Part 4 – Project 1 – Exercise 2 – emphasising form with cloth

draped figure

This was quite a challenge as the forms of the folds over the body have very subtle shading.  Some areas of the figure work better than others.   Perhaps if I had chosen to work in pencil there would have been a larger repertoire of marks open to me.   The red chalk needed much more careful handling than I am capable of at this stage.

However I am pleased that the figure does seem to be there, sitting and not floating.


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.