Part 4 – Project 2 – Proportion – Exercise 1 Quick Studies

5 min study 1

Above is the first 5 minute study.  I was using pencil and trying to get the sense of slump in the figure.  There is weight in the folds of the torso and the back.

5 min study 2

Using charcoal and conte stick endeavouring this time to use tone to build the shapes of the model.   Although this is not accurate in terms of proportion some of the marks and contrasts are more interesting than in the first 5 minute sketch.

5 min study 3

The 3rd 5 minute pencil sketch of a crouching figure.   I like the dynamism of the lines although it is more outline than solid form.

5 min study 4

Standing figure drawn with pencil lines for 5 minutes.  Although it is also just lines like the previous sketch it feels more solid and with weight.

10 min study 4

With the last 5 minute sketch endeavouring to make the outlines more interesting and visceral.

10 min study 1

There are 3 10 minute sketches for a longer sketch later in the session.   Worked with pencil, then conte and finally charcoal.

10 min study 2


10 min study 3

I found it a very awkward pose as one leg is not visible and the width and length of the back difficult to define.   I didn’t measure any of these but continued to lay them down quickly.

35 minute study

This final drawing of the pose was for 35 minutes.   I should have done more measuring and checked the angles and relationships of the limbs etc. However I enjoyed and had more success in building up tonal layers creating more weight to parts of the drawing. Used all the drawing materials on this single drawing.

10 minute study 4

Quick 10 minute tonal study  – this perhaps works better because it has context i.e. something for the model to sit on and the background.

6 min end of session

Final 6 minute study where I tried not to draw outline and create less marks and be more thoughtful about what to include.


  • It is difficult not to just draw outline
  • I found it a challenge whether to measure proportion or just go for immediate response especially with the quick sketches
  • Less is more in a lot of cases but need to build discipline in order to hold myself back
  • I enjoy the darker media especially the conte sticks rather than pencil – makes it easier to create weight and tone to the drawings.
  • Need to remember to include some context in the drawing – background, seating etc which helps to begin to develop a sense of place to the sketches.



Part 4 – Project 1 – Exercise 1 – Drawing Fabric Using Line and Tone

draped chair line

I found this really interesting in that it was very difficult to establish the line and folds of the cloth as it sits on the chair. Particularly as I was able to draw the chair accurately – probably because of all the still life work in previous sections of the course.

draped chair tone

Accuracy and spontaneity are still the juxtapositions that I am finding difficult.   How to look and how to act when it comes to drawing the lines/tones etc.   More effective looking needed as well as specific mark making and less of it. Also not enough variety of mark .

folds study 1

Trying different mark making materials was interesting.    Top left is red chalk pencil which I think is quite successful as it builds up. However I respond to the more textural qualities of the green biro, black pen and water soluble pencil too.

fold studies 2

Top left, conte crayons on black paper I think manages to evoke volume as does the water soluble coloured crayons on the right.   Oil pastels on the lower right are less successful at this scale but might work on larger.


Yet another area to capture with its own specific requirements.   As I work through the components of the course I am more and more aware of how extensive the drawing vocabulary can be.   It could be a life’s work just staying with one type of subject matter or one type of materials.  The choice is endless and it is often easy to loose concentration in the variety of choices that are available.

  • Try to become more and more discerning about what to use and what I am trying to achieve.
  • What do they say make SMART objectives:-
    • S – Specific – What materials, support etc?
    • M – Measurable – What am I trying to achieve, learn, solve etc?
    • A – Attainable – Given this is an exercise, assignment etc not the whole degree how do I judge progress?
    • R – Relevant – Read the instructions and follow
    • T – Timely – Don’t dwell on any area too long. Log the progress/strengths/weaknesses and move on.
  • Find a way to capture learning and apply.