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L E S S O N P L A N S F R O M
DRAWING WITH ENVELOPES
GRADES 6-8 / DRAWING
SUMMARY
This lesson explores what an envelope is, how to make a good
envelope, and how to apply envelopes in observation drawings.
Plate from the Charles Bargue Drawing Course
OBJECTIVES
Students will be able to identify what enve-lopes are, and what
makes good envelopes Students will practice making envelopes
Students will apply envelopes to observation drawings. Students
will be able to identify the use of envelopes in the work of other
artists
STANDARDS
This lesson meets National Arts Standards 1.a, 1.b, 2.a, 2.b,
2.c, 4.a
MATERIALS
Paper, Pencils, DaVinci Worksheet (attached), Prints of
Paintings (attached) Pint of Mush-rooms
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DRAWING WITH ENVELOPES
There are many advantages to understanding the concept of
envelopes. Envelopes allow artists to view the shapes of subjects
abstractly. They help artists set proportions for subjects at an
early stage in drawing, and focus attention on dominant angles in
the composition. In a drawing with several objects, envelopes
enable the artist to consider the group of objects as a whole
before considering the constituents of the group. This practice
respects the principle of working from general to specific, which
is very important when learning how to draw.
Equally important are mistakes that are avoided by using
envelopes. They prevent artists from using preconceived ideas of
what objects look like. For example, many people would draw an
apple by first making a circle and adding a line for a stem instead
of drawing what they really see. An envelope forces the artist to
find angles in the apple and draw a more accurate version of its
overall shape instead of what the artist believes an apple to look
like. An envelope also stops artists from focusing on tiny details
at the beginning stages of a drawing, which is a very difficult
habit for drawing students to overcome.
Classically trained artists often use envelopes and it is
helpful to study how and why they do so.
In the image to the right, Charles Bargue simplifies a foot by
using a triangular envelope. In this series of drawings, it is easy
to identify how this envelope helped
BACKGROUND INFORMATION
GRADES 6-8 / DRAWING
Artists sometimes begin by choosing an envelope that has a
specific shape and then develop a composition with it in mind. This
type of envelope often has a symbolic purpose that allows artists
to imbue their compositions with meaning. In the painting below,
Raphael uses a three-sided envelope and by placing all of his
figures within this triangle, he invokes the symbolism of the
trinity. Used in this way, the envelope adds a layer of meaning to
the painting.
the artist view the foot as a whole. It also helped him to
decide on proportions and to find smaller shapes within bigger,
more obvious shapes.
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DRAWING WITH ENVELOPES GRADES 6-8 / DRAWING
Other times an envelope is chosen by the artist for design
purposes before deciding on a subject. In the drawing below, Andrea
Schiavone starts with a triangular envelope in order to create
designs for an architectural element.
The following exercises are designed to teach students what
makes envelopes effective. They will also teach students how to
make good envelopes, how to apply knowledge of envelopes in simple
still life drawings, and how to synthesize this information into
more complex works.
Before attempting to make envelopes, it is important to
understand thoroughly what makes an envelope effective. A good
envelope uses the smallest number of lines possible to describe the
subject. A good envelope uses only the biggest or most obvious
lines. An artist who uses envelopes effectively thinks about
subjects as flat shapes instead of three-dimensional objects.
It is also very important to understand what an envelope should
not look like. It should not have interior lines nor have many
small lines. A good envelope does not include insignificant lines
or extra lines. It almost never has curved lines.
When making envelopes, experienced artists frequently cut off
portions of their subjects in order to conserve lines. Drawing
lines through portions of subjects is often unnerving to students
at first, but becomes second nature with practice.
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DRAWING WITH ENVELOPES
Show class the images of Raphael and Charles Bargue. Lead a
discussion about what an envelope is, and how and why each artist
uses an envelope (Refer to background information page in this
lesson plan).
STEP 2: Look at examples
Distribute DaVinci worksheet, and have each student practice
making envelopes using the worksheet as a guide.
STEP 3: Practice
Have students return to looking at their mushrooms. Give each
student a new piece of paper, and have them draw their mushrooms by
starting with an envelope.
STEP 4: Application
Have students combine their mushroom with their neighbors
mushroom, so that each student is looking at a grouping of two
mush-rooms. The mushrooms should be touching. Ask students to start
their drawings with an envelope that encompasses BOTH mush-rooms,
and then draw the mushrooms inside the envelope.
