Figure Drawing

A mini-course designed by Rachael Duchnycz

Quick Access to Modules

Module 4: Light and Shadow to Create Form

Module 5: Technical Abilities and Creativity

My Topic and Purpose

This mini course is about figure drawing, which means creating drawings that represent the human body. The course’s emphasis will be on representing the body accurately—because proportions of the figure are an essential part of so much of the art world.

I chose to teach figure drawing because it is a passion of mine! I draw from a live model for three hours almost every week, and I always look forward to it. The human figure is the most challenging yet also the most satisfying thing to draw. Learning new techniques can transform the entire feel of a drawing.

Scope of Learning Outcomes and Content

Essential questions:

How are figure drawings used in pop culture?

Why is it important to understand the figure?

How do artists make figures look convincing?

Needs Assessment

Instructional design is a way to help individuals form mental models surrounding a certain subject. We do this through, "analysis, design, development, implementation, and evaluation (ADDIE)" (Shambaugh & Magliaro, 1997, p.1). The needs assessment is to determine what needs to be done through instructional design to help the participants of the course create foundational knowledge in the subject.

Weekly, I attend a figure drawing club. It makes sense for us to come together as a club, because we all pitch in to pay for a live model. While I was here, I surveyed members of the club on their opinion on the role of figure drawing in contemporary society. I asked questions like, "What are people's biggest challenges with figure drawing" or "What are the greatest barriers in getting people to draw the figure?" The club members' answers contributed to my responses in the categories below.

The Educational Problem or Opportunity

My club members responded that some of the greatest barriers in getting people to draw the figure are access to models and overall intimidation of the subject.

It is hard to find a live nude model. I am in a privleged situation to have a car and a club to go to for only $10 a week. Many people do not make it to my drawing club because of lack of transportation or lack of funds. Many communities, especially rural communities, do not have groups like this at all. Some people are fortunate to have partners or friends who would be willing to model for them, even if it is just sitting for a clothed portrait. My course will offer some online resources as well as tips for finding and sustaining figure drawing models in one's own community.

The other problem was that artists often feel intimidated by the complexity of the figure. This is understandable, and one of the main goals is to break necessary techniques down into chunks so that figure drawing feels more manageable. Social media does not make this easier. Some of my club members talked about how 1 minute timelapse videos on Instagram make people think that being an artist is so much easier than it really is. Truly, it takes years of practice to be able to acheive high-quality figure drawings.

The Learners/ Participants Involved

The learners or participants involved can be anyone from high-school age to elderly who are interested in figure drawing. They should have some basic drawing skills-- for example, they should know how to shade and what vocabulary terms like "contrast" and "hue" mean. The participants should have the goal of wanting to understand the significance of figure drawing and learning how to make a convincing figure drawing.

Analysis of Gaps

Reality:

Limited access to structured figure drawing instruction in high schools and community programs.

Lack of a standardized curriculum for figure drawing at the high school and adult education levels.

Insufficient emphasis on the importance of figure drawing in fostering artistic skills.

Ideal:

Comprehensive and accessible figure drawing instruction integrated into high school art curricula.

Establishment of a standardized curriculum that progresses from foundational to advanced figure drawing concepts.

Recognition of figure drawing as a critical skill in artistic development.

I understand it is unlikely for high schools to welcome nude models, but more emphasis should be placed on gesture drawings, portrait drawings, and full drawings of models. Students can pose for one another. In fact, many students really enjoy posing! This also gives them practice for potentially becoming a paid model as they get older.

Existing Efforts to Address this Gap

While some art programs may cover figure drawing to varying extents, there is a lack of uniformity and depth in the instruction. Existing resources such as online tutorials, books, and community classes provide information, but their accessibility and effectiveness vary. The scattered nature of current efforts underscores the need for a centralized and structured approach to figure drawing education.

Intent Statement

This figure drawing course has an emphasis on accessibility. It has the goal of making the difficult subject of figure drawing simple by breaking down and chunking the most important aspect. I aim to cater to many different learning styles as another method to accessibility. While participants may feel intimidated by the subject and may have little access to figure drawing communities-- this course is a resource to allow individuals to attain the skill of creating convincing figure drawings.

Analysis of the Learner and Context

The learners participating in this course can be anywhere from high school-aged to elderly. The learners should have a strong interest in visual arts. Maybe art is a hobby, or perhaps they are interested in pursuing a career in a field such as illustration or tattooing which would require a good understanding of the human figure.

Homeschooling- This mini course would be ideal for a teenager who is part of a home school program. Perhaps they are seeking advanced knowledge in art and find figure drawing to be a good route to do this. The student will be able to participate in the course on their own, at their own pace.
In-person or hybrid schools- Whether a school is in person or hybrid, a teacher can assign this mini-course to students to allow them to receive standardized, comprehensive figure drawing instruction. This would especially benefit an advanced drawing class where students tend to work at different paces.
Professional Development- This mini-course would be wonderful professional development for artists in fields such as illustration or tattooing who are interested in refining their skills. An administration could offer this to their employees in hopes of increasing the quality of their work. Artists could also use this course to develop their skills so they can move up in their competitive industries.

Performance-Based Objectives

After completing this mini-course, learners will be able to:

Understand the significance of figure drawing in the overall history of art.
Develop a foundational understanding of human anatomy and proportions.
Develop a range of mark-making skills to convey movement, emotion, and energy in drawings.
Understand the principles of light and shadow and their role in creating form and depth.
Provide opportunities for self-expression and experimentation with various approaches to figure representation.
Demonstrate growth in technical abilities, creative expression, and understanding of figure drawing principles.

Links to Modules

Module 1: History of Figure Drawing

1) Explore the evolution of figure drawing across history, from Paleolithic art to contemporary works, identifying key features and techniques.

2) Develop personal preferences and observational drawing skills by analyzing and sketching figures from different periods.

3) Understand the influence of historical contexts and artistic movements on figure drawing, and engage with contemporary figural art through research and discussion.

Module 2: Anatomy and Proportions

1) Develop a foundational understanding of anatomy by utilizing the "heads" tall method as a reference for figure drawing.

2) Enhance gesture drawing skills through practice sessions, where participants engage in timed exercises to create rapid sketches, emphasizing observation and quick interpretation of movement.

3) Foster a supportive learning environment by encouraging participants to share their gesture drawings and reflect on their experience, facilitating peer interaction and feedback exchange to promote growth and improvement in gesture drawing proficiency.

Module 3: Mark-Making

1) Develop proficiency in mark-making techniques by experimenting with various approaches, focusing on creating expressive and impactful marks to convey lighting, form, and texture.

2) Analyze the mark-making styles of artists such as William De Kooning and Rembrandt Van Rijn, and apply their techniques to replicate their artworks, emphasizing the use of minimal marks to capture the essence of the subject.

3) Explore the factors influencing mark-making, including pressure, length, speed, and direction of strokes, through hands-on exercises and observation of artworks.

Module 4: Light and Shadow to Create Form

1) Understand light and shadow concepts.

2) Practice drawing figures with attention to light and shadow.

Module 5: Technical Abilities, Creativity, and Understanding of Principles

1) Practice gesture drawing and capture the model's weight.

2) Draw 20 five-minute poses from a recommended video.

3) Create a portfolio of your five best drawings and give constructive feedback to peers.

Additional Resources

References

Larson, M. B. and Lockee, B. B. (2020) Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.
Home. The Art of Education University. (2024, May 3). https://theartofeducation.edu/