L E S S O N P L A N S F R O M

“FINDING LINES”

GRADES 9-12 / DRAWING

SUMMARY

This lesson explores how artists use lines, and how to find the angle of lines when making artwork.

Detail of Two Dancers by Edgar Degas

OBJECTIVES

• Students will identify how Degas uses lines in his work• Students will explore techniques for finding angles of lines• Students will apply line-drawing techniques in their own works

STANDARDS

This lesson meets National Arts Standards 1.a, 1.b, 2.a, 3.a

MATERIALS

Paper, Pencils, Degas Worksheet (attached), Image of Two Dancers by Degas (attached), wooden bamboo skewers (available at most grocery stores) , nuts or bolts, string, plexiglass stand(s) (see Background Information Page), tutu (optional), ~5 wooden figure mannequins

“FINDING LINES”

When first considered, the concept of a line seems to be simple. After all, most people have been drawing lines since they were three – how hard could it be? However, this impression is highly deceptive, as many artists spend entire careers learning how to use lines effectively in their drawings. This is due to the number of artistic decisions that are made by drawing a single line in any given work. When drawing lines, artists must decide their angles, what they are describing (plane changes, meeting of lights and darks, contours, curves, or triangulated points), and what role they play in the overall design of a drawing (constructive, kinetic, or descriptive). Studying each of these linear characteristics builds skills needed to use lines intelligently and with purpose in a drawing.

Finding the Angle of a Line

Determining an angle for a particular line varies in difficulty. Some angles, such as those that are parallel to the picture plane, are usually easier to identify. Others, such as those receding into the picture plane, are much more difficult to determine. Sometimes lines are juxtaposed in a way that plays tricks on artists’ eyes. Because there are so many variations of lines, each one becomes its own problem to solve. This is why artists have many different methods to determine the angles of lines.

One method is to think of a line as a time of day on a traditional clock. If a point is placed on one end of the line in question in order to represent the center of a clock, what time would the other end point to? This method helps artists to think about the three-dimensional space they are trying to represent on paper in a two-dimensional manner. For example, the arm of the dancer in the

BACKGROUND INFORMATION

GRADES 9-12 / DRAWING

detail of Degas’ painting below is pointing to approximately 7 o-clock.

Using the clock method flattens the picture plane, making it easier for artists to find accurate angles when drawing. It also helps artists transpose what angles they see in their subjects to their paper accurately because they already have nuanced experience understanding the angles of different times on clocks.

Another way to find the angle of a line is to compare it to a perfect vertical. A perfect vertical can be created with a tool called a “plumb line.” A plumb line is a piece of string attached to a weight. When held up to the subject, the gravitational force on the weight of the plumb line forces the string to make a true vertical line. When held in front of a subject, this vertical reference line helps artists make

comparative judgments about the angles of their subjects. In the picture below, notice how the artist can compare the angle of the leg to the vertical line made by the plumb line.

Similar to using a plumb line, sometimes artists line up a pencil or bamboo skewer with the angle they are trying to discover.

“FINDING LINES” GRADES 9-12 / DRAWING

Sometimes artists place a piece of glass between themselves and their subjects in order to help them see angles. Artists can then draw the lines of their subjects directly on the glass. As an artist’s eye develops, the glass is used more for reference instead of drawing directly on it. Artists can press a straight pencil or skewer up against the glass at the same angle of a line they intend to draw, and then carefully transfer that angle to their paper with a pencil. This is an effective method for transferring a line found on the glass to an accurate line on paper. With practice, the glass becomes unnecessary as the artist’s eye is trained to see lines on a three-dimensional object in a flattened two-dimensional way.

The “glass” stand below was made with a piece of plexiglass and four corner brackets screwed together from each side. It cost approximately $6 worth of hardware materials to make.

“FINDING LINES”

Have students take turns wearing the tutu and posing using unusual arm and leg angles. Have other students use plumb lines (which can be made by tieing a piece of string to a nut or bolt) to compare the angles of arms and legs to a true vertical.

STEP 2: Get Your Ballerina On

Next, have students take turns looking through a piece of plexiglass at the person wearing the tutu. Have students press a skewer flat against the plexiglass at the same angle of their tutu-wearing classmate’s limbs.

