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
Newsprint
Tracing Paper
Graphite Sticks
Illustration Board
Colored Pencils
Crow Quill Pens
Optional: Pastels
Yellow Submarine
Resources:
Book
The Art of Peter Max
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"
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 |
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Student Name: |
Class Period: |
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Assignment: Abstract figure - Peter Max |
Date Completed: |
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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 |
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Criteria 1 – Contour figure studies |
10 |
9 – 8 |
7 |
6 or less |
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Criteria 2 – Aesthetic arrangement of figures - composition |
10 |
9 – 8 |
7 |
6 or less |
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Criteria 3 – Rendering of patters - use of color |
10 |
9 – 8 |
7 |
6 or less |
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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 |
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media? |
10 |
9 – 8 |
7 |
6 or less |
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Total: 50 (possible points) |
Grade: |
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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) |
