Unit 75: Drawing From Observation - Pearson
Unit 75:Drawing from ObservationUnit code:T/502/5514QCF Level 3:BTEC NationalCredit value:10Guided learning hours: 60Aim and purposeIn this unit learners will develop the skills associated with drawing from observation and explore a variety ofrecording media.Unit introductionArtists and designers use drawing from observation to develop skills in recording, to extend personal visuallanguage and as a way of exploring subject matter and ideas. Within the wide spectrum of activities that existunder the ‘umbrella’ of art, craft and design, there is a consistent requirement for practitioners to be able torecord from subject matter. Artists may decide to base their output on this activity; designers may use theseskills to broaden their visual vocabulary on and use the drawing skills developed in the process to enhancethe presentation of ideas to clients. Drawing from observation can be used as a vehicle for enquiry andinvestigation, and can encourage fluid and tactile thinking. Artists such as David Hockney and Henri Matissehave used drawing from observation as an integral way of working and developing their personal visuallanguage.In this unit learners will have opportunities to develop drawing skills related directly to observational work.These will include different techniques for developing compositions, attaining accuracy, exploring personalideas and training the eye. Observing directly requires a focused attitude to using the eye to probe the formof the subject. Learners will undertake a series of activities to support this, and expand the range of potentialsubject matter for analysis.Drawing can also be used as a vehicle for self-expression, and learners may develop personal work thatextends observation through a series of developmental stages. This may open up opportunities for futurework using drawing-based media, or provide ideas that can be translated into other media.Learning outcomesOn completion of this unit a learner should:1Be able to use observation techniques2Be able to use drawing techniques and media3Be able to produce finished work based on observational drawing4Understand the use of observational drawing.Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 20091
Unit content1 Be able to use observation techniquesObservation techniques: eg measuring, using scales, constructing, comparing sizes, short pose figuredrawing, long pose figure drawing, drawing without looking at the page, recording texture, vanishingpoints, perspective, aerial perspective, composition, viewfinders2 Be able to use drawing techniques and mediaDrawing techniques: eg line, tone, shading, blending, stippling, mark-making; composition, constructionlines, boxing up, centre lines, tonal graduation, colour graduation, mixed mediaMedia: eg pencil, pen, inks, paint, charcoal, pastel, mixed media, digitalDrawings: eg sketches, preliminary studies, sustained studies, short poses, life model, portrait studies, stilllife, studio set ups, interiors, landscapes, urban environment, architectural studies3 Be able to produce finished work based on observational drawingFinished work: fully observed eg life drawing, portraits, environments, interiors, functional objects,machinery, still life, landscapes, townscapes, architectural, anatomical; partially observed eg preparatorystudy, underdrawing, working drawing, revisiting, visualisation, for other work4 Understand the use of observational drawingUse of observational drawing: own work eg evaluate, analyse, review, techniques, successes, difficulties,solutions, revisions, preliminary studies, development; record eg annotation, plans, conclusions,work journal; present eg findings, presentation, group critique; others’ work: eg purpose, techniques,processes, preliminary studies for larger works, investigation; formal elements eg form, texture, surface,contrast, colour; subject matter eg architecture, the figure, environment, abstract2Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 2009
Assessment and grading criteriaIn order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate thatthey can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe thelevel of achievement required to pass this unit.Assessment and grading criteriaTo achieve a pass grade theevidence must show that thelearner is able to:To achieve a merit grade theevidence must show that, inaddition to the pass criteria,the learner is able to:To achieve a distinction gradethe evidence must show that,in addition to the pass andmerit criteria, the learner isable to:P1use observational techniques[CT]M1 demonstrate effective useof observation techniquesconsistentlyD1independently demonstrateinformed use of observationtechniquesP2use drawing techniques andmedia[CT, CT]M2 use diverse drawingtechniques and mediapurposefully and effectivelyD2use diverse drawingtechniques and mediaimaginatively with fluenttechnical controlP3produce finished work basedon observational drawing[SM]M3 produce a coherent setof finished work thatdemonstrates consistentand effective observationaldrawingD3produce a comprehensiveset of finished work thatdemonstrates perceptive andinnovative observationP4review observationaldrawing.[IE, RL]M4 analyse observational drawing D4purposefully.independently evaluateobservational drawing.PLTS: This summary references where applicable, in the square brackets, the elements of the personal,learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrateeffective application of the referenced elements of the skills.KeyIE – independent enquirersRL – reflective learnersSM – self-managersCT – creative thinkersTW – team workersEP – effective participatorsEdexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 20093
