Figure Drawing   (#0104410)

Version for Academic Year:

Course Standards

General Course Information and Notes

Version Description

Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in figure drawing. Students practice, sketch, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers. This course incorporates hands-on activities and consumption of art materials.

General Notes


English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

General Information

Course Number: 0104410
Abbreviated Title: FIG DRAW
Number of Credits: One (1) credit
Course Length: Year (Y)
Course Type: Core Academic Course
Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Performing/Fine Arts

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

The Year-Round School Debate: Identifying Faulty Reasoning — Part Two:

Practice identifying faulty reasoning in this two-part, interactive, English Language Arts tutorial. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations. 

Make sure to complete Part One before Part Two! 

Type: Original Student Tutorial

The Year-Round School Debate: Identifying Faulty Reasoning – Part One:

Learn to identify faulty reasoning in this two-part interactive English Language Arts tutorial. You'll learn what some experts say about year-round schools, what research has been conducted about their effectiveness, and how arguments can be made for and against year-round education. Then, you'll read a speech in favor of year-round schools and identify faulty reasoning within the argument, specifically the use of hasty generalizations. 

Make sure to complete both parts of this series! Click  to open Part Two. 

Type: Original Student Tutorial

Evaluating an Argument – Part Four: JFK’s Inaugural Address:

Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence.

In Part Four, you'll use what you've learned throughout this series to evaluate Kennedy's overall argument.

Make sure to complete the previous parts of this series before beginning Part 4.

  • Click to launch Part One.
  • Click HERE to launch Part Two.
  • Click HERE to launch Part Three.

Type: Original Student Tutorial

Evaluating an Argument – Part Three: JFK’s Inaugural Address:

Examine President John F. Kennedy's inaugural address in this interactive tutorial. You will examine Kennedy's argument, main claim, smaller claims, reasons, and evidence. By the end of this four-part series, you should be able to evaluate his overall argument. 

In Part Three, you will read more of Kennedy's speech and identify a smaller claim in this section of his speech. You will also evaluate this smaller claim's relevancy to the main claim and evaluate Kennedy's reasons and evidence. 

Make sure to complete all four parts of this series!

  • Click to launch Part One.
  • Click HERE to launch Part Two.
  • Click HERE to launch Part Four.

Type: Original Student Tutorial

Ready for Takeoff! -- Part Two:

Want to learn about Amelia Earhart, one of the most famous female aviators of all time? If so, then this interactive tutorial is for YOU! This tutorial is Part Two of a two-part series. In this series, you will study a speech by Amelia Earhart. You will practice identifying the purpose of her speech and practice identifying her use of rhetorical appeals (ethos, logos, pathos, Kairos). You will also evaluate the effectiveness of Earhart's rhetorical choices based on the purpose of her speech.

Please complete Part One before beginning Part Two. Click  to view Part One.

Type: Original Student Tutorial

Ready for Takeoff! -- Part One:

Want to learn about Amelia Earhart, one of the most famous female aviators of all time? If so, then this interactive tutorial is for YOU! This tutorial is Part One of a two-part series. In this series, you will study a speech by Amelia Earhart. You will practice identifying the purpose of her speech and practice identifying her use of rhetorical appeals (ethos, logos, pathos, Kairos). You will also evaluate the effectiveness of Earhart's rhetorical choices based on the purpose of her speech.  

Please complete Part Two after completing this tutorial. Click to view Part Two.

Type: Original Student Tutorial

Perspectives Video: Expert

MicroGravity Sensors & Statistics:

Statistical analysis played an essential role in using microgravity sensors to determine location of caves in Wakulla County.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

Perspectives Video: Professional/Enthusiast

Using Geometry and Computers to make Art with CNC Machining:

See and see far into the future of arts and manufacturing as a technician explains computer numerically controlled (CNC) machining bit by bit.

Type: Perspectives Video: Professional/Enthusiast

Problem-Solving Tasks

Toilet Roll:

The purpose of this task is to engage students in geometric modeling, and in particular to deduce algebraic relationships between variables stemming from geometric constraints.

Type: Problem-Solving Task

Coins in a circular pattern:

Using a chart of diameters of different denominations of coins, students are asked to figure out how many coins fit around a central coin.

Type: Problem-Solving Task

The Lighthouse Problem:

This problem asks students to model phenomena on the surface of the earth by examining the visibility of the lamp in a lighthouse from a boat.

Type: Problem-Solving Task

Solar Eclipse:

This problem solving task encourages students to explore why solar eclipses are rare by examining the radius of the sun and the furthest distance between the moon and the earth.

Type: Problem-Solving Task

Seven Circles III:

This provides an opportunity to model a concrete situation with mathematics. Once a representative picture of the situation described in the problem is drawn (the teacher may provide guidance here as necessary), the solution of the task requires an understanding of the definition of the sine function.

Type: Problem-Solving Task

Running around a track II:

The goal of this task is to model a familiar object, an Olympic track, using geometric shapes. Calculations of perimeters of these shapes explain the staggered start of runners in a 400 meter race.

Type: Problem-Solving Task

Running around a track I:

In this problem, geometry is applied to a 400 meter track to find the perimeter of the track.

Type: Problem-Solving Task

Paper Clip:

In this task, a typographic grid system serves as the background for a standard paper clip. A metric measurement scale is drawn across the bottom of the grid and the paper clip extends in both directions slightly beyond the grid. Students are given the approximate length of the paper clip and determine the number of like paper clips made from a given length of wire.

Type: Problem-Solving Task

Ice Cream Cone:

In this task, students will provide a sketch of a paper ice cream cone wrapper, use the sketch to develop a formula for the surface area of the wrapper, and estimate the maximum number of wrappers that could be cut from a rectangular piece of paper.

Type: Problem-Solving Task

How thick is a soda can? (Variation II):

This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can.

Type: Problem-Solving Task

How thick is a soda can? (Variation I):

This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it contains, and estimate how thick it is.

Type: Problem-Solving Task

How many leaves on a tree? (Version 2):

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.

Type: Problem-Solving Task

How many leaves on a tree?:

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.

Type: Problem-Solving Task

How many cells are in the human body?:

This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many cells are in the human body.

Type: Problem-Solving Task

Hexagonal pattern of beehives:

The goal of this task is to use geometry to study the structure of beehives.

Type: Problem-Solving Task

Global Positioning System II:

Reflective of the modernness of the technology involved, this is a challenging geometric modeling task in which students discover from scratch the geometric principles underlying the software used by GPS systems.

Type: Problem-Solving Task

Eratosthenes and the circumference of the earth:

This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.

Type: Problem-Solving Task

Archimedes and the King's Crown:

This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.

Type: Problem-Solving Task

Use Cavalieri’s Principle to Compare Aquarium Volumes:

This task presents a context that leads students toward discovery of the formula for calculating the volume of a sphere.

Type: Problem-Solving Task

Tennis Balls in a Can:

This task is inspired by the derivation of the volume formula for the sphere. If a sphere of radius 1 is enclosed in a cylinder of radius 1 and height 2, then the volume not occupied by the sphere is equal to the volume of a "double-naped cone" with vertex at the center of the sphere and bases equal to the bases of the cylinder

Type: Problem-Solving Task

Regular Tessellations of the Plane:

This task examines the ways in which the plane can be covered by regular polygons in a very strict arrangement called a regular tessellation. These tessellations are studied here using algebra, which enters the picture via the formula for the measure of the interior angles of a regular polygon (which should therefore be introduced or reviewed before beginning the task). The goal of the task is to use algebra in order to understand which tessellations of the plane with regular polygons are possible.

Type: Problem-Solving Task

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.