Portrait Sketching

Overview

Students begin their self-portrait for the unit “Mastering Portraiture Techniques” by creating a careful pencil draft focused on proportions and key facial features. The class develops drawing accuracy through observation, measuring, and iterative refinement.

Learning intentions

• Students will use observation and simple measuring strategies to draft a self-portrait sketch.
• Students will apply portrait drawing conventions to place features realistically using proportion and alignment.
• Students will develop a detailed sketch plan (line, form cues, and feature placement) before adding tone in later lessons.

Success criteria

• I can draw a head shape with proportions that match my own face in the mirror or photo.
• I can place key features (eyes, nose, mouth, and ears) in roughly correct position and size relationships.
• I can use construction lines and light-to-firm pencil marks to refine my portrait.
• I can complete a detailed pencil sketch with clear, intentional feature lines and proportions.

Curriculum links

• Students use visual language and techniques to represent ideas in artworks (QCAA Art).
• Students develop skills in drawing and observation, including proportion, composition and representation.
• Students apply and refine visual processes through planning, making and evaluating.

Lesson structure (70 minutes)

1. 0–8 min | WALT + focus model Teacher states WALT: create a self-portrait sketch. Students review what “proportion” means in portrait drawing and watch a brief teacher demonstration of constructing an oval/face framework, guidelines, and feature placement.

2. 8–15 min | Set-up observation Students choose their observation method: mirror, selfie in a holder, or teacher-provided reference. Teacher checks posture and viewing distance, then students lightly sketch the head outline using construction shapes only (no dark lines yet).

3. 15–27 min | Proportion mapping Students add a vertical centre line and horizontal guideline(s) for eye line and other key height relationships. Using “measure and compare” (finger widths, pencil marks, or simple ratio checks), students adjust the placement of the eye positions, eyebrows, and overall spacing.

4. 27–42 min | Feature drafting Students draw eyes, nose, mouth and ears using light pencil marks and short directional strokes. Teacher circulates and prompts students to check: are features aligned with guidelines, are sizes consistent, and are both sides reasonably matched?

5. 42–52 min | Mid-draft check (teacher feedback) Students pause for a quick self-check using a simple checklist: (1) head outline present, (2) guidelines visible, (3) features on the right lines, (4) corrections made. Teacher gives one focused suggestion per student (e.g., “adjust eye height” or “widen mouth spacing slightly”).

6. 52–65 min | Refinement and detail pass Students strengthen the sketch in selected areas (firm line for eye contours, nose form cues, mouth shape, ear placement). Students add subtle form suggestions through minimal shading marks (where needed) while keeping the drawing mostly line-based for today.

7. 65–70 min | Gallery + exit reflection Students place their drawings on desks or a mini-display. Each student writes a brief exit reflection: one thing that improved and one specific target for next lesson (tone/shading or further detail).

Resources

• A4/A3 drawing paper and sketchbooks (one per student)
• HB and 2B pencils, erasers (kneaded or soft), pencil sharpener
• Rulers or flexible measuring strips (optional)
• Mirrors (one per student or shared at benches) or phone/tablet with stand for selfies
• Teacher demo sketch on paper/projected image (no hyperlinks)
• Visual reference cards: “Portrait proportions reminders” (eye line, nose midpoint, mouth width/placement cues)
• Clips or paperweights to keep reference stable
• Safety and care reminders for shared devices/tools

Assessment

• Teacher observation during drafting: accuracy of guideline use, feature placement, and refinement decisions.
• Formative feedback at the mid-draft check (one next step per student).
• Exit reflection identifying a clear, actionable goal for the next lesson.

Differentiation

• Support: Provide a pre-drawn light face outline template and guidelines; students trace construction lines lightly before drawing features. Offer verbal prompts and one-to-one measuring help (“Where is your eye line relative to the centre?”).
• Support (reading): Use short, spoken explanations of the success criteria. Provide a one-page checklist with large font and minimal text; allow students to highlight or verbalise which criteria they achieved.
• Extension: Advanced students add a more complex feature variation (e.g., more accurate eyelid shape, asymmetry corrections, or stronger measurement method using grid-like comparisons). They can also begin planning tone placement with a “light source arrow” on the page (no full shading yet).
• EAL/SEN: Allow students to label features in their sketchbook using simple terms or icons (e.g., eye/nose/mouth) and respond with oral explanations. For fine-motor needs, encourage longer, confident strokes and allow thicker paper grips or pencil grips.

Assessment (WALT + Success Criteria Focus)

• I can draw a self-portrait sketch with correct proportions by the end of the lesson.
• I can place facial features using guidelines and measuring comparisons.
• I can refine my draft using feedback and make a clear next-step target for Lesson 18.