Course Title: Graphic Design & Illustration
Lesson Title: Self Portrait in Pencil
Lesson Duration: Approximately three 90 minute class periods.
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will lay out the proportions of the human face, sketch in the features, and shade for a realistic facial portrait in pencil, using a digital photo as reference.
Specific Objectives:

Take digital photos to use as references.

Observe the basic shapes and proportions of the human face.

Render basic shading on shapes to add realism and texture for expressive drawing.

Practice blending and shading on drawing paper.

Render a portrait with full shading.

Exhibit work

Evaluate work
Preparation
TEKS Correlations:
130.88(c)(1)(B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and fractions applied to measurement and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve a problem.
130.88(c)(2)(D) present formal and informal presentations;
130.88(c)(11)(E) analyze and apply art elements and principles;
130.88(c)(11)(F) employ a creative design process to create original two- or three-dimensional projects by:
(iv) using good composition;
(v) demonstrating anatomical figure drawing;
130.88(c)(11)(G) apply art elements and principles to photographic works;
130.88(c)(11)(H) apply art elements and principles to multimedia applications.
Interdisciplinary Correlations
Art, Level I:
117.52 (c)(1)(A) illustrate ideas for artworks from direct observation, experiences, and imagination;
117.52 (c)(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A) create visual solutions by elaborating on direct observation, experiences, and imagination;
(C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture
AAVTC: Graphic Design & Illustration: Self-Portrait in Pencil
Copyright © Texas Education Agency, 2011. All rights reserved.
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117.52 (c)(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
(A) compare and contrast historical and contemporary styles, identifying general themes and trends;
(B) describe general characteristics in artworks from a variety of cultures; and
(C) compare and contrast career and avocational opportunities in art.
Instructor/Trainer
References: http://www.nga.gov/education/classroom/self_portraits/index.shtm
http://www.artquotes.net/masters/henri-matisse/self-portrait-1906.htm
Research more online resources for self portraits
Instructional Aids:
Slide presentation
Various drawing books from school library, personal library and online information on self portraits
Materials Needed:

Mirrors

Scrap paper for sketching

Quality drawing paper for final drawing

Pencils (2B and 4B)

Art erasers

Notebook paper for notes

Place to hang final presentation
Equipment Needed:
Projector for Slide Presentation, computer, digital camera and printer, software for cropping photos, neutral backdrop (sheet), and a light source (lamp)
Learner
None.
Introduction
MI Introduction (LSI Quadrant I):
Use the slide presentation to introduce the following key points:

The human head has basic design features and has been a favorite of most all artists.

Learning the anatomy, or how the head is constructed, is a valuable key to better drawings.

The head has mathematical proportions that help depict an accurate likeness when using these proportions.

Learning how to depict features and visual expression will help the artist draw better portraits.
Outline
MI Outline (LSI Quadrant II): Instructor Notes:
AAVTC: Graphic Design & Illustration: Self-Portrait in Pencil
Copyright © Texas Education Agency, 2011. All rights reserved.
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I. Take digital photos to use as references
A. Set up an area for students to have their photos taken against a neutral backdrop.
B. Use digital camera, crop, and print in grayscale for students to use as reference.
C. Teacher may print photos while students are working on face sketches.
Use a lamp for dramatic directional lighting on face.
II. Observe the basic shapes and proportions of the human face
A. Have students begin with an egg shaped oval. Use a very light pressure on the pencil so that you can erase and change your marks.
B. Position the oval carefully on the paper and sketch in the guide lines and neck, shoulders, and any props very lightly, with no detail – only as generic shapes. This is to check your use of space.
C. Once you have the very light outlines, start sketching in the features on the guide lines.
The eye line MUST be halfway down the oval!
D. Do not add shading or details until all the features have been sketched in.
 The eyes are ‘one eye width’ apart.

The nares of the nose line up with the tear ducts of the eyes.

