D R AW I N G H A N D S Grades 3-8/Drawing Hands

“Drawing Hands”
Lesson plan designed for DVI by
Camilla S. Haneberg

approach drawing any form, i.e. starting

with the notional space, envelope, divid-
ing space into progressively smaller and
smaller shapes using follow through lines
that eventually become a contour. This
process comes with intense observation
and checking and rechecking and recheck-
ing angles...and lots of erasing and revis-
ing.
But oh my, the finished product can be so
lovely that it makes it all worthwhile.

This lesson on practicing drawing hands

will break down the process of drawing
hands into achievable steps that will result
in a realistic contour drawing.
Boy’s Hands, Albrecht Durer
OBJECTIVES
SUMMARY
• explore the various steps that a draw-
ing goes through to assure a realistic
Most beginning artists (and some seasoned image
artists) know how challenging drawing • experiment with drawing using: a no-
hands can be. Of course, like anything tional space box, an envelope, follow
else it gets easier with practice. The truth through lines, observation and revi-
of the matter is that hands are complicat- sion, and lastly a contour drawing
ed forms with many very specific angles • drawing from a Bargue plate, a silly
arranged in a beautiful and functional way. hand and from a live model’s hands
Continuing in the Atelier fashion we can
approach the hand in the same way we

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“D raw in g Ha nds” Grades 3-8/Drawing Hands

STANDARDS Once the students have seen the Key-

note presentation and have looked at and
NATIONAL ART STANDARDS: discussed the master’s drawings of hands,
VA: Cr2.2.3a review the Keynote again, stopping at the
VA: Cr2.2.4a first step which is the notional space box.
VA: Cr2.2.5a Distribute a copy of the Bargue plate de-
VA: Cr2.2.6a tail, an 8 1/2 X 11” piece of drawing paper,
VA: Cr2.2.7a drawing pencil and eraser to each student.
VA: Cr2.2.8a If you do not have access to projecting the
Keynote, then you can demonstrate the
steps by making an 11 X 17” copy of the
VA:Re.7.1.3a detail and posting it somewhere visible to
VA:Re.7.1.4a all students.
VA:Re.7.1.5a The attached rubric covers each step of
VA:Re.7.1.6a the drawing. You can save it for the end
VA:Re.7.1.7a of the drawing, or use it intermittantly,
VA:Re.7.1.8a checking each step of the process as you
go. If you make a copy and distribute
the rubric along with the drawing materi-
als, the student can use the rubric for self
ACTIVITY 1: analysis and encouragement for success
on each step (as the steps start easier and
BARGUE PLATE 16 DRAWING
become more difficult.) The rubric can
The first activity uses a copy of the Bar-
be paper clipped to the drawing and filled
gue plate 1, 16 as the subject. Make one
out throughout the process by you or the
copy per student of the detail of Bargue
student, or both.
plate 1, 16 labeled A1 in the attached
Continue through the steps of the drawing
handouts.
process, mingling and offering critique and
The students will watch the attached Key-
encouragement to support what is not an
note presentation called “Drawing Hands”.
easy process.
This presentation shows the steps to follow
Note: Depending on your student’s grade
to draw a copy of the Bargue plate (notion-
level, skill level, persistence and physical
al space, envelope, follow through lines,
capabilities, students that are reaching
revisions, contour).
a high point of frustration can actually
Make two copies of each of the other A1
put the drawing paper over the top of the
handouts of the master drawings of hands.
Bargue copy and put it up to a window and
Group students and rotate the examples
draw the angled lines with your direction.
of masters drawings from group to group.
If it was me, I would work individually
Ask groups to discuss how they think the
with a student that needs this for success
artists drew the hands...specifically decid-
for reasons you may know because you
ing on a step by step process. Share out
know your students.
ideas of process theories.

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“ D raw in g Ha nds” Grades 3-8/Drawing Hands

MATERIALS: available for this process in whatever way

• Keynote entitled, Drawing Hands you see fit for your students.
• copies of A1 master’s hand drawings MATERIALS:
to rotate throughout classroom groups • a variety of silly hands to use for still
• copies of A1 Bargue plate 1, 16 detail, life
one per student • if needed, Keynote presentation enti-
• drawing paper tled, Drawing Hands
• drawing pencils • drawing paper
• erasers • drawing pencils
• (optional) 11 X 17” copy of Bargue • erasers
plate detail for demonstration • (optional) copies of attached rubric

ACTIVITY 2: ACTIVITY 3:
SILLY HAND DRAWING
STUDENT HAND DRAWINGS
As art teachers we collect all kinds of
This last drawing is from life as pairs of
strange and interesting things. For this
students will pose for one another keeping
project you may need to purchase some
hands very still for careful observation and
things or you may have some of the
drawing.
“props” need to direct the Silly Hands
If needed, review the steps of the drawing
Drawing.
process using the Keynote presentation,
See the attached handout labeled A2 for
Drawing Hands before starting.
images of silly hands that you can use as
Again, depending on your classrooom set
still life objects to lighten up the difficult
up, its best to pair students in twos and
process of drawing hands. The idea here
start out by each student deciding on how
is that drawing any hand follows the same
they woould like their partner to pose her/
steps (notional space, envelope, follow
his hands. If students have cell phones,
through lines, revisions, contour). These
they can take a picture of the postioned
are the steps to drawing anything!
hands in case their partner is absent.
Then each partnership decides how they
will structure their drawing time, whether
they alternate class times or split them
between drawing and modeling. The
goal here is for them to get equal time,
although if one is faster at drawing, they
may want to adjust to that variable too.
Distribute materials and draw. Mingle and
Drawing either of these objects follows guide as needed and again, the attached
the same process. rubric can be used in a teacher, student
Depending on how many props you have partner or student self assessment tool.
and what kind of classroom set up you MATERIALS:
have, you can group students around the • drawing paper
props and draw. The attached rubric is • drawing pencils
• erasers
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 Student Name________________________________________Period_____________________

DRAWING HANDS RUBRIC

OBJECTIVES CRITERIA 1 2 3 4 5
• experiment with drawing us- Student’s work shows evidence of parallel
ing: notional space box horizontal and vertical sides of a notional
“box” that touches the outermost point of
the object on all four sides.

• experiment with drawing us- Student’s envelope drawing is made of a

ing: envelope minimal amount (approximately 3-6 lines)
accurately angled to “envelope” the object.

• experiment with drawing us- Follow through lines are drawn at accurate
ing: follow through lines angles and go from one end of the drawing
to the other (passing through the notional
space and envelope).

• experiment with drawing us- Student’s drawing shows evidence of revi-

ing: observation and revision sions, in the way of erasing and re-drawing
to indicate observation and corrections.
This may be observed visually as teacher-
mingles with students during the drawing
process.

• experiment with drawing us- The resulting drawing resembles the object
ing: a contour drawing (hand) with accurate angles that with revi-
sions and refinement have become curves
that represent the edges of the hand.

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 A1

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Bargue Plate 1, 16
 A1

Bargue Plate 1, 16 (detail)

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 A1

Boy’s Hands, Albrecht Durer

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 A1

Study of Hands and Sower, Vincent van Gogh

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 A1

Study of Heads and Hands, Peter Paul Rubens

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 A1

Three Studies for Adam’s Arms, Albrecht Durer

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 A1

Study of Hands, Vincent van Gogh

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 A2
FUN STILL LIFE HANDS TO PRACTICE WITH:

Halloween prop

Hulk Smash Hands

Halloween prop

Blick Male Hands

Blick Human Hand Stand

Dr. Manhattan hands Cartoon Hands