DRAWINGS FOR FINAL CRITIQUE

PERCEPTION

Line Drawing- Seashell

Line Drawing- Shape(it was a large still life set up including blowtorch, toy cars, etc.)

Positive/ Negative Space Drawing- Pile of Chairs/Stools

Value Drawing- White Still Life

FIGURE

Gestures- 5-10

Short Pose- 5-10

Long Pose- 2 or 3

ANALYSIS

PERSPECTIVE

Boxes

Bridge

Cinematic Space

ANATOMY

Skeleton

X-Ray (Half and Half Muscles of the Back)

Portrait

IDEATION

Last Person on Earth

Mastercopy with Self-Portrait

HOMEWORK

Degas Compositional Study

Value Still Life (Object of your Choice)

Dinosaur (EXTRA CREDIT)

MET Sculpture Drawing

OLD MASTERS REVISITED

The final project calls for students to not only make a large- scale Master copy (4 X 5 ft) but also to include a self portrait somewhere in the composition. In this project, students must think about appropriation and psychology. By choosing a specific painting, we reveal something in our choice. By substituting our image for one of the participants in the painting, we are assuming that role and its symbolism. All these decisions begin to give new context to the painting, thereby transforming its original purpose to align with our intentions. Below are some student examples.

Student Work

Student Work

Student Work

Student Work

Student Work

Student Work

Student Work

IDEATION AND INVENTION

So far students have developed the skills, sensibilities and competencies that allow them to objectively view, analyze, and represent three-dimensional reality through the practice of drawing. Now they are equipped to apply this knowledge into the realm of the imagination. In this open-ended exercise students will work with the instructor and propose their own individual project program and work plan. This is the first opportunity to apply their knowledge of drawing practice and conventions, in a more creative manner. The standards of evaluation will be tailored individually and determined by the success in accomplishing the particular project objectives as agreed by student and instructor.

In this portion of the course we will explore the process of inspiration and concept, method, and finished drawing. Through this process the goal is to expand the boundaries of drawing while seeking to find personal voice. Below are several examples of artists approaching drawing and ideas from different perspectives.

Below we see Mark Lombardi creating a drawing diagraming a conspiracy theory or the flow of information. His concept is not traditional but uses drawing as a method to track his ideas.

Mark Lombardi

Mark Lombardi

Robert Rauschenberg made the example below by ERASING the drawing of DeKooning, a Abstract Expressionist painter. The idea of 'un drawing' is unique.

Robert Rauschenberg

Cia Gou- Qiang , below, uses the unusual material of gunpowder to maek his drawings. Some are representational, others more process imagery.

Cia Gou- Qiang

Below we see Dane Patterson mixing highly skillful drawing with absurd subject matter. Dane create these 'performances' and photo documents them. He then makes these intense drawing of the event.

Dane Patterson

Dane Paterson

Student Work

Student Work

THE LAST PERSON ON EARTH

EXTINCTION-In biology and ecology, extinction is the end of an organism or of a group of organisms (taxon), normally a species. The moment of extinction is generally considered to be the death of the last individual of the group (From Wikipedia)

Our project is to use this theme in regard to the human race. What would it be like to be the last person on Earth? What would it mean to be the last example of the human race? Is it a post- apocalyptic environment? Do you try and prolong your life by any means necessary? Is it a cosmic Joke?

There are multiple ways to approach this theme. Some inspiration in movies and art are below.

Book of Eli Click here

I Am Legend click here

The Road click here

Dana Shutz, a contemporary artist create a series of painting about this topic. You will notice a distinctive voice or perspective in regards to this theme of a person all alone. Click here to see images

SKULL AND HEAD

The skull provides the basis for understanding the form of the head. The three large masses of the head are the cranium, the skeleton of the face and jaw. Consider the forms of these masses simply. The cranium as a sphere, the face as a flat plane that descends off the cranium and tapers toward the chin and the jaw as a horse shoe shape that hinges underneath. Notice where the skull protrudes to provide landmarks, where it recedes under the flesh. (Following two examples are from Szunyoghy's Human Anatomy for Artists)

The profile of skull. Notice the ear hole location, not centered but 2/3 of the way toward the back. Also see how the head rests slightly forward on the neck.