STEP 5: Build on the Skill
Have each set of partners join their mush-rooms with another set
of partners, so that every student is now looking at a grouping of
four mushrooms. The mushrooms should all be touching each other and
grouped closely. Have students draw this pile of mushrooms by
starting with an envelope.
STEP 6: Skill Building Cont.
GRADES 6-8 / DRAWING
Ask students to compare their final drawings with the first
drawing they did. Sample Ques-tions: Did you use a different
thought process with the last drawing than you did with the first?
What are advantages of using envelopes?What are disadvantages of
using envelopes? What types of drawing problems can be solved with
envelopes?
STEP 8: Compare & Contrast
This time, have each group of students move one of the mushrooms
from the pile so that it is not touching the other mushrooms. Have
students start a drawing of this grouping of mushrooms with an
envelope.
STEP 7: Final Skill Building
Give each student a mushroom, piece of paper, and pencil. Ask
students to draw their mush-room to the best of their ability.
STEP 1: What do you know now?
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
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DRAWING WITH ENVELOPES GRADES 6-8 / 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 envelopes.
3 points 4 points 5 pointsStraight Lines Envelope includes
curved lines.Envelope mostly uses straight lines.
Envelope uses only straight lines.
Small # of Lines Envelope uses many unnecessary lines.
Envelope uses almost the smallest possible number of lines.
Envelope uses the smallest possible number of lines.
Cropping Envelope does not crop tightly and/or include some
major parts of the grouping.
Envelope crops some-what tightly, and/or includes some of the
major parts of the grouping.
Envelope crops tightly to the grouping, with-out unnecessary
white space. The envelope includes all major parts of the
grouping.
Craftsmanship Student needs to more carefully consider
craftsmanship.
Student mostly dis-plays good craftsman-ship.
Drawing displays high level of craftsman-ship.
ASSESSMENT
This envelop is well done because it tightly crops the mushrooms
without cutting out too much information. It does not have extra
white space inside the envelope.
If one mushroom is not touching the others, it should be
included in the enve-lope. This envelope is well done because it
tightly crops the mushrooms without cutting out too much
information. It is acceptable to have some white space because the
envelope should include non-touching mushrooms.
is envelope is not well done because it crops out too much from
the pile of mush-rooms, and the envelope does not accurately
describe the overall shape of the mushroom pile.
is is a poor envelope because it leaves too much white space. It
does not crop tightly enough.
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DRAWING WITH ENVELOPES
ADDITIONAL RESOURCES
GRADES 6-8 / DRAWING
Art Renewal Center
Online Image Museumwww.artrenewal.org
Charles Bargue Drawing Course
Charles Bargue drawing course: with the col-laboration of
Jean-Leon GeromeCharles Bargue - Jean LeonGerome - 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
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Directions: Make an envelope around each of these DaVinci
drawings using the designated number of lines. Pick only the most
significant lines to use for your envelope. Remember that it is
okay to crop minor parts of an image, such as hair or tips of feet,
in order to simplify an envelope. Good envelopes should not use
curved lines, should not have interior lines, and should not
include insignificant lines. Before starting, study Example 1.
Notice that the envelope emphasizes the most important aspects of
the drawing and that it crops out some of the feet.
ENVELOPE WORKSHEET NAME:
DIRECTIONS: Make an envelope around each of these DaVinci
drawings using the designated number of lines. Pick only the most
significant lines to use for your envelope. Remember that it is
okay to crop minor parts of an image, such as hair or tips of feet
in order to simplify an envelope. Good envelopes should not use
curved lines, should not have interior lines, and should not
include insignificant lines. Before starting, study Example 1.
Notice that the envelope emphasizes the most important aspects of
the drawing and that it crops out a piece of hair.
EXAMPLE1. Use 4 lines
2. Use 4 lines 3. Use 4 lines
4. Use 5 lines 5. Use 3 lines 6. Use 3 lines
8. Use 4 lines 9. Use 3 lines
10. Use 5 lines
7. Use 5 lines
EXAMPLE 1
DRAWING WITH ENVELOPES
DAVINCI DRAWING WORKSHEET
GRADES 6-8 / DRAWING
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Madonna in the Meadow by Raphael
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Lithograph of a Foot from The Charles Bargue Drawing Course