Essential guidance for tutorsDeliveryDelivery of this unit focuses on developing of techniques used in observational drawing. This is an approach torecording visual information that is important across all disciplines in art, craft and design. Learners should havethe opportunity to explore drawing from observation in a variety of scenarios including life drawing, studio setups and environments. Drawing techniques and use of media will also feature in the delivery.Tutors delivering this unit should provide opportunities for learners to review the observational drawingsof others, in order to learn about techniques and provide a basis for applying and exploring their ownideas. Assignment 1 in the Outline learning plan may be used as an introduction to the unit and would relatespecifically to learning outcome 4. Learners should gather information on artists that have used observationaldrawing as an integral part of their working practice, and consider the techniques and media they haveused. Tutors can define the scope of different approaches by showing learners a broad range of examples,from observation used as a way of extending personal expression to examples where total accuracy, notexpression, is the aim.Learning outcome 1 can be delivered through Assignment 2 in the Outline learning plan, where tutorsdemonstrate specific techniques in relation to studio set ups and controlled subjects. Use of the life modelin this case would provide opportunities for tutors to explain how observation techniques are applied inobserving the proportions of the figure, using a blend of handouts and practical demonstrations that showtechniques such as using plum lines, measuring and scaling. Tutors should steer away from teaching thislearning outcome as a series of purely technical exercises. There are opportunities for tutors to encouragelearners to work in more fluid, intuitive ways, provided that they are still developing observational skills.Some learners may become bogged down using techniques such as measuring over a long period of time,so tutors should also explore other approaches. With the figure, these could include learners observingthe figure closely for five or so minutes without drawing, the figure retiring and learners working from theirmemory of the observation to draw the figure. Other approaches could involve drawing without looking atthe page or producing drawings that follow a slowly moving figure. Alternatively, learners may work from aseries of objects, involving an analysis of the composite parts and forms that make up the pieces. In this way,learners may be able to use observational drawing techniques to probe the complexities of form in a varietyof functional objects.Learning outcome 2 and learning outcome 3 are linked, in that learners should apply and develop the ideasand techniques seen and experienced in Assignment 2. The third assignment in the Outline learning plan isan opportunity for learners to work in a more concentrated way, exploring the techniques alongside specificmaterials and drawing media. Learners need to produce a related series of substantial drawings developingtheir earlier explorations and experiences. The work may be a set of drawings, based on studies of a buildingor the human figure, where a series of short studies of details, lighting effects, different angles and experimentswith composition are developed into a more resolved work. In some cases this development will involvelearners acquiring a higher level of skill and understanding when applying techniques. This may providescope for drawing-based work that is more personal and allows individual interpretation to be applied to thesubjects. The unit concludes with learners evaluating their use of observational drawing techniques. A groupcritique and exhibition would allow learners to present their ‘journey’ through the unit. Notes and reviewswritten up in work journals and sketchbooks should be used to support the evaluation.4Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 2009
