Face Sketch Fundamentals

Overview

Lesson 3 of 30 in “Mastering Portraiture Techniques” focuses on sketching a face using consistent proportions, then applying those skills to different angles. Students build confidence with short observation rounds, guided marking, and a final detailed drawing.

Learning intentions

• We Are Learning To (WALT) sketch a face using learned proportions.
• Students will be able to plan a face layout using guidelines and key landmark placements.
• Students will be able to adjust proportions when the head angle changes (slight turn/up/down).
• Students will strengthen drawing control using light-to-dark development and careful line choices.

Success criteria

• I can sketch a face with accurate proportion guidelines (face outline, eye line, nose placement, mouth placement).
• I can use head-angle changes to reposition facial features correctly.
• I can complete a detailed face sketch with clear structure and light shading where appropriate.
• I can improve my work using feedback from checkpoints.

Curriculum links

• Creating and making: visual artworks demonstrate ideas through drawing techniques and observation.
• Literacy in the arts: use visual language (lines, shapes, proportion) to explain and reflect on art decisions.
• Responding: describe what is working in a sketch and what needs refining using art terminology.

Lesson structure (70 minutes)

1. 0–8 min: Warm-up (proportion quick checks) Students receive a “face map” handout (basic guideline landmarks). They do a 2-minute light sketch of an oval head with an eye line and midline, then a 3-minute pair-check focusing only on feature placement.

2. 8–18 min: Demonstration (from straight-ahead to angle) Teacher demonstrates a step-by-step workflow: light construction lines → block in features → refine edges → add shadow lightly. The demo includes the same face shape shifting from front view to a slight turn so students see how feature spacing changes.

3. 18–30 min: Guided practice round 1 (front view) Students draw a front-facing head from a reference image. Teacher circulates with “stop and check” prompts: Are eyes on the guideline? Is the nose anchored to the correct vertical area? Is the mouth aligned with the lower half proportions?

4. 30–42 min: Guided practice round 2 (side/three-quarter angle) Students repeat the process using a new angle reference. Emphasis is on adjusting proportions (eye placement, nose bridge direction, mouth width/position) while keeping the guideline system consistent.

5. 42–58 min: Independent build (final detailed sketch) Students choose one of the practiced angles (teacher-approved). They complete one polished sketch: cleaner outline on the head, careful feature refinement, and minimal shading to suggest form. Teacher encourages a “light-to-dark” approach so construction lines can fade under the final lines.

6. 58–65 min: Gallery + feedback checkpoints In a small group, students label one strength and one next step for each sketch using sentence starters: “I improved by… / Next I could…”. Teacher models how to give specific feedback tied to proportions and head angle.

7. 65–70 min: Exit reflection (quick write or oral) Students record one learning statement: “WALT: I can…” and one action for next time (e.g., “I will keep the eye line consistent when the head turns”). For dyslexia-friendly options, this can be recorded orally or using a short template with sentence frames.

Resources

• A4/A3 drawing paper and a clip board (optional)
• Pencil set (HB and 2B) and eraser; optional blending stump
• Face guideline templates (“face map” with eye line, midline, nose and mouth markers)
• Reference images: front view and three-quarter/simplified angles
• Timer for short rounds and a “checklist” card (guidelines present, features placed, angle adjusted, final detail added)
• Teacher demo sheet (pre-made example for students to compare)
• Visual feedback sentence starters (printed large font)
• Dyslexia-friendly choice: colour overlays or paper with reduced glare

Assessment

• Formative assessment during checkpoints: teacher observes guideline accuracy and how students adjust feature positions for the angle.
• Product-based assessment: review the final detailed sketch against the success criteria (proportions, correct placement with angle change, clarity of detail).
• Reflective assessment: exit reflection shows whether students can articulate their next improvement related to proportion and construction lines.

Differentiation

• Support: provide an additional “construction overlay” (transparent sheet) students can place over the reference to check landmark alignment; allow more guideline markers on the paper.
• Support: offer a smaller reference and a partially drawn starting oval + eye line for students who need reduced cognitive load.
• Extension: advanced students add more complexity by introducing subtle expression (slight smile/frown) or capturing eyebrow shape and eye angle accurately; they can also include light tonal shading for cheek/jaw form.
• EAL/SEN: use clear, simple language during prompts, provide visual examples, and allow verbal responses during feedback. Offer dyslexia-friendly reading options: large-font instructions, audio-recorded directions from teacher, and sentence frames for reflection.