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Abstract Figure Drawing
Submitted by: Ken Schwab, Leigh
High School San Jose, CA
UNIT: Figure Drawing - Pattern and Design
Lesson: Abstract Figure Drawing - Peter Max inspiration
Grade Level: High School (adaptable to middle school)
  
Click images for larger views
Figure
Abstract: Summary
This project
will use contour figure studies from class observation. Make
at least 5 contour studies of parts of the figure to whole
body studies. No shading is to be used and only line to
describe the details of the figures. Overlapping the
drawings using tracing paper will give you an abstracted
look at 3 or more contours and colored pencil will be used
for the shapes created by the overlapping figures.
Objectives: Students will
- draw from
observation - make several figure studies
- work on
figure proportion
- gain
appreciation for work of Peter Max - 1960s artwork
- explore
pattern and color in creating an abstracted figure composition
Materials
needed:
Pencil #2 or
HB
newsprint 12” x 18”
Tracing paper 18” x 24”
Graphite sticks
Illustration Board
Colored pencils
Ink drawing pens
Optional: Pastels - collage materials
Resources:
Procedures:
1. Take all of
the contour studies of the figure and cut around them so
that you have only a small space from the edge of the drawing.
2. Look at them and arrange them in the order of your
preference good to bad.
3. Place them near to each other and overlapping, to see
vertical and horizontal
movement and an area of emphasis.
4. Use a large 18” x 24” piece of tracing paper to start
tracing out the first one in the area of emphasis.
5. Next, trace another over the first to create new shapes
when they are traced together.
6. Repeat this using at least three contour studies.
7. Take the tracing paper and transfer the image with
graphite onto Illustration board.
8. Outline the transfer with a black ink pen.
9. Watch the Beatles’ “Yellow Submarine” and take note
on the patterns and doodles.
10. Make a practice paper and make 12 of your own patterns,
words and designs.
11. Using Colored pencil fill in the shapes created by the
overlapping figures. Be creative!
Sample Rubric (adapted from
Marianne Galyk)
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Assessment Rubric
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Student Name:
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Class Period:
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Assignment:
Abstract
figure - Peter Max
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teacher’s
Rating
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Criteria 1 – Contour figure studies
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10
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9 – 8
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7
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6 or less
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Criteria 2 – Aesthetic arrangement
of figures - composition
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10
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9 – 8
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7
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6 or less
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Criteria 3 – Rendering of patters -
use of color
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10
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9 – 8
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7
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6 or less
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Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
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10
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9 – 8
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7
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6 or less
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
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10
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9 – 8
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7
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6 or less
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Total:
50
(possible
points)
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Grade:
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Your Total
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Teacher Total
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Student
Comments:
Teacher
Comments:
National Standards:
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Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
6.
Making connections between visual arts and other
disciplines |
| Students
apply media, techniques, and processes with sufficient
skill, confidence, and sensitivity that their intentions
are carried out in their artworks |
Students
demonstrate the ability to form and defend judgments about
the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art |
Students
reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are
related to history and culture |
Students
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
Students
compare the materials, technologies, media, and processes
of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis |
| Students
conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use |
Students
evaluate the effectiveness of artworks in terms of
organizational structures and functions |
Students
apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life |
Students
describe meanings of artworks by analyzing how specific
works are created and how they relate to historical and
cultural contexts |
Students
compare characteristics of visual arts within a particular
historical period or style with ideas, issues, or themes
in the humanities or sciences
(make connection to music
and film 1960s culture)
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(check Google images -