Three Dimensional Art of Vertebrates and Invertebrates (2024)

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Introduction—

Drawing the human anatomy is probably one of the most fascinating areas of study to any student. Most students looking at a completed drawing will readily state that they could never draw like that. I intend to reinstate their confidence and convince most that they will be able to complete an anatomy drawing to suit their satisfaction.

Objectives—

(1) Students will be able to draw parts of the human body by using basic cylinder and sphere shapes.

(2) Students will gain knowledge of the human skeleton figure.

(3) Students will be able to make simple full-figure action drawings.

(4) Students will be able to draw in detail the hand, skull (head) and foot to create their own anatomical design.

Motivation—

(1) I will show the students several charts. Chart 1 the skeletal figure and chart 2 the basic proportions of the human figure.

(2) Show examples of figure drawings done by other students or masters. Goya and Rembrandt.

(3) The unit of study will be done in six sections that will gradually lead up to a full figure drawing.

Materials
Medium-Drawing (Pencil)

12 x 18 newsprint

Compass

12 x 18 white drawing paper

Erasers

Pencils

Colored Pencils, crayons

Procedure-(Six Part Lesson)

A. The Bone Structure: Basic Background

1. Distribute Vocabulary Handout #1 to each student. Go over all vocabulary terms. Students are expected to memorize these terms.

2. Using an adult skeleton model (borrow from the science department) introduce the students to a basic science background of the internal skeleton known asVertebrates.

____a. Facts: (Refer toThe Vertebrate Bodyby Romer)

________(1) There are over 200 bones in the human body.

________(2) The human body is divided on Morphology. Morphology depends on (a) genetics, (b) Mechanics and (c) Metabolism: good nutrition——Heavier bones.

________(3) Vertebrate = animals with backbone. The Axial skeleton.

________(4) Limbs arelong bonescalledAppendicularSkeleton. Inside thefemur(thigh bone) there is a bone marrow cavity. Most bones have bone marrow. Young people, have a large amount of bone marrow. As one becomes an adult, there will be a lesser amount of marrow and fluid (fats and lipid) will fill the cavity.

________(5) There are two ways bones may be joined. (refer to vocabulary handout #1)

____________(a)Articulation—it is the joint where one bone fits into another bone.

____________(b)Suturescan also join bones. They may be seen as a fine line———or a wavy line ~~~~~.

________(6)Ossificationis the cellular process in which bone tissues are created—cells secrete matrix. Matrix then has mineral within it. Matrix is organic material mainly protein, collagen, which becomes mineralized. “Hard” white = mineral that are used to create the bones and teeth.

________(7) Bone would not be bone without mineral.

________(8) Calcium is an essential element in the process of making bone mineral: (Ca5 (PO4)3 (OH) = Apatite)

________(9)Bonetissue is the store house for other elements used in metabolism, a composite that forms the structures called bones.

____3. Test—(Test Ditto #1) This is a duplicate of the vocabulary handout. Have the students label the skeletal forms as studied in the basic bone structure.

B.Project #1 Drawing: The Skull.

____1. Handout Practice Sheets #1 and #2 to each student.

____2. Handout 12 x 18 newsprint paper, pencil, compass, ruler and eraser to each student.

____3. To develop a good framework for drawing the skull have the students follow the step by step drawing on practice sheet #1.

________(a) notice that it is important in step 1 to make a full circle using a compass. Using the ruler equally divide the sphere into four quarters.

________(b) Step 2, working the upper left quarter, place in lines 1—3. Follow lines 4—7 into the lower left quarter. Lines 8—10 will be drawn next in the lower right quarters. The quarters allow the students to develop the correct proportions in drawing the skull.

________(c) Once again, break down the remaining lines 12-16, according to the quarter in which they fall.

________(d) In steps 4, 5 and 6 line is used to create the three-dimensional image to complete the skull.

____4. Students should practice drawing the side profile until they feel they can make a final drawing on a large sheet of white drawing paper.

____5. Repeat the process for the front view of the skull using Practice handout #2.

____6. Have the students display their work on a bulletin board in the classroom.

____7. This should take approximately 5 class periods (1 week).

C. Project #2—The Neck and The Head—Draw with Pencil and crayon

1. Distribute Practice Sheets #3 and #4. It is important at this point to indicate that muscles generally fill the space between the bone and the outer skin. In this exercise the students will have the ability to add main muscles, to a step by step drawing instruction, that will shape up the skull and neck to resemble that of a human head.

2. Distribute: newsprint paper, pencil, crayon, ruler, eraser, compass to each student.

3. Refer to practice sheet #3. Begin with step 1 and follow through to step #6. Remember to use the quarters to keep proportions in line. There is no need to repeat the sphere six times, duplicating what is on the practice sheet. Work from the same circle and complete all 6 steps in that sphere.

4. Repeat the process for practice sheet #4. Make sure in both, line is being used to indicate the flow of the different muscles.

5. Take a large sheet of white paper and draw a front and side view of the head, neck and face showing muscle. This will be the students finished drawing.