Outline learning planThe outline learning plan has been included in this unit as guidance and can be used in conjunction with theprogramme of suggested assignments.The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.Topic and suggested assignments/activities and/assessmentGroup introduction to unit and structure of the programme.Assignment 1: Observation Techniques Used by OthersGroup-based read through of assignment and description of techniques to be reviewed. Presentation on drawingstyles, looking at the work of others.Learners to make notes and compile information in work journals, learners continue research in own time.Assignment 2: Using Drawing TechniquesGroup-based read through of assignment. Series of tutor demonstrations followed by learner practise, all basedon studio set ups/sessions with life figure to include: measuring (the principles) construction lines – how to draw/use comparing sizes and points/alternative ways to measure set exercises – short and long drawings drawing without looking at the page learner evaluation of results.Assignment 3: Developing Drawing TechniquesExperimenting and testing: controlling and exploiting line tonal values and applying tone using colour – recognition/application mark-making/mixed media short group critique.Assessment – interim grade.Assignment 4: Producing Finished DrawingsGroup read through of assignment: identify subject/themes – group or individual ensure required subjects/themes are sourced produce drawings independently evaluate drawings at group critique and assessment.Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 20095
AssessmentAssessment will feature practical work produced in studio sessions, notes from tutor presentations anddemonstrations, and evidence of learner review and evaluation of their own drawing and that of others.Regular group critiques can be used as a way of highlighting good working practice using strong examplesof learner work. Pass level work will engage with the tasks and show control over the drawing techniquesstudied and applied. Work for P1 will apply a basic level of skill in using observational techniques. For P2,learners will be able use the drawing techniques covered in Assignments 2 and 3 in a basic manner, withoutattaining the degree of effectiveness or fluency of the higher grades. Methods used for observing will beunderstood but not applied or developed consistently or independently. For P3, learners will apply theirknowledge of drawing techniques and observation to produce a competent set of drawings that will beresolved but not particularly effective. There may be inconsistencies in their approach to applying drawingtechniques. When working to P4, learners will show an ability to review work in line with their practicalefforts, drawing some comparisons with the work of others, for example learners will be able to recognisedrawing techniques used by others. This review will lack the sense of purpose and effective insight evidencedin the higher grades.Merit level work will show consistent effectiveness and understanding in applying observational drawingtechniques across the portfolio of work. For M1, learners will combine their use of observational and drawingtechniques to produce a set of drawings that are consistently effective. For M2, learners will be able to usethese drawing techniques and media with a stronger sense of purpose than work at pass level. For M3,drawing techniques will be applied effectively in tandem with a consistent approach to observation. For M4,learner analysis of their own and others’ drawings will be informed and purposeful. Understanding gained incomparing drawing techniques used by others may be carried through to learners’ own practical work. Thelevel of insight in the evaluation will be purposeful.Distinction level work will demonstrate independence, perceptive understanding and fluent technical controlacross the portfolio of work. Work produced for D1 will evidence an informed approach to observing detailin the chosen subject matter. Work for D2 will combine drawing techniques and media imaginatively toproduce sophisticated outcomes. For D3, finished drawings will be fully realised and show innovation in theuse of media and techniques. There will be stronger sense of individual purpose in this level of work thanin the lower grades. Evaluations produced for D4 will show a high level of perception, with links betweenobservation, drawing techniques and media explained clearly. Conclusions on work produced will againrepresent a high level of perception.6Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 2009
Programme of suggested assignmentsThe table below shows a programme of suggested assignments that cover the pass, merit and distinctioncriteria in the assessment and grading grid. This is for guidance and it is recommended that centres eitherwrite their own assignments or adapt any Edexcel assignments to meet local needs and resources.Criteria coveredAssignment titleP4, M4, D4Assignment 1:P1, M1, D1Assignment 2:P2, M2, D2ScenarioAssessment methodAn illustrator is developingPortfolio of evidence consistingObservation Techniques their portfolio by broadening of:Used by Otherstheir range of drawing work journals, containingstyles. They are researchingnotesdrawing styles andtechniques used by others to independent researchwork, sketchesgather information. This willinform their development. completed review ofworking practices of artists.Using DrawingTechniquesAn artist is exploring different Portfolio of evidence consistingdrawing techniques andof:establishing those that work journals/sketchbooksrelate most closely to theircontaining notes from tutorintentions.demonstrations P1, M1, D1P2, M2, D2P3, M3, D3Assignment 3:Developing DrawingTechniquesA designer is exploringthe role drawing can