NEW SKILL! The make-or-break-it skill to reproduce a mirror image is accurately judging space and size. The rest I consider details to deal with later. Note, I did not bother to trace basic shapes in the chunks of the mane, except for the unique one by the ear because it helps us place the ear correctly later. I also sketched in the arcing line to form the outside edge of the mane–just to get an idea for the outer shape. Different students may break the drawing up with different basic shapes, and that is expected. ![]() But I will not show mine right away unless to a student struggling to comprehend the goal.īelow you can see my pencil lines block out the shapes I see: the triangle of the nose and ear and chin, ovals forming parts of the cheeks, and the lopsided circle where the whiskers come out. I am considering using a red marker for my example copy so students can see what I did more easily from their seats. Just as in lesson #1, I first instruct students to look for the basic shapes that build that lion head AND trace those shapes with their pencils. I pass out the papers with half the lion face. This is a neat lesson that will appeal to mathematical people who find comfort in precision as well as people who like to invent lines and their own shapes rather than merely try to replicate. Add in all the biblical references to Christ as the lion of Judah and such–well, I could teach drawing lions in different poses each year. (I was not sticking to a historical theme that year but to students’ favorite book/story characters.) A lion is such a magestic animal. Granted, we are not drawing a lion in the same pose as England monarchs have used I need to use the front view of the face for a mirror-image lesson! This lesson could be used for cycles other than cycle 2–I taught a lion drawing in cycle 3 before because I had so many students who loved Aslan and Narnia. This fits nicely in our cycle 2 medieval theme because we will learn about Richard the Lionheart who began using the lion as his heraldry symbol–later adopted by the monarchy and as a national symbol of England. For this age group, I tend to choose human or animal faces it’s not only the perfect lesson during which to focus on a face, it’s also the only lesson in my Classical Conversations curriculum that lends itself to the focus necessary to do a face. My lesson is aimed for students 9-12 whom I will teach this autumn through Classical Conversations, a masters class. I drew only half for the purpose of this class. I drew this lion from a smaller image I found online. ![]() ![]() The longer I teach drawing, the more I am convinced this lesson is key, the one I hope no students are absent for! And all because it is the perfect place to teach artist hacks for achieving perfect size and proportions of the basic shapes (identified in lesson 1). I don’t think anyone can learn to draw well without the foundational lessons discovered in mirror image drawing.
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