2D program 


Lesson 3:



For starter:

Images and copied version with explainable differences of various objects (simple and complex, isolated and grouped), 2 candles with different length of wick, a dried sponge, a wet sponge

For middle:

Activity 1&3: Sample picture of upper half face. Paper, pen, charcoal.

Activity 2: 2 different cups, 2 different leaves, pen, paper.


Learning Objective:



drawings of “before and after” memorizing

A drawing done upside down


Age group:


No of pupils:


Lesson time:

1 hour for younger – 2 hours for older

Link for references


Lesson breakdown
Starter: 30 mins

For both older and younger:

Introducing activity and lesson

–      Students attend spotting the differences game.

–      After each pair of image, students answer the question: what cause the differences?

–      End the game with 2 real things: the sponges and the candles to link the game with observation/comparison/analysing in daily life/in drawing


Conclusion: features that you should notice when looking at and thinking of an image and how to bring up further thoughts about it, how comparison could help you with this.


Answer question: why comparing is important to art? Because it helps you understand more of what you see. When you understand something better, it’s easier to bring it to your work.


Activity 1: emphasize on features to notice when comparing images in front of you.



·         Students draw following upside down upper half face pictures with a pen in 1 line, compare and try to fix it the best that they could with another colour lines. 20mins



·         Students draw from an upside down cartoon character picture with a pencil, keep comparing and fixing it. Then turn it up right and discuss on how different it feel. 15 mins


Question: Where is the differences from the sample? Why? How do you think you should change it?


Activity 2: emphasize on how to recreate pictures from memory for comparison when needed.



·         Blind draw the objects they see in front of them till they think they could memorize it, draw the object from memory 5mins

·         Discussion: students compare their drawings; discuss ideas on how to improve memory, what to observe: shape, pattern, lines, texture, structure etc. 5mins



·         Students hold and memorize a simple toy in 1 mins, then draw and colour it from memory 5 mins

·         Discussion: students compare their drawing with the real objects, discuss the differences and answer questions: what is the thing that they remember most? Why?

·         Draw the same object again applying old and new memory from discussion. 5 mins


Activity 3: combination of memorizing-imagination-comparison, emphasize on how to improve comparison skills 60 mins

For older only

–      Students get back to their drawing in activity 1, upside down. Answer questions: How do you think it look like when turning up right? From what you think, could you complete the lower part of the face?

–      Student draw the rest of the face using their imagination of how it look like and how it would be when upside down. 10 mins

–      Turn the picture up right, discuss on the result: How different it is from your imagination? Why? 5 mins

–      Students then use charcoal for shading the drawing following sample picture. Keep on the questions: how different? How much? Why? And link the picture with their own face to show the differences and the reason why. 40 mins



Tidy up 2mins

Showing all the works together and each student take turn to tell what they remember from the drawings in front of them until there is nothing else could come up in their mind. Then teacher sum up and adding the missing parts. 3 mins

Assessment opportunities:


Check understanding of keyword ‘Comparisons’

Check students are able to communicate their opinions



Check to see if students are applying the memorising tips when drawing



Check if they get the 3 main points of the lesson:

–      What and how to compare in a picture

–      How to compare from memory

–      Why comparing and further analysing are important


Lower ability:

Use very simple objects

Use simple media like crayon


Higher ability:

Increase the complexity of objects

Provide more media to draw with

Keywords: Elements of art and features of objects and words to describe them

–      Line (straight, curve, thin, thick, broken, bended,…)

–      Shape (symmetric, deviate,…)

–      Form (rounded, distorted,…)

–      Colour (cold, warm, bleached, bold, deep, dappled, vibrant, pale,…)

–      Shade (dark, light, bright, high-contrast, faded,…)

–      Value

–      Contrast

–      Space (dense, open, vast, spacey, narrow,…)

–      Distance (far, close, boundless,…)

–      Dimension (large, small, extended,…)

–      Movement (drastic, mute, gradual,…)

–      State (soft, malleable, smooth, solid,…)


Limit these words to student’s ability and time frame of lesson.

E.g. omit ‘saturation and Value’ as it’s too advance to learn in one lesson. Only teach what you have time to teach and what students can absorb:


·         Drawing from observation (to look closely; to notice details)

·         Drawing from memory/memorise (to remember)


·         Compare (to notice differences)

·         Evaluate (for older students; to notice advantages and disadvantages and ways to improve something)


·         Shape

·         Detail

·         Pattern

·         Lines

·         Texture


Extension activities



Older lesson is 2 hours: Combine both younger and older lessons together

Script suggestion:

Introduce the lesson:

Make explicitly clear what you want them to do, and what they will learn in the lesson.

“We are going to learn how to notice details to help improve your work; what to look for when looking at an object/subject”


“We are going to develop your observational skills to help improve our work”


“We are going to learn how to improve your memory to capture more detail in your work; what to notice when looking at an object/subject”

Task instruction 2:

“I want you to study this object carefully for 2 minutes; notice the: Shape (round, squared, oval), Pattern (repeat), Lines (curvy, straight), Texture (bumpy, smooth, spikey) etc.

Then, you are going to attempt to draw it from memory”


2 responses to “2D-1-3

  1. Thank you, I’ve recently been looking for info approximately this subject for ages and yours is the best I’ve came upon so far. However, what concerning the bottom line? Are you certain concerning the source?

    • Hi Alex. Thank you for your reading and comment. This is 1 lesson from program that I wrote for a private art studio quite long time ago, I wanted to make a blog for easier sharing with our teachers, but then we cancel the plan for blog, and I completely forgot about this post until receiving your comment today. But I don’t quite understand your questions, is it that you want to know the references that I did research on when writing this?

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