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Abstract Figure Drawing ala Peter Max

Submitted by: Ken Schwab, formerly of Leigh High School San Jose, CA
UNIT: Figure Drawing - Pattern and Design
Lesson: Abstract Figure Drawing - Peter Max inspiration
Grade Level: High School (adaptable to middle school)
Ken's Web Site: http://www.artteacherplans.com/

Figure Abstract: Summary

This project will use contour figure studies from class observation. Make at least 5 contour studies of parts of the figure to whole body studies. No shading is to be used and only line to describe the details of the figures. Overlap the drawings by using tracing paper. It will give you an abstracted look. Three or more contours with a colored pencil will be used for the shapes created by the overlapping figures.

Objectives: Students will

Draw from observation - make several figure studies

Work on figure proportion

Gain appreciation for work of Peter Max - 1960s artwork

Explore pattern and color in creating an abstracted figure composition

Click images for larger views

Materials needed:

Drawing Pencils #2 or HB
Newsprint 12" x 18" (30.5 x 46 cm)
Tracing Paper 18" x 24" (46 x 61 cm)
Graphite Sticks
Illustration Board
Colored Pencils
Crow Quill Pens and India ink
Optional: Pastels - collage materials
Yellow Submarine movie [DVD]

Resources:

Peter Max - Art Online

Peter Max - Online - Artcyclopedia

The Beatles Yellow Submarine - The Beatles- Yellow Submarine Movie Poster

Book

The Art of Peter Max - Colour reproductions of his prismatic work are accompanied commentary as Riley recounts Max's family's move from Berlin, to Shanghai, where Max was influenced by Buddhist art, comic books, and astronomy, on to Israel then New York, the city Max celebrates in so many works.

Procedures:

1. Take all of the contour studies of the figure and cut around them so that you have only a small space from the edge of the drawing.

2. Look at them and arrange them in the order of your preference good to bad.

3. Place them near to each other and overlapping, to see vertical and horizontal movement and an area of emphasis.

4. Use a large 18" x 24" (46 x 61 cm) piece of tracing paper to start tracing out the first one in the area of emphasis.

5. Next, trace another over the first to create new shapes when they are traced together.

6. Repeat this using at least three contour studies.

7. Take the tracing paper and transfer the image with graphite onto Illustration board.

8. Outline the transfer with a black ink pen.

9. Watch the Beatles’ "Yellow Submarine" and take note on the patterns and doodles.

10. Make a practice paper and make 12 of your own patterns, words and designs.

11. Using Colored pencil fill in the shapes created by the overlapping figures. Be creative!

Sample Rubric (Adapted from Marianne Galyk)

Assessment Rubric
Student Name:						Class Period:
Assignment: Abstract figure - Peter Max						Date Completed:
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.		Excellent	Good	Average	Needs Improvement	Rate Yourself	Teacher’s Rating
Criteria 1 – Contour figure studies		10	9 – 8	7	6 or less
Criteria 2 – Aesthetic arrangement of figures - composition		10	9 – 8	7	6 or less
Criteria 3 – Rendering of patters - use of color		10	9 – 8	7	6 or less
Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time?		10	9 – 8	7	6 or less
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media?		10	9 – 8	7	6 or less
Total: 50 (possible points)	Grade:					Your Total	Teacher Total

Student Comments:

Teacher Comments:

National Standards:

1. Understanding and applying media, techniques, and processes

2. Using knowledge of structures and functions

3. Choosing and evaluating a range of subject matter, symbols, and ideas

5. Reflecting upon and assessing the characteristics and merits of their work and the work of others

6. Making connections between visual arts and other disciplines

Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Students evaluate the effectiveness of artworks in terms of organizational structures and functions

Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

(make connection to music and film 1960s culture)