent, and to convey meaning.
Effectively Use compositional arrangements like the rule of thirds and golden spiral to create focal points
Unit Resources and Materials
Unit Resources and Materials
Practice
Practice
Art Notes: Positive and Negative Space
Art Notes: Rule of Thirds and Golden Spiral
Art Notes: Examples of Compositional Arrangement: 10 labeled thumbnail sketches showing different compositional arrangements.
Unit Summative Assessment
Unit Summative Assessment
Option 1: 10 question quiz matching the compositional arrangement to a work of art
Option 2: Gestalt Switch Sketch (example: Face/Vase)
Unit 3: Gesture
Unit 3: Gesture
Domenico Gargiulo - The Charioteer - Gesture Drawing, 1600s
Gesture Unit Competencies
Gesture Unit Competencies
Use a loose continuous flow of gestural lines of varied weights to express the form of your subject, emotion and movement in a drawing
Gesture Resources and Materials
Gesture Resources and Materials
Google Slides: Gesture Drawing
Google Slides: Compositional Arrangement in 2D Art
Google Slides: Elements of Art: Space
Gesture Practice
Gesture Practice
Scribble figures (turning random scribbles into dynamic human figure poses)
Three gestural hands expressing different emotions
Ten Thirty Second Gestural Figures
Four 60 second gesture drawings of small complex objects (examples: keys, earbuds, bags, leaves, jewelry)
Unit 4: Value
Unit 4: Value
Sevyn Redding, ACT Class of 2022, Drapery Study, 2019
Value in drawing describes the lightness or darkness of a surface. You will learn to create the illusion of three dimensional form on a two dimensional surface using variations in tone using a variety of media and techniques
Unit Competencies
Unit Competencies
Create a drawing with a full range of 10 values using a variety of techniques
Create the illusion of form, and depth in drawing using only changes in value.
Value Scales - Using a variety of tools and techniques, other create at least six different value scales - each with 9 distinct values.
Shading Exercises - Video tutorial Part 1 (9 min) Video tutorial part 2 - (15 min)
Layers and Holes 9x12 Pencil Drawing creating the Illusion of depth with Value -Teacher made tutorial video (6.5 min)
Abstract Cross Contour Shading - includes a teacher made tutorial video on how to create the illusion of form with shading. Teacher made tutorial video (7 min)
Shaded Sphere with Background - 9 x12. For reference, see the worksheet entitled: “Creating the Illusion of Form Rendering with Graphite” and a teacher made Tutorial video:
Paper Curls Create the illusion of 3D form. Combines what you know about contour, cross contour shading, and value scales. Teacher made tutorial video (9 min)
Black and White Grid Drawing
Unit Project
Unit Project
Option 1: Drapery Study Assignment
Option 2: Still Life with Geometric Objects
Option 3: Still Life with Organic Objects. Example by Madi Stevenson, Class of 2024
Option 4: Value Drawing Summative Project - but do it on black paper. Example by @toshihiro_egawa
Unit 5: Perspective
Unit 5: Perspective
Vincent VanGogh, Road in Etten 1881
Unit Competencies
Unit Competencies
Create a the illusion of depth using linear perspective, and atmospheric perspective
Resources and Materials
Resources and Materials
Handout: One Point Linear Perspective
YouTube Video (Virtual Instructor) on one point linear perspective (10 min)
YouTube Video on drawing in two point perspective (6 min)
You Tube Video: Drawing stairs in two point perspective
YouTube Video: Three Point Perspective for beginners (2 min)
Featured Artist: Diane Wright - graphite landscapes in graphite
Practice
Practice
One Point linear perspective practice - 8 boxes in one point perspective, some above, some below, and some on the horizon line.
Two point linear perspective practice - 8 boxes in two point perspective, some above, some below, and some on the horizon line.
Three point linear perspective practice - 8 boxes done like a city skyline
Roof - in two point perspective
Pyramid - draw a pyramid in perspective
A staircase in perspective - You Tube Video, and a demonstration from the book, Perspective for the Absolute Beginner
Bonus: Circles
Unit Project
Unit Project
Option 1: Fantasy Perspective Drawing - Done from imagination, with abstract geometric shapes
Option 3: Cityscape - from life, or a photo
Option 4: View of an interior space (like a room)
Option 5: To be proposed by the student and approved by the teacher.
Unit 6: Portraits
Unit 6: Portraits
L. Diaz-Olea, former ACT student, Self Portrait August 2019 vs. January 2020
Unit Competencies
Unit Competencies
Drawing from life: Create a drawing that relies on direct observation of the subject rather than preconceived “symbols” (some interpretive liberties or abstractions are OK. These give a drawing character.
Render facial features and proportions with a degree of anatomical accuracy
Use compositional arrangement to enhance visual storytelling
Grids and scaling
Resources and Materials
Resources and Materials
Zoe Hong - video guide to drawing fashion faces
Stan Prokopenko - blog guide to drawing heads
Featured Artist - Diego Fazio - large scale photo-realistic graphite drawings https://www.deviantart.com/diegokoi
Practice
Practice
OUTV Head Drawing Practice with ACT Underground YouTube Video
Loomis p. 22 - The All Important Cross on the Ball
Loomis p. 25 - The Cross and the Middle Line Determine the Pose
Loomis p. 50 - Mechanics of the Mouth
Loomis p. 53 - Mechanics of the Eyes
Loomis p. 55 - Construction of the Nose and Ears
Grid Drawing from a photo
Portrait - Finished Pieces of Artwork
Self Portrait Drawing- Graphite or charcoal
National Core Arts Standards (NCAS) for Visual Arts
National Core Arts Standards (NCAS) for Visual Arts
What are the national core arts standards? - check out the NCAS website for more detail
The national core arts standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. Read more about the Conceptual Framework for Arts Learning.
VA CR 1.1 - Generate and conceptualize artistic ideas and work
use strategies such as recording, research, imagination, memory, and observation to begin creating and make decisions about next steps.
use media exploration to begin creating and make decisions about next steps.
VA CR 3.1 - Refine and complete artistic work
I can plan revisions (to refine or complete work) based on criteria from contemporary and/or traditional cultural contexts.
VA PR 4.1 - Select, analyze and interpret artistic work for presentation
I can analyze, select, and curate artworks in preparation for exhibition or revision (i.e., as personal artwork, group shows and/or artistic collections).
VA PR 6.1 - Convey Meaning through presentation of artistic work
I can explain the personal intent in my artwork.
I can justify the personal intent in my artwork.
I can find evidence of the impact that social, cultural, or political beliefs and understandings have on artwork.
I can use evidence that I see in an artwork to draw conclusions about possible social, cultural, or political beliefs.
I can describe a variety of interpretations of artwork and the personal connections that come into play in those interpretations.
VA RE 7.1 - Perceive and analyze artistic work
I can use evidence to explain the ways in which artwork communicates ideas about the human experience.
VA RE 8.1 - Interpret intent and meaning in artistic work
I can support my interpretation of artwork with evidence found in the work and its social, cultural, or political context.
VA CN 11.1 - Relate artistic ideas and works with societal, cultural and historical context to deepen understanding
I can describe how culture, traditions, and history may influence personal responses to art.
I can identify the ways in which my attitudes and beliefs influence my interpretations of artwork.
Page updated
Report abuse