The edges of the mouth line up with the pupils of the eyes.
E. Continue to refine the shapes then begin to add shading.
Have students practice sketching face and features on scrap paper before starting on final drawing.
Begin formal drawing by drawing an arc for the top of the head. Then draw the sides tapering down to the chin, finally, firm up the shape – trying to draw the oval in one pencil mark is difficult.
Students question the halfway mark for the eyes.
Remind them that the oval represents the entire HEAD not just the face!
Have the students pick up the mirror and look straight into it. Have them notice how much of the top of their head and hair they see.
Rather than using a grid as a crutch, help the students develop an ‘eye’ by referring to the photo and the mirror frequently.
To keep the students from drawing eyes on their foreheads, have them sketch in their hair and forehead.
The top of the oval will have hair slightly above it as well as the sides of the oval.
AAVTC: Graphic Design & Illustration: Self-Portrait in Pencil
Copyright © Texas Education Agency, 2011. All rights reserved.
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III. Shading
A. It’s on everything!
B. Shading alone does not denote race, so do not be afraid to shade.
C. Look in the mirror at the highlights on the face. The highlight on the nose helps bring it forward. There should be highlights on the forehead, nose, cheekbones, lower lip, and chin.
D. Darkest areas are in the pupil of the eye, under the nose and between the lips.
IV. Details
A. Hair drawn as a single mass and then add shadows and highlights to show shape and form. Do not try to draw hair strand by strand.
Hair, eyes and mouth are always darker than the skin tone.
B. Ears kept neat and close to the head. Be kind
– no Miss Piggy noses or large ears.
C. Use the photograph to help shape the features and to place shadows.
Application
Keep a mirror handy to reference the shapes of their eyes, nose and mouth.
Students are usually reluctant to shade the face.
Show examples of professional artists who use shading effectively. Do not let students work on one feature at a time. Keep working on all parts of the face together.
Demonstrate different types of hair
– curly, straight, short, and spiky, etc… Remind students to shade in the ears to make them recede. White areas will all read as being in the foreground.
MI Guided Practice (LSI Quadrant III):
Practice shading the different features on your note paper. Try a quick sketch of your neighbor. Can you capture their essence? Draw only what you see and not what you think should be there.
Find a magazine advertisement with an interesting face. Practice drawing and shading from the advertisement. Keep the ad next to your drawing for reference.
How close did you get with your shading?
MI Independent Practice (LSI Quadrant III):
Exercise - Self portrait:
Sit comfortably with a mirror on a tabletop surface angled for easy viewing from a frontal view. Avoid a three quarter view at this point, until you are more experienced.
With pencil and drawing paper at hand, create a self-portrait by looking into the mirror and referring to your digital photograph.
Summary
AAVTC: Graphic Design & Illustration: Self-Portrait in Pencil
Copyright © Texas Education Agency, 2011. All rights reserved.
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MI Review (LSI Quadrants I and IV):
Ask students:

What shape is the head?

Where are the different guidelines?

What is the spacing of the features?

Where are the highlights, the shadows?

Which parts of the face have the darkest areas?
Evaluation
MI Informal Assessment (LSI Quadrant III):
Walk around the room to give pointers, have students walk around as well to check other students work. Have students hang up their drawing and stand back eight feet to check how the shading looks. Remind them to add dark shading to help areas recede to the background.
MI Formal Assessment (LSI Quadrant III, IV):
Final critique: Display self-portraits around the room and have students provide positive feedback. Discuss how areas can be improved with shading/cropping. Have students refer to the rubric for grading guidelines.
Extension
MI Extension/Enrichment (LSI Quadrant IV):
Have students select a ‘hero’ of theirs to draw in their sketchbooks. Students can work from a favorite snapshot using color pencils, in their sketchbooks.
If students are more advanced, they may try the face tilted or in a ¾ view.
Students must use the photograph and mirror all the time while they draw. They are to draw what they see. Be sure to show advanced students how to alter the guide lines when the face is tilted or rotated.
AAVTC: Graphic Design & Illustration: Self-Portrait in Pencil
Copyright © Texas Education Agency, 2011. All rights reserved.
5

17-20
Composition:
Interesting composition, full use of space, great flow, dynamic
Shading:
Full shading on drawing with a finished look.
Clean highlights, well defined features.
Proportions:
Accurate proportions in face features, and neck.
11-16
Composition: traditional composition, full use of space, limited flow
Shading:
Drawing looks good but shading could be pushed further. Clean highlights.
Features are defined.
Proportions:
Proportions in face features, and neck are good with minor flaws.
6-10
Composition: traditional composition but lacking full use of space, average flow, lacking dynamics
Shading:
Shading could be pushed much further.
Highlights are muddy. Lack of detail in features.
Proportions:
Proportions in face features, and neck are slightly off.
Class participation:
Hard working students, goes beyond class time to create work.
Works throughout class time; is prepared for class.
On time:
Art work is finished on time and turned in clean and ready to hang.
Class participation:
Student works throughout class period. Is always prepared for class.
Class participation:
Student has to borrow some supplies, does not remain on task for entire class period.
On time:
Art work is turned in clean and ready to hang but may be a day late.
On time:
Art work is turned in clean and ready to hang but may be more than a day late.
1-5
Composition:
Lacking thought in composition, too much/little negative/positive space, lacking flow and dynamics
Shading:
Bland shading, few dark areas, and lack of detail in features,
Features are generic.
Proportions:
Proportions in face features, and neck are off.
Some features either too large or too small.
Class participation:
Student chooses not to work during class period; loses supplies or breaks supplies.
Can be disruptive.
0
Composition:
No thought to composition or use of space.
Student draws where ever pencil falls.
Shading:
Shading is mostly in the light to nonexistent range.
Features are crude and undefined.
Proportions:
Features left unfinished, proportions are way off. Work shows little care for accuracy.
Class participation:
Lack of participation, no supplies in class, is disruptive.
SCORE
On time:
Art work is several days late and turned in messy.
On time:
Art work is unfinished, late, and turned in messy and or torn.
TOTAL:
AAVTC: Graphic Design & Illustration: Self-Portrait in Pencil
Copyright © Texas Education Agency, 2011. All rights reserved.
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