Portrait Medium Trials

Overview

In this lesson (4 of 30) from “Mastering Portraiture Techniques”, students compare pencil and charcoal for portrait drawing by creating two short portrait studies: one using pencil and one using charcoal. They experiment with mark-making, value (light/dark), and blending to understand how each medium communicates facial form.

Learning intentions

WALT: Experiment with different drawing mediums to improve portrait form and shading.

• Students will compare how pencil and charcoal create tone, texture, and edge qualities in portrait work.
• Students will apply value ranges to build facial structure in two separate drawings.
• Students will reflect on medium choices and identify what changes to make in their next portrait.

Success criteria

• I can create two portraits (one pencil, one charcoal) that show facial form and clear light/dark values.
• I can use different pencil marks (hatching/cross-hatching) and charcoal marks (soft shading/blending) appropriately.
• I can control edges (soft and sharper edges) to suggest features and planes.
• I can describe at least two differences between pencil and charcoal using clear art language.

Curriculum links

• Creating and making: developing skills with materials and techniques for artworks.
• Responding and reflecting: analysing how materials/techniques affect meaning and visual impact.
• Visual literacy: using drawing conventions such as value, proportion, and perspective of the face.
• Using practices and processes: planning, experimenting, and refining artworks through iterative improvement.

Lesson structure (70 minutes)

1. 0–5 min | Welcome + WALT + focus Students unpack today’s WALT and success criteria. Teacher shows two sample mini-portraits (pencil and charcoal) highlighting value range and edge control.

2. 5–12 min | Safety + medium handling demo Teacher demonstrates correct charcoal handling (light pressure first, use tissue/blending tools) and pencil techniques (light construction, gradually increasing pressure). Students practise on scrap paper for quick “value ladders” from light to dark.

3. 12–18 min | Portrait planning (same layout, different medium) Students choose a portrait reference or class model pose. They sketch the same basic head placement for both studies using light construction lines, focusing on jawline-to-hairline proportions and eye/ear/cheek placement. Teacher checks and gives fast feedback.

4. 18–33 min | Pencil portrait: value build Students complete portrait A in pencil. They start with light mapping, then add mid-tones and darker accents (under chin, eye sockets, hair shadows). Teacher circulates using prompts: “Where is the darkest value?” “Where should edges be softer?”

5. 33–40 min | Quick check + tidy switch Students pause for a 2-minute “gallery whisper” check: they compare their pencil value ladder against a target range (light, mid, dark). They tidy surfaces and set up charcoal materials.

6. 40–55 min | Charcoal portrait: soft/strong contrasts Students complete portrait B in charcoal. They create broad shadow masses first, then refine facial planes. They use blending/tissue for softer transitions and a harder edge approach for feature definition where needed.

7. 55–70 min | Reflection + compare/contrast Students write a brief reflection and/or speak with a partner: two medium differences they noticed and one specific improvement for their next lesson. Teacher collects both drawings for feedback.

Resources

• A3 or A4 portrait drawing paper (two sheets per student, labelled Pencil Portrait and Charcoal Portrait)
• HB or 2B pencils, sharpeners, erasers (kneaded and/or gum eraser)
• Charcoal sticks (vine and/or compressed), charcoal pencils optional
• Charcoal blending tools (tissue, cotton buds, blending stumps) and scrap paper
• Portrait reference images or a short class pose/model (timer optional)
• Value ladder template (simple 4–5 step guide)
• Clipboards, drawing boards or firm surfaces
• Clean-up materials (paper towel, wipes) and bins for charcoal dust
• Teacher sample images showing value/edge differences

Assessment

• Teacher uses a checklist to confirm each student produced two portraits with visible value range and facial structure.
• Formative observation during practice: evidence of correct medium technique (pressure control, blending/mark-making, edge variety).
• End-of-lesson reflection: quality of medium comparison using art language (e.g., tone/value, edges, blending, contrast).

Differentiation

• Support: Provide a scaffolded head-shape template (light oval/head guidelines) and a value ladder for pencil and charcoal; offer guided mark-making steps in the first 10 minutes.
• Support for SEN: Allow fewer refinement passes—focus on eyes, nose/cheeks, and mouth placement with priority on value masses rather than detail.
• EAL: Provide sentence starters for reflection (e.g., “I noticed that…”, “In charcoal, the shadows…”, “Next time I will…”). Use visual examples rather than only verbal explanation.
• Dyslexia-friendly reading: Provide the WALT, success criteria, and reflection prompts on short, high-contrast cards; read instructions aloud; allow oral responses to the reflection section.
• Extension (advanced learners): Challenge students to add a third “test panel” (small rectangle) exploring one technique per medium (e.g., charcoal lifted highlights with an eraser, or pencil burnishing for highlights), then transfer one improved technique into their main portrait. They should also include a 1–2 sentence justification of how technique affects realism or mood.
• Extension (advanced): Ask for a deliberate value limitation (e.g., restrict to 3 values for a “high-contrast” study) and compare results in the reflection.