STEP 3: Tutu Be Continued

Now that students have a variety of tools they can employ that help to find angles of lines, have them apply this skill in a drawing of wooden mannequins. Distribute one mannequin per grouping of students, and have students take turns posing the manne-quin. Have students draw the mannequins using all straight lines. Ask them to do their best to find accurate line angles of the limbs. They can use the clock method, skewers, plumb lines, or plexi-glass to draw accurate angles.

STEP 5: Build on the Skill

GRADES 9-12 / DRAWING

Have students walk around room and look at other students’ work. Lead a discussion using these questions as a starting point:

• Did you use a different thought process with this drawing than you have with previous drawings?

• What are advantages of using tools to find accurate lines?

•What are disadvantages of using tools to find accurate lines?

• What types of drawing problems can be solved with line-finding tools?

• If you could start your drawing over again, what would you do differently?

• Is there something about a classmate’s draw-ing that you really like?

STEP 8: Critique

Model the clock method for identifying line angles. Have students practice this method by completing the Degas Clock Worksheet.

STEP 1: Learning About Lines

Display the artwork. Students do their best work when they know that others will see and respond to it.

STEP 10: Display Artwork

Please see assessment page in the lesson plan.

STEP 9: Complete Assessment

“FINDING LINES” GRADES 9-12 / DRAWING

Assessments are one of the most important tools educators have at their disposal when teaching skill-based learning. Students need specific feedback in order to learn and understand advanced drawing skills. Use this rubric, or write one of your own, to evaluate how well students understand the concept of line angles.

3 points 4 points 5 pointsAccuracy of Line Angles

Line angles are accu-rate within 15 degrees or more.

Line angles are ac-curate within 10 degrees.

Line angles are accu-rate within 5 degrees.

Use of tools Student rarely em-ploys tools to find accurate line angles.

Students sometimes employs tools to find accurate line angles.

Student competently employs tools to find accurate line angles.

Straight Lines Drawing sometimes uses straight lines.

Drawing mostly uses straight lines.

Drawing uses only straight lines.

Craftsmanship Student needs to more carefully consider craftsmanship.

Student mostly dis-plays good craftsman-ship.

Drawing displays high level of craftsman-ship.

ASSESSMENT

This example does not show an understanding of how to find accu-rate line angles. Most of the straight lines are inaccurate by more than ten degrees. This example does not use straight lines, which makes it difficult to understand if the student can ac-curately observe line angles or not.

This example show an understanding of how to find accurate line angles. It uses straight lines so that the angles are precise. The line angles are accu-rate to within 5 degrees.

“FINDING LINES”

ADDITIONAL RESOURCES

GRADES 9-12 / DRAWING

Art Renewal Center

Online Image Museumwww.artrenewal.org

Charles Bargue Drawing Course

Charles Bargue drawing course: with the col-laboration of Jean-Léon GérômeCharles Bargue - Jean LéonGérôme - Ger-ald M.Ackerman - Graydon Parrish - ACR Edition - 2003

Classical Drawing Atelier: A Contemporary Guide to Traditional Studio Practice

Juliette Aristides - Watson-Guptill Publica-tions - 2006

Lessons in Classical Drawing: Essential Techniques from Inside the Atelier

Juliette Aristides - Watson-Guptill Publica-tions - 2011

Measuring Methods for Artistsby Larry Withers FormatDVD

Cast Drawing Using the Sight-Size Approach

Darren R.Rousar - Velatura Press LLC - 2007

Directions: Look carefully at the clock hands on the Degas painting of two dancers below. In the blank space next to each number, write the time of day each clock hand is representing. For example, the answer to number one is seven o’ clock, as pictured to the right.

“FINDING LINES”

DEGAS CLOCK WORKSHEET

GRADES 9-12 / DRAWING

1 2 3

4

5

67

89

1. 7 o’ clock

2. ___________

3. ___________

4. ___________

5. ___________

6. ___________

Did you notice that numbers 1 and 8 are the same, and that numbers 9 and five are the same? This is because classically trained artists frequently use repeating parallel lines in an artwork in order to create strength and structure.

7. ___________

8. ___________

9. ___________

Lithograph of a Foot from The Charles Bargue Drawing Course

Two

Dan

cers

by

Edga

r Deg

as