playin their work, notably thedesign process. They areexperimenting with differenttechniques and evaluatingthe results. P2, M2, D2P3, M3, D3P4, M4, D4Assignment 4:Producing FinishedDrawingsreview of workingpractices.Portfolio of evidence consistingof: P1, M1, D1drawings includingpreliminary work, shortposes and exerciseswork journals/sketchbookscontaining notespreliminary workexploration of drawingmediatutor observation of studiopracticepractical workreview of workingpractices.An artist is developing work Portfolio of evidence consistingbased on a self-generatedof:brief towards exhibiting work work journals/sketchbooksat a group-based show oncontaining notesthe theme of drawing. tutor observation of studiopractice Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 2009finished practical workpresentation and finalreview of workingpractices.7
Links to National Occupational Standards, other BTEC units, other BTECqualifications and other relevant units and qualificationsThis unit forms part of the BTEC Art and Design sector suite. This unit has particular links with the followingunit titles in the BTEC Art and Design suite:Level 1Level 2Level 3Explore Drawing2D Visual CommunicationVisual Recording in Art and DesignNational Occupational StandardsThis unit also provides development opportunities for some of the underpinning skills, knowledge andunderstanding of the following National Occupational Standards:CCSkills Sector Skills CouncilDesign (revisions in draft form June 2009) DES1 Apply research on the history and theory of design to your own design activities DES2 Apply design industry knowledge to inform your own design work practice and work DES3 Use critical thinking techniques in your design work DES5 Follow a design process DES6 Work effectively with others in a creative environment DES7 Contribute to the production of prototypes, models, mock-ups, samples or test pieces DES8 Explore the use of colour in a creative environment DES9 Research, test and apply techniques for the design of products DES10 Create visual designs DES12 Make a presentation DES18 Interpret the design brief and follow the design process DES21 Articulate, present and debate ideas in a creative environment DES28 Developing your own design offer DES32 Apply concepts and theories of creativity and innovation to your own design work DES36 Develop and extend your design skills and practicesEssential resourcesLearners will require access to a drawing studio where they can explore different drawing approaches.If available, a life room would provide an ideal setting for delivering the exercise elements of this unit.Alternatively, a general studio may be used, provided learners have enough room to be able to step backfrom their drawings and consider them fully. Props for still life work and general drawing resources are alsoessential. Learners may require larger work areas and boards if they are developing drawings that are largescale and experimental. An area for display and group critiques would also be an advantage.8Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 2009
Employer engagement and vocational contextsLocal artist or artists groups may be able to come in to the centre and support this unit. Alternatively,exhibitions where artists may provide drawing-based workshops may be useful, notably if these artists areexploring alternative approaches to observing and recording. Live or client projects may be used providing theclient is requesting work in drawing formats, and learners can explore observational drawing techniques suchas architectural or interiors-based projects.Links with employers are essential to delivery of the programme in terms of work experience and futureemployment.Vocational learning support resources include: Learning and Skills Network – www.vocationallearning.org.ukBusiness and finance advice: local and regional Business Links – www.businesslink.gov.ukAssignments should be vocationally relevant. Centres should consider the delivery of ‘live projects’ to supportthe vocational content of the unit and programme.Creative & Cultural Skills (www.ccskills.org.uk), the sector skills council for arts, crafts and design havelaunched the web portal Creative Choices (www.creative-choices.co.uk). This portal has a range ofinformation about careers in the arts, crafts and design sector, including job descriptions.Indicative reading for learnersTextbooksBeverly Hale R – Drawing Lessons from the Great Masters (Watson-Guptill, 1989) ISBN 978-0823014019Cole R – Perspective for Artists (Dover Publications Inc, 1976) ISBN 978-0486224879Harrison H – The Encyclopedia of Drawing Techniques (Headline, 2004) ISBN 978-1844480197Muybridge E – The Human Figure in Motion (Dover, 2000) ISBN 978-0486202044New J – Drawing from Life: The Journal as Art (Princeton Architectural Press, 2005) ISBN 9781568984452Raynes J – The Complete Guide to Perspective (F & W Publications, 2008) ISBN 978-1906388164Simpson I – Drawing, Seeing and Observation (A&C Black, 2003) ISBN ing.htmlContextual links associated with drawingwww.dmoz.org/Arts/Visual Arts/DrawingOpen directory on links related to drawingwww.gpsdrawing.com/info.htmlDrawings made by Jeremy Wood using GPSwww.thebigdraw.org.uk/home/index.aspxCampaign for Drawing websiteEdexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 20099
