Skeletal Study & Artwork

Instructor: Sara J. Compton

Grade Level: High School 2 Advanced (AAST)
Time: 5 to 6 90-minute class periods

Description: As part of a life drawing unit, students will learn how to draw the human skeleton.
Students will complete 2 studies of a skeleton from observation. During the process, the class will look
at and discuss several works of art that include skeletons, including the contemporary artist Haenuli.
After each student is satisfied with their work, they will create an original work of art that includes
imagery of skeletons.

Student Learning Objectives

TSWBAT draw the human skeletal structures with a degree of realism.
TSWBAT interpret life drawing instructions into an original work of art.
TSWBAT express his or her creative process and critique his or her artwork in an written artists
statement.
TSWBAT provide feedback on others work in a group critique.

Goals
TSW learn about the basic skeletal system in drawing.
TSW review observational drawing techniques.
TSW spend 1-2 days drawing skeletons from life.
TSW branch off to create an original work of art that interprets skeletal life drawing in a unique
way.
TSW write an artists statement that addresses specific prompts including concept, process, and
the use of the elements and principles of art.
TSW participate in a group critique of finished work.

Standards
VAH2-1.3 Communicate ideas through the effective use of a variety of materials, techniques, and
processes in works of visual art.
VAH2-1.4 Apply materials, techniques, and processes with skill, confidence, and sensitivity sufficient to
make his or her intentions observable in the artwork that he or she creates.
VAH2-3.1 Explore the sources of the subject matter and the ideas in a variety of works of visual art.
VAH2-3.3 Select and effectively use subject matter, symbols, and ideas to communicate meaning
through his or her artworks.
VAH2-5.2 Make complex, descriptive, interpretative, and evaluative judgments about his or her own
artworks and those of others.
VAH2-5.4 Maintain a personal portfolio of his or her artworks.

Tools and Materials

Newsprint paper
Charcoal/graphite
Erasers
Drawing Boards
Canvases/Paint/Paper/Etc supplied by students
Instruction Plan
1. Begin with an explanation of the importance of understanding basic human anatomy in life
drawing.
2. Conduct a short demonstration of how to draw parts of the skeleton, reminding students of
proper observational drawing techniques.
3. Distribute supplies and instruct students to complete at least two studies of parts of the
skeleton. Remind students of the requirement of good craftsmanship and completed work.
4. When the majority of students are done with their studies, pause the class for a brief lecture on
the history of skeleton imagery in art. Discuss memento mori, skeletons in Asian art, and
skeletons in contemporary art.
5. Introduce students to the major assignment to create an original work of art that includes
imagery of the skeleton.
6. Students work independently. When their project is completed, students will write an artists
statement that addresses process, content, and the use of elements & principles of art.
7. On the due date, students will participate in a group critique of finished work.

Accommodations
All accommodations will be made as needed, according to the guidelines set out in student
IEPs. These accommodations may include adjusted rubrics or extended time.

Visual & Electronic Resources

Articulated skeleton borrowed from pre-med
Laptop and projector to show images of artwork featuring skeletons
School-provided tablets for students to revisit the projects parameters
Class Weebly site with instructions and rubric available to revisit
 Student Name ___________________________________ Skeleton Artwork Rubric Class | Date

5 Exemplary 4 Satisfactory 3 Developing 2-0 Unsatisfactory

Preliminary The student completed two thorough
Work studies of parts of the skeleton.
Composition The students artwork includes at least half
of a human skeleton. The skeleton is a
major part of the composition and is
accurately depicted. It is evident that a high
degree of thought went into the
composition, and the work is well executed.
Craftsmanship The students work is superbly crafted. The
canvas is completely covered in paint or,
any white areas are intentional. The edges
of the canvas are painted neatly. Paint is
where it is meant to be. No pencil lines
remain. Brushstrokes are deliberate. The
students name is on the back of the canvas.
Originality The student completed his or her own work
and did not directly copy the artwork of
another person or organization. The
students artwork is unique, creative, and
well thought out. The students own artistic
style or voice is visible in the piece.
Artists The student wrote an artists statement that
Statement addresses content, the use of elements &
principles of art, and process. The student
wrote more than 15 sentences. All spelling
and grammar is correct. The thoughts
presented in the statement are reflective
and in-depth.
N/A
The students artwork includes at least half
of a human skeleton, and it is a main part of
the composition. It is mostly accurately
depicted. Some thought went into the
composition.
The students work is neatly crafted. The
canvas is completely covered in paint. Paint
is mostly where it is meant to be. A few
pencil lines remain. Brushstrokes are
mostly deliberate. The students name is
on the back of the canvas.
The student completed his or her own work
and did not copy anothers artwork. The
students artwork is unique and creative.
The student wrote an artists statement
that addresses content, the use of elements
& principles of art, and process. The
student wrote 15 total sentences. Spelling
and grammar is mostly correct. Some
thoughts are reflective and in-depth.
N/A
The students artwork includes less than
half of a human skeleton, and there are
some errors or shortcuts in its depiction.
Little thought or planning went into the
composition.
There is an attempt to show neatness.
The canvas is not completely covered in
paint. Several pencil lines remain. Some
brushstrokes are deliberate, others are
not. The students name may not be on
the back of the canvas.
The student did not fully complete his or
her own work. The students artwork is
not unique.
The students artists statement The student did not write an
addresses two of the three required
topics. The student wrote less than 15
sentences. There are some spelling and
grammar errors.
The student did not complete
two thorough studies of parts of
the skeleton.
The student did not depict a
human skeleton in his or her
artwork.
The students work is broken,
dirty, or otherwise rendered
unintelligible due to poor
craftsmanship.
The student did not complete
his or her own work, or the
student directly copied another
persons artwork.
artists statement, OR, the
student did not address the
required topics or wrote
significantly less than 15
sentences.

Use of Class Time 20 points The student used class time wisely and stayed on-task. -5 points per day of off-task behavior.
Critique Participation 20 points The student participated in the critique by writing comments and discussing their work. -5 points per missing comment.
Respect of Studio & Materials 20 The student cleaned up after him or herself every day. The student used materials respectfully and did not waste them. -5 points
points per day of not meeting this requirement.

Safety 20 points The student used all materials safely. -5 points per day of not meeting this requirement.
Punctuality 20 points The student submitted their project on time. -5 points per day late.

Project Grade: Participation Grade: Comments on Back of Rubric