Realistic Drawing Unit
History:
• Diego Fazio
o Sensazioni, 2012, pencil drawing.
o Profumo, pencil drawing.
• Leonardo Da Vinci
o Mona Lisa, 1503, Oil on poplar panel, 2’6”x1’9”.
o Study of Two Warriors’ Heads for the Battle of Anghiari, 1499-1510, black chalk
red chalk on paper.
• Adonna Khare
o Chimp with a Whirlpool, 2013, Carbon Pencil, 60x42.
o Elephants, 2012, Carbon Pencil, 8’x36’.
o Pear Snails, 2013, Carbon Pencil, 11x14.
These artists all create different forms of realistic drawings; this allows the students to see
in Adonna Khare’s art how although it is realistic it can still be fictional. Leonardo Da
Vinci is a great aspect to this group so it brings in rough sketches along with one of the
most famous artworks of all. Finally, Diego Fazio is awe-inspiring in the way his pieces
look more like a photograph than a drawing. These three together allow the students to
see different perspectives of what realistic drawings are able to look like and to be.
Criticism:
• After the introduction students will be asked to share with another student their ideas and
what they would like to draw. They will also talk to one another about why they chose
this as their drawing.
• Half-way through the project the students will have the chance to share their pieces with
their tablemates, each student sharing something they like about the piece and one that
they can improve on/do to create a better final piece.
• Finally, when the final project is completed there will be a critique with the entire class.
• Now, throughout the project students will have individual meetings with the teacher and
discuss their projects. If the student is uncomfortable with getting their piece critiqued by
the entire class they will have a one on one critique with the teacher in which they need to
talk about what they think they could’ve done better or what they are very proud of.
Product:
▪ The students will be creating a realistic drawing using value, texture, proportion, line and
contrast. The media will be graphite pencils on paper.
o 20 second renditions of the object they have chosen; within the 20 seconds they
should have the complete object on paper. This will help the students to get the
feel of the object and to understand the structure better. Repeat as many times as
needed most often 10-20.
o Drawing a value scale and working on shading. Having an object set up in the
middle of each table with a light shining on it from a different angle. The students
at each table will then be asked to draw, with pencils, the object and the shading
they see from their view from their seat.
o Final Realistic Drawing Piece
Aesthetics:
• Have them look at their own objects and the objects of others and question why each
person may have picked that object. Due to curiosity? Or maybe emotion.
• Delve into the colors and shades; why did the student choose to use color rather than a
monochrome black and white drawing and vice versa. Or have the students decided on a
monochrome color palette and why might that be.
• How does the shading make them feel according to if a student decided on using an
images’ darker side rather than lighter and vice versa. Having them look at their value
scales they had drawn at the beginning and covering half with your hand discovering
what the darker and lighter sides make you feel.
