Lesson #4: Adding value to your sketch

Part of the unit: Drawing a Figure in a Setting |


How can we use a photograph as a resource for applying values to a sketch?
Students will be able to:
Identify student sketches that use a wide range of values
Use a photograph as the basis for applying values to a sketch.
Students will understand that:
A wide range of values creates form and depth.
12x16 student sketches, the photograph of a figure in a classroom setting, ebony pencils or conte crayon, kneaded erasers

Student photographs and sketches


Students should be asked to place their homework photograph and the shaded drawing they made of one section of it on their table. Each table should select the one drawing that demonstrates the widest range of values.  Students whose drawings were selected should be asked:

  • What challenges did you face in making this drawing?
  • How did you meet those challenges?

Using the sketch made in a prior lesson, the teacher should demonstrate how to begin to shade in one area.  The emphasis should be on matching the values seen in the original photograph.

Using their original photographs as reference, students should begin shading their line sketches to create three dimensional form and depth. 

Select a few drawings to display at the front of the room. 

  • Which drawings exhibit three dimensionality and depth?
  • How did the artist achieve that effect?

Research the sketchbooks and drawings of Georges Seurat on www.moma.org/exhibitions/2007/seurat/

  • What impressed you about Seurat's sketchbooks?
  • How are Seurat's drawings different from the drawings of Charles White and Edward Hopper?
  • Print out a favorite drawing to bring to class.  Why did you select this drawing?