Charcoal Figure Drawing Lesson

Grade: Fifth
Project Length of Time: 4 Art Sessions
NYS Standards:
1. Students will make works of art that explore different kinds of subject
matter, topics, themes, and metaphors. Students will understand and use
sensory elements, organizational principles, and expressive images to
communicate their own ideas in works of art. Students will use a variety of art
materials, processes, mediums, and techniques, and use appropriate
technologies for creating and exhibiting visual art works.
Students:
a. experiment and create art works, in a variety of mediums
(drawing, painting, sculpture, ceramics, printmaking, video, and computer
graphics), based on a range of individual and collective experiences.
b. develop their own ideas and images through the exploration and creation
of art works based on themes, symbols and events.
c. understand and use the elements and principles of art (line, color, texture,
shape) in order to communicate their ideas.
d. reveal through their own art work understanding of how art mediums and
techniques influence their creative decisions.
e. Identify and use, in individual and group experiences, some of the roles and
means for designing, producing and exhibiting art works.
2. Students will know and use a variety of visual arts materials, techniques,
and processes. Students will know about resources and opportunities for
participation in visual arts in the community (exhibitions, libraries, museums,
galleries) and use appropriate materials (art reproductions, slides, print
materials, electronic media). Students will be aware of vocational options
available in the visual arts.
Students:
a. understand the characteristics of various mediums (2dimensional,
3dimensional, electronic images) in order to select those that are appropriate
for their purposes and intent.
b. develop skills with electronic media as a means of expressing visual ideas.

3. Students will reflect on, interpret and evaluate works of art, using the
language of art criticism. Students will analyze the visual characteristics of
the natural and built environment and explain the social, cultural,

psychological, and environment dimensions of the visual arts. Students will

compare the ways in which a variety of ideas, themes, and concepts are
expressed through the visual arts with the ways they are expressed in other
disciplines.
Students:
a. explain their reflections about the meanings, purposes, and sources of works
of art; describe their responses to the works and the reasons for those
responses.
b. explain the visual and other sensory qualities (surfaces, colors, textures,
shape, sizes, volumes) found in a wide variety of artworks.
c. explain the themes that are found in works of visual art and how the
artworks are related to other forms of art. (dance, music, theatre, etc.)

Common Core Learning Standards:

1. Expresses oneself and represents what he/she knows, thinks believes and feels
through the visual arts.
a. Experiments with a variety of mediums and methods of using art materials.
b. Shows an interest in what can be created with tools, texture, color and
technique.
c. Chooses materials and subjects with intent and purpose.
d. Paints, draws and constructs models based on observations.
2. Responds and reacts to visual arts created by themselves and others.
a. Identifies similarities and differences among samples of visual art.
b. Begins to access art making as a pathway to learning across the curriculum.

Learning Objectives:
Students will be able to:
Tone a sheet of paper evenly using Charcoal.
Learn the concept of working a drawing out of a Middle Toned paper.
Learn about different kinds of Charcoal.
(Including Soft, Hard, Vine and Charcoal Pencils)
Experience working with a Kneaded Eraser.
Experience working on Newsprint Paper.
Understand the concept of Gesture.
Recognize Gesture in Figurative Works of Art.
Distinguish between a Large Gesture and a Small Gesture.
Understand the concept of Directionality and Weight of the Figure.
Understand the importance of working on the large shapes first and
then the details in ones drawing.

Learning Objectives cont.:

Understand the role of Model & Artist.
Understand the importance of Titling and Naming ones work.
Demonstration:
I will tack up my toned paper to the easel.
I will call on another volunteer to Model for me.
I will draw a frame around the perimeter of the paper with a black Sharpie.
I will show students the Kneaded Eraser and how to pull it apart and mush it back
together again to clean it.
I will begin erasing out the form and gesture of the Model.
Using the Kneaded Eraser, I will emphasize the direction of the feet and the tilt of
of the head.
Using the Kneaded Eraser, I will thicken the form of the figure and shape the
clothes.
I will explain how its preferable to Erase Out to get the cleanest whitest form
possible.
I will explain how after the basic thickened form has been created, details can be
added with Charcoal Pencils. (Black & White)
I will emphasize working on the large shapes first and then the details.
I will instruct students to create a Title naming the Model and writing your name
as the Artist...Using a black Sharpie I will write, for example, John by Mrs. Burke.
Additional Information to Demonstration:
(I might show students different famous
Artists Charcoal Figurative Work)

 I will explain when the Model poses, the

Artist can tweak the pose.
I will explain if the Model needs to take
a rest, he/she can, and then return to
to the pose.
I will explain the Model can use a stool,
a table, a chair, a window, etc. as a prop
and the Artist can design this into his/her composition.
I will explain that the Artist and Model can switch roles, but that its preferable to
stay in their roles until the Drawing has a strong form and is ready for detailing.
Materials:
Pretoned Newsprint Paper
Soft Charcoal
Charcoal Pencils (Black & White)
1/2 sheet of Paper Towels
Chipboard Drawing Board with Bull Clip
Kneaded Erasers
Black Sharpie Markers
Wipes
Voice Thread App
Google Forms App
Activity:
Students will get into pairs and decide who will be Modeling first and who will
be drawing first.
Volunteer passes out the Pretoned Newsprint sheets to each group.

 Volunteer passes out Kneaded Erasers & Charcoal in small trays to each group.
The Model will get in a pose that the pair agree upon.
The Drawer will take a Kneaded Eraser and begin to erase out the form of the
Model.
The Drawer will brighten the form of the figure using the Kneaded Eraser.
The Drawer will define the direction of the head, arms, feet and hands using
the Kneaded Eraser.
The Drawer will try to feel the weight of the Models body and try to capture it in
the drawing.
The Drawer will try to work the large shapes first and then include the smaller ones
Into the drawing.
The Drawer will try to add details to the drawing, i.e features of the face and
clothing.

Assessment:
There will be (2) kinds of Technology Based Assessments for this Charcoal Figure
Drawing Lesson.
One would be some kind of Assessment Form that students could access through
the App.. GoFormative to show an understanding of basic Vocabulary pertinent to
the lesson.
This Vocabulary would include the following:
Charcoal: A special natural drawing material that comes in different weights.
Toned Paper: An overall shade of a color given to the surface of the paper.
Kneaded Eraser: A special eraser designed to erase charcoal.
Gesture: The overall pose of the Figure.
Directionality: The angle of certain parts and overall line of the Figure.
Weight: Feeling of where the weight of the Figure falls.
Silhouette: The outlined shape of the Figure.
Detail: The smaller defined features.

 The other one would be A class Group Discussion about the Charcoal Figure
Drawings & Experience using
VoiceThread.https://voicethread.com/about/library/3rd_Grade_from_Alice_Mercer/
https://voicethread.com/myvoice/#thread/236/1797/2586144

The following are a set of questions that could be used to fuel the Discussion:
What did you like about working with the Charcoal?
What did you find difficult about working with it?
Did you enjoy drawing with the Kneaded Eraser?
How did using the Kneaded Eraser seem different than using
a Regular Eraser?
In what ways was it different from drawing with a pencil?
Explain how you found drawing on the Toned Paper.
Explain how you were able to put detail into your drawing.
Explain how you felt about creating an image with this medium.
If you were to create a new drawing, what would you do differently?
As the Model, did you think the start of the drawing looked like you?
Do you like the way the Drawer handled your pose?
Where did the Drawer include detail in the drawing?
Did the Drawer work the Figure out of a dark, medium, or light toned paper?
Describe the kind of mood that can be felt from the Figure Drawing.
What would you advise the Drawer to improve upon the image of you?