Life Drawing from X-Rays

Teacher's Guide

Summary

Students study bones of animals and human X-rays as a source of artistic inspiration.

Program Area

This activity is suitable to both introductory life drawing classes in the Arts section of the Grade 9 curriculum, and as part of a life drawing activity at higher level courses containing Visual Arts units.

Learning Outcomes

Teaching, learning, and evaluation will focus on the student's ability to:

• Match bones and X-rays to appropriate body parts of a variety of animals;
• Identify movements and functions of each bone or segment of x-ray;
• Describe connections between X-rays and our own body;
• Show recognition of human as physical being.

Materials Required

X-rays which may be obtainable from doctors' offices or hospitals, paper, pencils, bones and sculls of a variety of animals, anatomy text.

Classroom Development

1. History Component
   Artists such as Leonardo, Picasso, Okeef, Miro, and Klee studied skeletons in depth and found in them artistic inspiration. Bone shapes and textures appear in the work of many artists such as Henry Moore and Salvadore Dali.

    

2. Bones and X-rays
   Show students the bones of animals and have them figure out what animal they came from. Direct them to clues such as the type of teeth, shape and size of bones. Then tape the x-rays to the window. Discuss which part of the body is illustrated by each segment of the x-ray. This can be fun if the teacher intentionally mixes up the x-rays or puts them upside down. Have students defend their choices in a group discussion.

   Depending on the interests and the skill level of the class, an appropriate amount of information on the structure of mammals should be given. At least that bones are compression members and that muscles are tension members. You may even go so far as to discuss tendons and ligaments. Perhaps discuss how strength, locomotion, and balance are achieved.

    

3. Connections
   Make connections between the bone x-rays and the students own bodies. Discuss the connection between balance in nature and balance as an aspect of aesthetics.

    

4. Standard Safety Message
   Just before students do any studio work remind them of the safety precautions which are relevant to this particular activity. Also explicitly refer to the introductory discussion/activity on safety procedures from the beginning of the term/semester.

    

5. Drawing Bones
   Students should be directed to use the bones and x-rays as sources of inspiration, draw the bones they see, and add the missing bones, muscle and skin. Then have them imagine and draw the bones revealed by the x-rays.

    

6. Life Drawing
   Have one student at a time pose and have the rest of the class draw him/her with at least part of the body in skeleton form.

Further Development

With a motivated group of students, have them go beyond bones to study muscle groups, tendons, veins, and the effect of all of these on the skin.

Cross-disciplinary Links

This activity could complement an introductory science or biology unit on human anatomy and other units within a Science program. In Physical and Health Education units on the human body, the insights gained here could be expanded upon.