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Samuel Anderson
Samuel Anderson

Anatomy And Drawing


When you first approach figure drawing, you need to start out with establishing the basic volumes of the figure using spheres, boxes, and cylinders. By simply beginning with these basic shapes and then building up the complexity as you go along, you will be able to make your drawing maintain its sense of dimension.




Anatomy and Drawing



If you only copy what you see you will never create what you imagine. I never saw the point of replicating a photo in a drawing beyond being an exercise to build observational skills. Why duplicate what already exists when you can interpret and adapt as you see fit?


Drawing great anatomy helps artists create realistic-looking figures that appear to have actual mass and volume. However, the anatomy needs to add to the sense of movement of the figure and not distract from it. You must have the skill to be able to draw the muscles in 3D in order to modify and adapt the shapes and emphasize the movement and personality of your subjects.


Let me say that it will take many sessions to cover the wonders of the human body. Not only is it among the most sophisticated animal structures in nature, it is also one of those with the most variations: few other species come in so many shapes and colors. Nobody, therefore, should feel frustrated for having trouble drawing people; it is an ambitious undertaking.


If you're drawing digitally, perhaps you want your work to look as if it's created with pencil and paper. If this is the case, may we recommend one of the many Photoshop brush sets available on GraphicRiver, including this Classic Art Brush Pack.


When the leg is stretched out, the knee joint is placed on a straight line with the hip and ankle (left). But this straight line is virtual: to complete the leg, connect the hip joint to the inside of the kneecap, and then again, the outside of the knee to the inside of the ankle (right). This is a very simplified but accurate representation of the actual bone structure, and it helps in drawing the natural look of the human leg, which tapers in from the hip, then staggers out at the knee, and tapers in again. It also helps with placing the muscles at a later stage.


The next step in learning how to draw a body is the profile. Start by drawing the head again, the same egg shape but with the end pointing diagonally down, and drop a vertical line from the crown to the ground.


I hope you've enjoyed this tutorial about how to draw the human body step by step. If you want to learn even more, we've got this great learning guide: Human Anatomy Fundamentals. There you'll find detailed human drawing tutorials and resources like these:


The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning.


The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy drawing screencasts in comparison to a traditional paper-based resource. Learning gain is a widely used term to describe the tangible changes in learning outcomes that have been achieved after a specific intervention. In regard to this study, a cohort of Year 2 medical students voluntarily participated and were randomly assigned to either a screencast or textbook group to compare changes in learning gain across resource type. Using a pre-test/post-test protocol, and a range of statistical analyses, the learning gain was calculated at three test points: immediate post-test, 1-week post-test and 4-week post-test. Results at all test points revealed a significant increase in learning gain and large effect sizes for the screencast group compared to the textbook group. Possible reasons behind the difference in learning gain are explored by comparing the instructional design of both resources. Strengths and weaknesses of the study design are also considered. This work adds to the growing area of research that supports the effective design of TEL resources which are complimentary to the cognitive theory of multimedia learning to achieve both an effective and efficient learning resource for anatomical education. Anat Sci Educ 10: 307-316. 2016 American Association of Anatomists.


The proper and effective method in the study of Anatomy is still a debate to date [3,4]. Change in the method of learning anatomy from the teacher-centered approach being student-centered resulting in a shorter time in providing the material so searching an effective learning method becomes more difficult [3]. This method changes occur due to time and cadaver limitation, the rapid development of information technology and the changing demands of the profession in the medical field [3].


One of the learning method is drawing. Drawing is defined as the learning outcomes from the visual observations that depicting a good structure, relationship even process is in the form of 2-dimensional [6]. Drawing is making a diagram of the tables, sketching an observation or creating a new way to demonstrate a scientific phenomenon [7]. Drawing skills also need to be developed in studying science and become an expert, due to a drawing make students perform exploration, coordination, and comprehension so that it can enhance the learning motivation to learn [7].


Dependent variable of this research was value of the first-semester student of Physiotherapy Study Program in 2014, Medical Faculty of Udayana University that was given drawing task. Meanwhile, independent variables were values of the first-semester student of Physiotherapy Study Program in 2012 and 2013, Medical Faculty of Udayana University without drawing task.


Research variables can be defined as follows: (1) students: first-semester student of Physiotherapy Study Program in 2012, 2013, and 2014, Medical Faculty of Udayana University; (2) image: drawing task of musculoskeletal anatomy system by the first-semester student of Physiotherapy Study Program in 2014, Medical Faculty of Udayana University on A3 drawing sheet; (3) value: the mark of the first-semester student of Physiotherapy Study Program in 2012, 2013, and 2014, Medical Faculty of Udayana University.


This research resulted in an average number that reflects the level of the effectiveness of each sample. The average number is the mean value of the musculoskeletal anatomy test of the first-semester students of the Physiotherapy Study Program from 2012 to 2014. The samples are only the first-semester student relating to the anatomy curriculum was taught only at the first-semester in Physiotherapy Study Program, Medical Faculty of Udayana University. Anatomy is essential because of its role as a basis for forming comprehensive learning patterns in more specific and higher level of education.


Student in 2012 and 2013 showed no significant difference in the effectiveness of drawing task; thus, there is the significant results between students in 2012 and 2014, as well as the 2013 and 2014. Each sample of each force has a different understanding concept between the samples, and there is a tendency to the students with a drawing task has a score that ranges below 45 to 50. All the force get the same time of lectures, it means that lecture of musculoskeletal anatomy was given in a very short time, and it demanded all of the students to learn by themselves independently in order to get a better understanding of the concept. Besides, the students have an ability to understand musculoskeletal anatomy rapidly on campus.


The average value between students in 2012 and 2013 showed no difference. Most of the score is below 50. Rapid learning tends to cause a slower understanding. Student in 2012 and 2013 is the force that did not use the drawing method so the value did not show a significant difference. The effectiveness of drawing method between 2012 and 2014 or 2013 and 2014 has led to better results. In fact, the drawing method of drawing retains the same way, the same time, and the same assessment. Likewise, internal environment, there is also an external environment that provides a new experience for the next year student. Student in 2014, is ready to receive information that Anatomy is actually interesting and can be studied with a variety learning methods. This variety is to make learning become more attractive and effective, though learning Anatomy often are perceived difficult. This statement is supported by drawing methods that can increase the value of test result in the future, especially for the first-semester student of Physiotherapy Study Program, Medical Faculty of Udayana University. 041b061a72


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