6. Allotted time: one week.

D.Project #3—Humerus to Phalanges—Pencil Sketching

1. Refer to vocabulary handout #1. Students should be made aware of the three basic sections of the armbone. To draw them in proportion to one another, notice the proportions (illustrate with body bend). The humerus is slightly longer than the ulna and radius bones. It would be wise for the student to measure these two distances an mark them with a dash or a short horizontal line. The length of the wrist and hand is only 3/4 of the length of the ulna and radius. This should also be marked.

2. Pass out a piece of newsprint for practice.

3. Students should begin at the top of the humerus and sketch down. Shading, using the side of the pencil or by using small variable lines, can be applied to give the three-dimensional effect of the bones.

4. The Ulna and radius bones should articulate from the Elbow, the bottom part of the humerus bone.

5. When drawing the finger bones; the phalanges, note that each finger has three sections where they bend. The thumb has only two sections. Have the students look at one of their hands. At this time, make note of keeping the fingers in proportion as they are sketching. The bends in each finger will aid in drawing them.

6. Final copy: white paper 12 x 18, using pencil, colored pencils, crayons and eraser.

7. Critique—Class discussion. Have the students display all their drawings on the bulletin. Allow them to discuss their feelings about drawing this section of the anatomy.

E. Project #4—The Arm and Hand—Pencil with Pen and waterproof drawing ink

Motivation-

1. Introduce the fourth part of anatomy by having the students look at their own arm and hand. Indicate that the bone structure drawn in the previous lesson can now be applied to drawing the arm and hand as we see it.

2. Have the students form a circle around you and demonstrate drawing the hand.

Procedure-

1. Distribute a large sheet of newsprint paper. Allow the students to sketch one of their own arms and hand.

2. Make sure they are marking the distances between the humerus, the ulna and radius and the metacarpals and phalanges. (Math input—use real measurements)

3. Students may wish to place a piece of paper over the bone sketches from the previous lesson to draw in the exterior lines. Handout practice sheet #5 to each student. Refer to the different sketches of the hands.

4. When the student is ready to start drawing the final copy, distribute 12 x 18 white drawing paper, pencil, eraser, pen and waterproof drawing ink. The student will make a series of anatomical sketches to create a simple design.

5. The finished drawing should be outlines by using a pen and waterproof drawing ink (assorted colors).

6. Drawings will be displayed in the classroom.

7. Time allotted: one week.

F. Project #5—TheFemur (Thigh Bone) and Foot—Pencil Sketches

Motivation—Drawing the femur and foot bones are much like drawing the arm-bone. In comparison to the arm bones, the leg also has joints to allow for bending and movement. There is also three divided sections and should be marked as done for in project #3.

Procedure—

1. Refer to the drawing on Vocabulary handout #1.

2. Distribute pencil, erasers, rulers and newsprint paper.

3. Loosely sketch the shape of the femur, patella (knee bone) and fibula and tibula.

4. If necessary refer to the skeleton in class to see which way the bones would face if drawn front view.

5. After a few sketches begin to draw on white drawing paper.

6. Place in the horizontal guide lines that will indicate the length of each section (as done in the arm-bone drawings).

7. Begin to draw. Use small uneven lines or the side of a pencil to shade. This will provide a three-dimensional drawing on a flat surface.

8. The project should take 1 week.

G.Simplified Anatomical Figure Drawing Pencil/Crayon

Motivation—

Students will be allowed to draw anatomical drawings by using a simple blocking or abstract lines to create their own skeletal sketches. Allow the students to trace over photographs, drawings and magazine pictures to simplify the study of a full figure drawing.

Materials—

	Newsprint 12 x 18	crayon
	White drawing paper	colored pencils
	pencil	ruler
	eraser

Procedure—

1. Sketch on the blackboard stick figures in different positions.Use the basic farms in line ta draw these sketches.

____Ex.

____examples:

(all sketches are copied fromAnatomyby Walter T. Foster)

2. Handout Practice Sheet #6 (Basic Drawing Proportions). Students should be made aware that an adult is approximately 8 heads high. Using circle and cylinder shapes the proportions can be drawn quickly and accurately.

3. Have students take turns being a model. Have one 40 minute class period of quick 5 minute sketches of different students in the roam, Begin with a simple standing pose and gradually work into a more difficult position.

4, Distribute Vocabulary handout #2 to each student. Up until this point, it was not necessary ta fill in the facial features. Students should practice drawing the shape of the head, dividing it into sections and practicing the eyes, nose and lip examples on the handout. The handout should be explained in class before allowing the students to draw.

5. By applying what was learned in project #1, the students should relate back to the skull. It should be easy to draw a face from a magazine ar photograph. Have the students do a few sketches to get use to working on facial features.

6.Final Drawing.Ask the students to bring in a picture of themselves. Each student will draw on white drawing paper, a self-portrait. The project should include a full skeletal figure that shows the human body parts drawn in proportion which will shaw the students’ knowledge received regarding drawing the human anatomy.