Observational Drawing: Drawing from the Model

Students in all grades practice drawing from people from observation each year, as people can be very challenging and an important subject within works of art. Drawing from complicated poses help students to understand how shapes and forms within the human body relate to each other in a drawing, as well as in reality. The most thrilling part for most students is the opportunity to pose voluntarily for their fellow classmates. This is also an important part of understanding the artist's process and a chance to experience the other side of life drawing, from the model's perspective. 

Before beginning, students are reminded to approach the drawing in the same manner as drawing anything else from observation, particularly inanimate objects which students find infinitely easier to examine. Students were reminded to draw only what they saw in the pose from their specific viewpoint, giving careful consideration to shapes, lines and textures as they appeared.

Grade One: People In Motion, Near and Far

First graders began this lesson by discussing their favorite parks and playgrounds and the kinds of outdoor activities they enjoy doing. Then, students examined several artworks which depict people who are moving and engaging in outdoor activities such as playing, dancing and beach wading. Students described how the artist of each painting was able to show us what the people were supposed to be doing in the various actions, i.e. arms bent, legs in striding positions, etc.Students were then led to notice how the artists showed people and objects which were close to the viewer and those which were far, and discussed how objects appear smaller and higher in a composition to indicate distance, and how the horizon line helps to place those objects within the picture.

Students were then instructed to draw an outdoor scene of people engaged in an activity, such as dance, sports or play. They were also required to use scale to depict items within the picture which were near and far from the viewer.

Observational Drawing: Contour Flowers

Second graders were shown a demonstration of contour drawing: a style of drawing which focuses exclusively on the contour outline of any given shape or object. Traditionally, contour drawing is done in ink and without ever removing the pen from the paper until the drawing’s completion.

Students were given a selection of artificial flowers and instructed to draw only the contour outline of any chosen flower. While artists often attempt this type of drawing as a practice exercise to help create a stronger visual connection between eye and hand, students were allowed to use pencil to help them correct their mistakes, as necessary. Many, however, preferred to use a pen without the aid of a pencil and eraser.

Grade Two: Narrative Sculpture

Second graders recently created narrative collages based upon favorite stories, but what about narrative sculpture? How do artists take a three-dimensional form and transform into an object with a life of its own?

Students were guided through a discussion about the element of form, and how it differs from the element of shape. They were then shown and asked to identify examples of three-dimensional forms: sphere, cube, prism, cone, etc. Students discussed how these forms can be seen and recognized in examples of sculpture, such as Constantin Brancusi's The Kiss. Students were led to notice that which may have started out as a simple form, was later turned into a sculpture with meaning.

Second graders were instructed to begin their clay sculpture with a three-dimensional form appropriately chosen to best fit their idea. From there, they could pinch, carve and shape the clay, as well as add details. Once dry, the sculptures were painted.

Kindergarten: Magical Animal Collage

This activity was actually the combination of two lessons. Kindergarteners have begun a short series of lessons introducing the element of texture. Students were quick to describe the definition of texture, and were led to notice that everything has a texture. Students were then shown Monet’s painting, Bouquet of Sunflowers, and led to notice that artists can allow the qualities of a material such as paint to convey the texture of a subject, such as the sunflower petals. Students were also informed that a viewer is rarely allowed to touch an actual work of art, but that our eyes can help us to know what something might feel like.

Students were then shown five objects, one at a time, and asked to use descriptive words, as well as their eyes, to identify the texture of each object before being passed around to allow each student to handle and touch. The objects consisted of a piece of burlap, a block of wood, a spiny seashell, a ball of woolen yarn, and a large pinecone.
Students were then shown how to use plastic rubbing plates which allow for a textured surface to be printed upon paper by rubbing with a drawing tool. Students were instructed to create three such rubbings, even using the bottom of their shoe, if desired. These rubbings were then collected and a textural background was created using sponges and tempera paint.
Students were later shown the collage artwork of illustrator, Eric Carle, with whom most kindergarteners are familiar. Students were shown examples of collages Carle created of real and legendary animals, comparing their differences and discussing Carle’s artistic technique. Students were then instructed to create their own imaginary animals from shapes cut from their rubbings and glued onto their sponge-painted background.

Grade One: Drawing From the Model

Starting as early as Kindergarten, students are given the opportunity to draw from the model at least once every school year. These opportunities really help young children gain invaluable practice in seeing the human form more accurately, which ultimately strengthens their confidence in drawing any subject.

In first grade, students begin this lesson by looking at a charcoal self-portrait drawing by Pablo Picasso and comparing it to a portrait he did of his son, Paul, when Paul was about four years old in a work titled, Paul As Harlequin. Students were asked to explain the difference between a portrait and a self-portrait and how an artist could more easily render a likeness of themselves or another person. Here, students discussed that in order for Picasso to create a portrait of Paul, Paul needed to model for his father by posing in a very still position.

Students were told that they would be drawing from posing models and were delighted to find out that the models would be their fellow classmates! Students were given the opportunity to volunteer to model for the class in relaxed five minute poses, while the rest of the class was encouraged to focus only on drawing the pose as it appeared from their vantage point.

