Tuesday, February 14, 2017
Tuesday, February 7, 2017
Figure Drawing Unit: The Body and Emotion
Essential Questions: How are emotions related to the body? How do we display or hide emotion with our bodies? How can we control emotion with our bodies?
Rationale: There has been a lot of discussion about mental and emotional health in today's world. I think that it is important for people to understand how our physical and our emotional well being, as well as how all emotions have physical responses. I think that artists who use the figure can become aware of these facts as they use the human figure as a way to express emotion.
Learning Goals: Students will be able to use the human figure in their artwork in order to express emotion.
Knowledge Base: Rembrandt, Degas, Picasso, Willem De Kooning, Wayne Thiebaud, Frida Kahlo, Norman Rockwell.
Learning Activities:
Structure: Students will learn about the proportions structure of the human form and create figure drawings using simplified shapes of boxes and tubes.
Gesture: Students will learn about gesture drawing and then do some gesture drawing using a variety of materials that force them to use large gestural motions such as drawing with sticks and ink, really large brushes or chalk on a long pole.
Exaggeration: Students will study illustrators and cartoonists exaggerate human forms to be more expressive and then will will create a figure drawing that exaggerates the human form.
Stylization and Abstraction: Students will do research on different artists who have used the figure in their work. Then they will pick an artist whose style they are interested in and do a drawing of the figure in their style.
The Big Project: Students will each choose an emotion that they would like to try and convey in a portrait. The emotion can really simple or really complex. The students will then write down ways that that emotion could be expressed through the human form. The students would then each have a chance direct a model into a position. Student's will have to communicate their idea to the model by specifically telling them how to position their body (they can't just say "act happy" or "look down like you are depressed.") The students will then take photographs of the model and print them out so they can draw from them. The students will then use the images in their drawings to create a larger drawing.
Rationale: There has been a lot of discussion about mental and emotional health in today's world. I think that it is important for people to understand how our physical and our emotional well being, as well as how all emotions have physical responses. I think that artists who use the figure can become aware of these facts as they use the human figure as a way to express emotion.
Learning Goals: Students will be able to use the human figure in their artwork in order to express emotion.
Knowledge Base: Rembrandt, Degas, Picasso, Willem De Kooning, Wayne Thiebaud, Frida Kahlo, Norman Rockwell.
Learning Activities:
Structure: Students will learn about the proportions structure of the human form and create figure drawings using simplified shapes of boxes and tubes.
Gesture: Students will learn about gesture drawing and then do some gesture drawing using a variety of materials that force them to use large gestural motions such as drawing with sticks and ink, really large brushes or chalk on a long pole.
Exaggeration: Students will study illustrators and cartoonists exaggerate human forms to be more expressive and then will will create a figure drawing that exaggerates the human form.
Stylization and Abstraction: Students will do research on different artists who have used the figure in their work. Then they will pick an artist whose style they are interested in and do a drawing of the figure in their style.
The Big Project: Students will each choose an emotion that they would like to try and convey in a portrait. The emotion can really simple or really complex. The students will then write down ways that that emotion could be expressed through the human form. The students would then each have a chance direct a model into a position. Student's will have to communicate their idea to the model by specifically telling them how to position their body (they can't just say "act happy" or "look down like you are depressed.") The students will then take photographs of the model and print them out so they can draw from them. The students will then use the images in their drawings to create a larger drawing.
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