GOOD PRACTICE CHECKLIST
Teaching Life Drawing in Adult and Community Learning
Pre-start of Course
When designing the Scheme of Work (SOW) consideration of the following
techniques/applications/materials is recommended:

Demonstrations in, explanations of and opportunities to development technical elements is
important. Consider some/all of the following:
 Measuring Techniques
 Proportion
 Volume
 Composition
 Fore-shortening
 Tone
 Certain difficult areas (head/hands/feet)

Ensure that the SOW also includes experiments with a variety of materials and applications
including pencils, charcoal, ink and paints.

Use a variety of models. Male and female, as well as individuals with varying body shapes,
ages and skin colour. Also consider using more than one model for some sessions to add
interest and variation.

Providers often have a list of models that they regularly use. There are also websites that
can help: www.modelreg.co.uk and www.lifeart.co.uk
NB Check with your organisation whether the life models have to be CRB checked. This needs to be done well in
advance of the models working, therefore, make enquiries about this early on.

There should also be a variety of poses, from very quick to the longer style. Vary the pace
of sessions, from energetic and fast to much slower (maybe even have a pose over two
weeks).

Based upon the SOW Group Learning Goals should be set for the learners. If the group is
mixed ability (eg beginner and intermediate) there will need to be two sets of goals.
Some examples of group learning goals could be:
Acknowledgements to Anne-Marie Rickus, Life Drawing Tutor






To be able to capture different lengths of poses (quick energy poses
as well as longer positions).
To be able to use different techniques in order to measure the figure,
including use of measuring stick, using shapes as a method of
construction, as well as own techniques.
To have used a variety of materials/techniques of application,
including charcoal, pastels, inks, paints as well as own choice.
To build up a collection of work over the course.
To make links with past/present artists, including Leonardo Da Vinci, Lucian
Freud, Jenny Saville.
During the first session learners, encourage your learners to let you know their personal
learning goals to ensure you can address them as part of the course.
Some examples of these may include:



To be able to confidently draw a person’s head.
To complete a painting of the figure.
Plan an initial assessment activity that will highlight the differing levels of ability within the
group. This can be done through discussions with the learners about their previous subject
experience in conjunction with a practical activity:
An example of a practical activity could be:




Warm up activity – quick gestural standing poses 1-2mins long. Focus is upon
drawing the whole of the figure in the allowed time – highlight to learners that they
are just to capture the shape of figure – there won’t be time to add detail.
5 min poses – standing poses. Again the focus is to draw the whole of the figure
within the time. Encourage the learners to work at the same speed as previously,
but this time to add more detail.
10 min poses – mix of standing/sitting.
20 min pose – reclining.
The above activity will give the learner an opportunity to work at different speeds and focus
on different poses. It will offer the tutor a chance to view the learners at work and the
outcomes. The skills levels will be highlighted and the course/planning adapted as needed.
On Course
Acknowledgements to Anne-Marie Rickus, Life Drawing Tutor

Highlight and discuss the groups learning goals and the learners’ personal
learning goals.

Carry out your initial assessment activity and use the results to help inform
individual learning goals.

Encourage a creative, vibrant, positive atmosphere and learning environment.
Ensure that there is enough space to work and try to offer a choice of easels, drawing
boards, seated benches etc. If individuals are not familiar with easels etc a demonstration
may be required.

It may be appropriate to have a radio on/music playing – discuss with the group initially.

Encourage the learners to view others work and ensure positive criticism and feedback
from peers.

Vary the course to encourage stimulation and interest, through demonstrations and
discussions, as well as individual work.

Focus on different topics and artists to contextualise what is being taught. Provide
handouts highlighting information for learners to take away.

Provide individual feedback to help learners with their progression and to meet their
learning goals.

Be aware that each learner will have their own particular style and way of working.
Encourage this.

Encourage research through a variety of sources – books, magazines, websites.
www.figuredrawings.com
www.modelalisa.com
www.drawsketch.about.com/od/figuredrawing

Find out if there are any other life drawing groups in the area that learners could attend
during holidays etc.
Professional Development

Ensure that you are regularly life drawing, in order to maintain your own skill set to a
high standard.
Acknowledgements to Anne-Marie Rickus, Life Drawing Tutor