Delivery of personal, learning and thinking skillsThe table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have beenincluded within the pass assessment criteria of this unit.SkillWhen learners are Independent enquirersresearching ideas and information about artists and drawingrecording information about drawing techniquesCreative thinkersexploring different approaches to combining drawing media and techniquesapplying techniques in practical drawing sessionsReflective learnersrecognising links between techniques and artists’ treatment of subjectsevaluating own working practices and final outcomesevaluating others, working practices and final outcomesSelf-managersmanaging time to complete finished drawings.Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are furtheropportunities to develop a range of PLTS through various approaches to teaching and learning.SkillWhen learners are Independent enquirersconsidering the reasons artists use specific drawing techniquescollating research materialsCreative thinkersreviewing ideas about drawing and refining these ideas through practicalapplicationReflective learnersmaking links between own work and that of others.10Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 2009
Functional Skills – Level 2SkillWhen learners are ICT – Find and select informationAccess, search for, select and use ICTbased information and evaluate its fitness forpurposeEnglishReading – compare, select, read andunderstand texts and use them to gatherinformation, ideas, arguments and opinionsWriting – write documents, includingextended writing pieces, communicatinginformation, ideas and opinions, effectivelyand persuasivelysourcing information from websites and electronic publicationsabout drawing techniques and individual artistssourcing and reading information drawing and artistsreading and absorbing information about drawing techniquesrelating to media and materials to be usedgathering and recording relevant technical information aboutdrawing media, materials and techniquescompiling information from reviews.Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 Edexcel Limited 200911
drawing, long pose figure drawing, drawing without looking at the page, recording texture, vanishing points, perspective, aerial perspective, composition, viewfinders 2 Be able to use drawing techniques and media Drawing techniques: eg line, tone, shading,
Drawing Template and Sheet Format Drawing and Detailing with SolidWorks 2001/2001Plus PAGE 1-8 Drawing Template The foundation of a SolidWorks drawing is the Drawing Template. Drawing size, drawing standards, company information, manufacturing and or assembly requirements, units and other properties are defined in the Drawing Template.
2: Building Drawing and Unit 3: Mechanical Engineering Drawing. Three questions will be set on Building Drawing and three on Mechanical Engineering Drawing. Candidates must attempt two questions: one 2D working/assembly drawing and one 3D solid model design drawing (from area of choice). The working/assembly drawing
Drawing Block Title - 03 Grids 1:12 014200-003 Drawing Block Title - 04 Grids 1:16 014200-004 Drawing Block Title - 05 Grids 1:20 014200-005 Drawing Block Title - 06 Grids 1:24 014200-006 Drawing Block Title - 07 Grids 1:28 014200-007 Drawing Block Title - 08 Grids 1:32 014200-008 Drawing Block Title - 09 Grids 1:36 014200-009 Drawing Block .
a two-point perspective drawing a sectional drawing a planometric drawing an oblique drawing an isometric drawing a one-point perspective drawing 6 marks Instructions Answer all questions in the spaces provided. 3 2009 VISCOM EXAM . Shooting Star is a large observation wheel located on the waterfront of
A drawing that displays technical information to the reader through specific visuals, directions, notes, etc A good technical drawing should be informative, clear, NEAT, unambiguous and not cluttered. Drawing Basics Profile View . Drawing Basics Plan View Viewed from above . Drawing Basics FWD View (Bow view) FWD looking aft. Drawing Basics Section View Looking in direction .
Pencil drawing is a process, artists start drawing by making light outlines that help them create a drawing. You can also erase later on the outlines and people will hardly notice that the drawing came from simple lines. Using pencils in drawing is inexpensive because you will just need a pencil and paper to create a basic drawing.
Civil 3D Points or Drawing Points exist only in a single drawing; if the same point is needed in another drawing, it must be created in that drawing, as there is no way to expose Civil 3D Points or Drawing Points from drawing to drawing. Throughout this manual, we'll use the terms Civil 3D Points or
adventure tourism (ISO 21101 and TR 21102)2 addresses adventure travel specifically, and none of these standards or quality assurance systems cover all the aspects necessary for excellent adventure travel guiding. In the absence of a global qualification and performance standard, a variety of approaches to managing adventure travel guiding can be