May Masterpiece of the Month: Carnation, Lily, Lily, Rose by John Singer Sargent

Who Made It?
An American artist named, John Singer Sargent, created this painting in 1885.

Where is the Real One?
The real painting can be seen at The Tate Gallery in London, England.

Why Is This Artwork Important?
This painting is named after a famous song from the year it was painted and takes place just after sunset in the evening. Sargent felt the glowing light he captured in this painting was "the sight of paradise". In fact, this painting was completed over two months of autumn evenings in 1885. The two girls, named Polly and Dolly, were the young daughters of friends in which Sargent was visiting. Every afternoon he would play tennis until twilight, when the light was absolutely perfect, and the game would stop. The girls would take their positions and Sargent would paint as quickly as possible for a few minutes until the light changed again, and the tennis game would continue.
This painting is from a small person's viewpoint and the flowers are outsized as if from a child's perspective.

May Master of the Month: John Singer Sargent

John Singer Sargent was an American painter and a famous portrait painter during his lifetime. During his career, he created about 900 oil paintings and more than 2,000 watercolors, as well as countless sketches and charcoal drawings. Although Sargent was American, he grew up and spend most of his life in Europe where he learned about famous European artworks and meant several famous artists. Sargent was such a famous portrait painter, that many famous people, such as President Theodore Roosevelt, agreed or requested to have their portraits painted by him. While there are many of his art works all over the world, Sargent has a special connection to Massachusetts. Sargent’s first trip to New York and Boston as a professional artist in 1887-88 produced over twenty important commisions, including portraits of Isabella Stewart Gardner, an important art collector, for whom the Gardener Museum is named. In Boston, he was honored with his first solo exhibition which presented twenty-two of his paintings. Sargent also painted several murals, all of which are found in the Boston/Cambridge area. They are in the Boston Public Library, the Museum of Fine Arts, and Harvard's Widener Library.

Grade Five: Images of Arlington, 2012

This year marked the seventh annual Images of Arlington art exhibition at the Arlington Center for the Arts (ACA). Each year, all fifth grade students from each of the seven elementary schools choose a subject that represents the town of Arlington to them. After weeks of hard work, the results are exhibited together at the ACA, along with the adult artist division of the show, and a few choice selections are made from each school to especially represent this diverse and interesting community. The ACA jurors look for a variety of key elements when judging the pieces, such as originality, technique and creative process. This year, one student was chosen from each class as winner to have their work printed in the Arlington Advocate newspaper. In addition, several student's work which also caught the juror's eyes were selected for a special Honorable Mention category. The students chosen from Peirce School are below:

Jasmine Maoyedzadeh-Rad, Winner
"Reservoir Wonders"

Tate Kokubo, Winner
"Through the Eyes of the Hawk"

David Orians, Honorable Mention
"Colorful Bird"

John Fitzgerald, Honorable Mention
"The Glow"

Ellyce Chisholm-Matzek, Honorable Mention
"When the Sun Goes Down, the Rats Come Out"

Nicole Colovos, Honorable Mention
"Water Tower"

Jamila Zanobetti-Forman, Honorable Mention
"Outside the Window"

Alana Colety, Honorable Mention
"An Arlington Sunset"

Henry Walters, Honorable Mention
"Inner Mind, Inner Peace, Inner Spirit, Inner Strength"

April Masterpiece of the Month: George Washington by Gilbert Stuart

Who made it?

This portrait was created by an American artist named, Gilbert Stuart, in 1796.

Where is the REAL one?

The real painting is owned and shared between The National Gallery in Washington D.C. and The Museum of Fine Arts in Boston, MA.

Why is this artwork important?

Stuart was a famous portrait artist, creating portraits of many famous and important people, including the first six US presidents. He actually painted several portraits of George Washington, yet this one remains the most famous. It is also unfinished and was used as a "study" of Washington's likeness, which Stuart then used as reference to create other, complete portraits of Washington. He also created many small copies of this portrait and sold them for $100 each. Portraits of Washington were in high demand at that time. This particular image of Washington also appears on the one-dollar bill. Although it is only a reference study, this portrait is considered to be Stuart's most skillful due to his masterful handling of the layers of paint and contrasting skin tones.

April Master of the Month: Gilbert Stuart

Gilbert Charles Stuart was an American painter from Rhode Island. He is considered to be one ofAmerica's best portrait artists, and painted the portraits of many famous and important people, including the first six US presidents. His best known work is the unfinished portrait of George Washington that is sometimes referred to as The Athenaeum Portrait.

Stuart had a hard time starting his career because of the start of the American Revolution, which was socially disruptive, and Stuart decided to try living in England and Ireland for awhile. This did not work out so well and Stuart found himself unable to sell many paintings. When he returned to the United States, he began painting the portraits of important Americans of his time. He was one of the first painters to request George Washington to pose for him, which was a good idea. Many people wanted portraits of Washington at that time, and Stuart was able to paint many copies from his original, unfinished Athenaeum portrait to sell to many customers.