Below we have an example from Bridgman's Constructive Anatomy. Here he illustrates some of the muscles in the head. Good to consider as for developing from and gesture in the face.

BEGINNING THE CONSTRUCTION OF THE HEAD

In the construction of the head, it is better to begin with a cube in stead of the familiar oval. The oval is non -specific, the eye won't rest on a curve and cannot find a register point. The cube gives a sense of mass, perspective, foreshortening, angle/ tilt. Also importantly, it gives a sense of the third edge. From this starting point we can begin thinking of planes as they relate to the head - top, front, two sides, back, and bottom.

The basic measurements for the cube are 2/3 wide, 3/3 high. The side of the cube (profile) is 7/8 of the height. ( From the profile it looks ALMOST square, from the front (face) it is a tall rectangle.)

The basic proportions and location of the facial features can be constructed as the example demonstrates (Example is from the website Draw23.)

-A Vertical Line down the center from top of head to chin. Through this line we see the Bilateral Symmetry of the features.

-A Horizontal Line is placed at the halfway point. This indicates the lower lids of the eyes.

- The whole height can be again divided, but this time in thirds. The upper horizontal line indicating the middle of the forehead, the second the base of the nose. In the bottom third, two thirds of the way up to the nose is the center line of the mouth.

- The corners of the mouth line up vertically with the center of the eyes.

- The top of the Ear lines up horizontally just above the eye at the eye brow.

-The bottom of the ear lines up with the base of the nose.

Most of these guidelines can be drawn in on the cube, allowing you to place the head spatially and in perspective.

Below we see an example from Bridgman's Constructive Anatomy demonstrating the planes in the head. These are very basic, but a good way to begin to refine your head form.

Below is an example from Szunyoghy's Human Anatomy for Artists. It further illustrates some of the agreed upon proportions in the head. Included are the space between the eyes equals one eye width. The whole width of the head is five eye widths. Also illustrated is the top and bottom of the ear as they relate to the eye brow and nose (good marker). The width of the nose is also illustrated to be approximately the space between the eyes.

IMPORTANT NOTE*- All these proportions were largely agreed upon during the Renaissance, and are considered guides, not hard and fast rules. they do not necessarily account for the variation of people, races, ages, etc.

Below is another Bridgman example providing some insight into the neck and head the muscles track and connect with the skull. Of particular note is the Streno -cleido- mastoid (#8) a great reference point in figure drawing, spanning from the clavicle to behind the ear.

Student Example

Student Example

Student Example

FACIAL FEATURES

The eye is an important yet complex element within a portrait. A great deal of emphasis is placed in the eyes as they relate to likeness and psychology. Understanding its form is the beginning of depicting it properly. In words, think of its structure, a ball settle into a bone socket. The brow bone or ridge overhangs the ball slightly. This ball is then draped, above and below, with two lids that have thickness. To the center of the face and slightly below middle we find the tear duct. These lids do not make an opening like a symmetrical football, but rather peak closer to center on the upper lid, and slightly toward the outside in the bottom lid. In the eye ball we the sclera (whites of the eye) the iris (the eye color), pupil (dark spot the resides in the iris), and the cornea (the lens on the surface). While drawing the eye it is important to remember these structures as light falls across all differently.

In the mouth we find a structure that wraps around the cylinder of the teeth and head. It is composed of three masses in the upper lip, a center flanked by two wings. The lower lip is composed of two masses parted slightly in the middle. The upper lip tappers quickly at the corners and curls down. The upper lip is usually in shadow since its top protrudes and then rolls under as it meets the opening. The lower lip receives light, along the two masses, and sharply descends to shadow along the middle underside, yet descends to shadow slowly along the edges as the lip rejoins the facial mass.

The nose is often one of the hardest features to capture. Again think of its structure as an aid in depicting it properly. There are three basic masses to consider- the ball, nostrils and bridge. It has four basic planes- one top, two sides, one bottom.

ANATOMY- TORSO MUSCLE STUDY