Four-Part Character Split

Overview

Lesson 4 of 8 starts your final character drafting cycle. Students will begin creating a character design that can be split into four distinct parts, each part showing a different style/technique explored earlier in the unit.

Learning intentions

Students will:

• draft a four-part character layout that clearly divides the figure into four separate visual sections
• plan how each part will show a different style and technique from previous lessons
• use design conventions (sketching, thumbnails, notations) to make clear visual choices before finalising draft lines

Success criteria

I can:

• create a clear four-part composition where each section reads as its own style/technique
• apply consistent drawing conventions (proportion, silhouette, line weight or texture choices) across the character
• justify my design choices using short visual notes (what technique/style goes in each part and why)

Curriculum links

• AS91914: Explore Visual Arts processes and conventions to inform own art making (using processes, materials, and techniques; making connections to an intention)
• AS91913: Produce a significant resolved artwork appropriate to established art making conventions (using relevant media/techniques and identifying specific design and production conventions)
• Visual Arts achievement aims: developing ideas and communicating meaning through visual language, processes, and conventions
• Key competencies (refreshed curriculum): managing self (meeting deadlines for drafting), thinking (designing and refining choices), communicating (explaining decisions with visual notes)

Lesson structure (45 minutes)

1. 0–5 min · Starter: Split reveal

• Teacher displays 1–2 reference images of split characters (no student work shown) and points out where the “four parts” join.
• Students quick-sketch the idea of “one character, four reads” in their sketchbooks (thumbnail only).

2. 5–15 min · Direct teach: Make it split-able

• Teacher models a four-part drafting approach: choose a central pose/silhouette, sketch division lines, then block each quadrant with a style cue (e.g., ink texture, cel shading, collage, pattern, etc.).
• Students copy the steps on their page: title page, character name, then draw a simple head-to-body silhouette and add four division lines (vertical/horizontal or diagonal—teacher chooses what fits pose).

3. 15–25 min · Guided drafting: Four parts plan

• Teacher circulates with a checklist: (a) division lines clear, (b) each part has at least one distinct technique cue, (c) notes are legible and specific.
• Students create a “four-part plan” in their draft: each section gets a mini thumbnail or texture swatch and 1–2 short notes (what technique/style they will use and how it will be shown).

4. 25–37 min · Independent work: Draft lines and style decisions

• Teacher gives a mid-point prompt: “What will the viewer notice first—your silhouette or your style differences?” and supports students to refine the strongest element.
• Students draw a stronger version of the character draft: clean lines where needed, and simplified style marks for each section (not full rendering yet—this is drafting for next lessons). Students maintain one consistent proportion guideline across the four parts.

5. 37–43 min · Critique circle: Two stars and a wish (peer)

• Teacher sets up pairs for quick feedback: Star = what clearly reads; Wish = one improvement for clarity of the split or technique contrast.
• Students swap pages and give feedback using sentence stems: “Your split is clear because…” and “Next time, you could make section __ more distinct by…”

6. 43–45 min · Exit ticket: Technician check

• Teacher asks students to turn in/photograph their draft plan for checking and to complete one last note.
• Students write: “My four-part styles are: 1 __, 2 __, 3 __, 4 __. One thing I will improve next lesson is __.”

Resources

• Student sketchbooks or A3 drawing paper
• Pencils (HB and B), erasers, sharpeners
• Fine liners or marker pens (optional for draft lines)
• Reference images from previous lessons (printed or on device without internet)
• Coloured pencils or markers (for technique cues only)
• Planning checklist card (division clarity, technique cues, notes)
• Exit ticket slips or a note prompt on the draft sheet

Assessment

• Formative teacher check during drafting: clarity of four-part division, and whether each section includes distinct technique/style cues
• Peer critique uses “Two stars and a wish” to identify strengths and one actionable next-step
• Exit ticket: confirm each student can name the four styles/techniques and state one improvement target for lesson 5

Differentiation

• Support:
• Provide a template page with pre-drawn four-part division grids and a “style cue” box per quadrant
• Sentence starters for notes: “In this section I will use… to show…”
• Offer a limited technique choice list (students select from 4–6 options used earlier)
• Extension:
• Challenge students to design a shared character feature (e.g., hairstyle shape, emblem, or eye design) that persists across all four parts while changing style/technique
• Add a “join strategy” note: how textures will meet at the division lines (e.g., overlap, border pattern, rim shadow)
• EAL/SEN considerations:
• Allow visual-only notes (icons for technique) alongside brief key words
• Seat students strategically for early teacher check-ins; use clear, numbered steps on the board to reduce language load