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Noah Shaffer
Lesson Plan: Gesture Drawing and Painting
Grade Level: Studio art Level I
WVCSO:
Rationale:
Derek Overfield uses acrylic paint to paint gestural figures on panel doors. In this lesson, students will learn the skills to create gestural compositions and manipulate different kinds of media. Students will focus on the manipulation of both charcoal and acrylic media as well as the limitations of newsprint and canvas board while studying the human figure. To accomplish this, students will observe works of famous artists and do several works in both charcoal and acrylic paint. These things are important for students skill development in that it allows them to both study proportions and for them to become acquainted with the different medias.
Objectives:
1. Students will gain the knowledge and skills to create both contour and gesture drawings.
2. Students will be able to explore new media and techniques while creating several two dimensional works.
3. Students will gain factual knowledge by observing and discussing works of famous artists.
Materials:
Charcoal
Newsprint
Examples of Gesture, Contour, and Linear Drawings
Acrylic Paint (Black and White)
Canvas Board
Paint Brushes
Water and Containers.
Baskets
Examples of famous artists works, Da Vinci, Donatello, and Raphael.
Day 1
Motivation:
1. Show students examples of finished gesture drawings such as those created by Derek Overfield.
2. Demonstrate with charcoal on newsprint, how to do a gesture drawing. Gesture drawings should be loose and fast. Emphasis should be placed on proportions rather than the contour shape of the figure.
3. Demonstrate how to block in mass shapes.
Activity/ Production:
1.Have two students pass out charcoal and newsprint to the class.
2.Pair the students together so that each pair will have one person creating and a second posing. Students should take action poses like running or celebrating, etc.
3.Allow each student to create several gesture drawings of their partners while also experimenting with the limitations of the media.
Wrap up:
Discuss how gesture drawings can be building blocks in the creative process for creating finished compositions. Ask how gesture drawings might help in studying and accurately portraying an object.
Day 2
Motivation:
1. Show students finished examples of contour and linear drawings. Line should be emphasized in this lesson.
2. Demonstrate how to create contour line drawings and linear drawings. Students will observe how lines and shading build up a figure to develop a sense of depth.
3. Discuss differences between style and function between contour drawings and gesture drawings.
Activity:
1. Have students pass out charcoal, newsprint, and woven baskets (one per pair).
2. Pair students together so that each pair will have one person creating and one posing.
3. Allow each student to create one contour drawing of their partner, one contour drawing of the student's basket, and one linears drawing of the basket.
Wrap up:
Discuss how contour drawings can be a building block for crating a finished composition. Ask how contour line drawings might help in studying and or accurately portraying an object. Discuss how combing contour and gesture drawings together you can produce a finished product.
Day 3
Motivation:
1. Show students examples of finished figure drawings that were composed of gesture and contour drawings.
2. Discuss different compositions and what the artist did to make the work more interesting.
Activity/Production:
1. Ask students to review their own drawings.
2. Have students choose one of their own drawings which they feel has the best composition.
3. Instruct students to recreate this composition with their partner using both drawing principles previously discussed as a final drawing.
4. Have students pass out canvas board, water, acrylic paint, and brushes.
5. Demonstrate to students how to create a quick gesture painting using washes.
6. Allow students to experiment creating gesture paintings and creating contour line paintings using washes.
Wrap up:
Discuss differences between the media that they have used over the past two days. Discuss about how gesture drawing is beneficial in quickly laying in a subject that is proportionally accurate and how contour line drawings enhance an artists visual skill by forcing him/her to examine the subject closely. Discuss both the similarities and differences that they have noticed.
Day 4
Motivation:
1. Show students finished washed in gesture and contour line paintings. Derek Overfield has several areas in his work that are washed in layers of value that build up the figure. In the end, Overfield uses thick amounts of paint, usually white, to paint a thick and realistic portion of the figure. The density and concentration of the paint creates an emphasis on the specific area in the work.
Activity:
1. Have students pass out canvas boards, paint, water, containers, and brushes.
2. Have students retrieve their final drawing from the previous day.
3. Students will discuss ways to emphasize specific portions of their drawing.
4. Have students lightly sketch out their drawing onto their canvas board with their pencil.
Procedure:
1. Students will create a gesture painting using acrylic washes.
2. Students will then go back into their gesture drawing and will create emphasis to a specific area by implanting contour lines into one section of their gesture.
Wrap up:
Compare and contrast with students between booth media and techniques used in the last lesson. Review art elements covered and how they can help to create emphasis in a work and or how they can help to create a more interesting composition.
Evaluation:
Evaluation of this project is process based and should be judged as to whether or not the elements an techniques discussed in class are successfully used in the students work. There should be ample evidence of line and implied texture in each work. A small emphasis should be based on the final product in that the student should demonstrate their knowledge by exemplifying the processes and elements discussed in class.
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