Live Portrait Sitting

Overview

Students practise drawing from a live model to develop likeness and capture expression using observation, proportion, and simple shading. This is Lesson 14 of 30 in Mastering Portraiture Techniques.

Learning intentions

• WALT: Draw from a live model and record likeness and expression.
• Students will apply proportion and placement strategies to a portrait sketch.
• Students will use light, line, and shading to suggest form and mood.
• Students will reflect on what makes a portrait feel “like” the sitter.

Success criteria

• I can place key facial features accurately in relation to the head shape.
• I can show the sitter’s expression using line quality and careful observation.
• I can use value (light/dark) to create basic form in the face.
• I can complete a portrait sketch that demonstrates improvement from observational practice.

Curriculum links

• Creating and responding: develop artworks using visual conventions and processes.
• Visual arts practices: observational drawing, composition, and representation.
• Artmaking and reflection: use critical thinking to evaluate choices and refine work.
• Literacy in art: describe visual features and make short improvements based on feedback.

Lesson structure (70 minutes)

1. 0–5 min | Welcome + model focus

• Briefly explain today’s goal: “observe first, then build.” Students look at sample lines/values from earlier portraits (teacher shows quick examples, no long discussion).
• Confirm safety and respectful behaviour for live modelling.

2. 5–12 min | Warm-up: blind contour + gesture

• Model sits for short rounds (30–40 seconds each). Students do rapid blind contour lines of the head/neck/shoulders.
• Switch to quick gesture sketches to capture overall movement before details.

3. 12–22 min | Proportion check: head construction

• Teacher demonstrates a simple head framework: big head shape, centre line, eye line, and placement of features (eyes, nose, mouth) using light construction lines.
• Students draw their own framework lightly, then pause for a “feature placement glance-check” with a partner or teacher.

4. 22–38 min | Sitting round 1: likeness + expression

• Model holds one expression (e.g., neutral with slight tilt). Students complete 1 portrait sketch using:
• careful outlines for major facial contours
• line weight to emphasise key features
• minimal but purposeful shading around areas that suggest form (cheek, under chin, hairline).
• Teacher circulates and gives targeted feedback: “Check eye spacing” and “Lift shadow values gently—use fewer, stronger darks.”

5. 38–50 min | Midpoint review + micro-skill

• Quick whole-class pause: teacher shows two anonymised student progress examples (or typical common issues) and demonstrates one fix:
• adjusting eye alignment to the head angle
• using value to define planes (forehead/cheek/nose).
• Students revise their sketch by applying the micro-fix for 5–6 minutes.

6. 50–62 min | Sitting round 2: change expression

• Model shifts to a new expression (slight smile, raised brow, or different mouth shape). Students continue the same drawing or start a second small portrait thumbnail (teacher decides based on class pace).
• Emphasis: expression through the mouth shape, brow angle, and subtle shadow under the nose/around the eyes.

7. 62–70 min | Reflection + pack-up

• Students write a short reflective note on what improved today (one success, one next step).
• Teacher collects work and gives a quick “next lesson focus” preview (e.g., refining values or hair detail).

Resources

• Live model (or consenting volunteer) with a simple agreed pose routine
• A3 or A4 drawing paper or sketchbooks
• HB, 2B, 4B pencils; kneaded eraser; sharpener
• Clipboards or table supports to keep paper stable
• Visual checklist on the board: head shape, centre line, eye line, feature spacing, value for form, expression cues
• Reference guide cards (simple portrait steps) for quick student use
• Optional: black fine-liner for outlining after construction (if time)
• Seating plan that ensures all students can see the model clearly

Assessment

• Formative: teacher observation during circulation focusing on proportion placement, expression cues, and value use.
• Product: collection of one completed portrait sketch (or two small portraits) demonstrating improvement across the lesson.
• Student reflection: brief “I did / I noticed / Next time” note linked to today’s success criteria.

Differentiation

• Support for students needing scaffolds:
• Provide pre-drawn light ovals/circle templates for head construction
• Offer a step-by-step “feature placement” card (eye line, nose midpoint, mouth line)
• Allow extra time for the first framework before committing to darker lines
• Support for EAL learners:
• Use clear demonstration modelling and short sentence frames for reflection (e.g., “I improved the ___ because ___.”)
• Provide a visual feature word bank (eyes, brows, nose, mouth) without long text
• Extension for advanced learners:
• Add a value challenge: create a 3–4 value range and label one “light plane” and one “shadow plane”
• Ask for a second portrait thumbnail focusing on one expressive feature (brow or mouth) with stricter time limits
• Dyslexia-friendly reading options:
• Keep written instructions on the board minimal and use icons/diagrams
• Provide short, spoken reminders and a printed checklist with large font and high contrast
• Offer an audio read-aloud of the reflection prompts or allow verbal responses to be recorded by the teacher

Learning intentions (WALT)

WALT: Draw from a live model and capture likeness and expression.