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Introduction 7
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Shape-Masses of the Figure 9
Shape-Masses of the Head: Ball and Wedge 9
Barrel Shaped Rib Cage 12
The Wedge Box of the Pelvis 21
Column Forms of the Arms and Legs 26
Wedge Masses of Hand and Foot 37
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The Torso is Primary 45
The Legs are Secondary 48
The Arms are Third in Importance 55
The Head is Last 59
Exercises in Notation 61
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Overlapping Forms 65 Form Flow and Form
Unity 68 Interconnection Lines 68 Outline
and Contour 95 Tone Gradation 100
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Cylindrical and Barrel Forms 105
The Cylinder as a Rational Form 105
Finding Constant Factors 107
Width of Form as a Constant Factor 107
The Arms
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T he Circle in Space: T he Ellipse 135
The Joint as Pivot; The Member as Radius 136
The Isosceles Triangle Measuring Device 144
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P aralle l P rojection of Solid Forms 152
Deep Space Projection of the Figure in Action 154
Figure Invention by Reversible Projection 156
Perspective Projection of the Figure 159
Phase-Sequence Projections: The Multiple Action Figure 165
Chin Thrust Leads Body Action 168
The Hand in Phase-Sequence Projection 174
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The Hands 120
The Joints 127
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Most art studentsand too many professional
artistswill do anything to avoid drawing the
human figure in deep space. Walk through the
life drawing classes of any art school and you’ll
discover that nearly every student is terrified of
action poses with torsos tilting toward him or
away from him, with arms and legs striding
forward or plunging back into the distance;
twisting and bending poses in which the forms
of the figure overlap and seem to conceal one
another; and worst of all, reclining poses, with
the figure seen in perspective!
These are all problems in foreshortening,
which really means drawing the figure so that it
looks like a solid, three dimens iona l object
which is moving through real spacenot like a
paper doll lying flat on a sheet of paper.
Drawing the figure in deep space fore-
shortening is not a mere technical trick, not a
mere problem to be solved;
it’s the essence of figure drawing as perfected
by Leonardo, Michelangelo, Tintoretto,
Rubens, and the other great masters of the
Renaissance and Baroque eras.
But most art students would greatly prefer to
draw the figure as if it were a soldier standing
at attention, with the axes of the body and
limbs parallel to the surface of the drawing
paper, like a building in an architectural
elevation. Well, no, they don’t
in-ten-easy-lessons, but it is a magical book.
Here, for the first time, is a logical, complete
system of drawing the figure in deep space,
presented in step-by-step pictorial form. I’ve read
every figure drawing book in print (it’s my job)
and I
Particularly revealing are the multiphase
drawings like mult ip le e xposure
photographsin which figure movement is
dissected, broken down into a series of
overlapping views of the body, "frozen" at
various stages of movement, so that the reader
can see how forms change at each critical
phase. Learning to see movement as a
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the reader can draw the figure more
convincingly because he knows what happens
to body forms at each stage of the process. The
reader ultimately finds that he can
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without a model were created before the eyes
of hundreds of awestruck students.
And surely the most stunning thing about
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the
figurefrom any viewpoint and in any stage of
any actionas systematically as an architect
projects a building in a perspective drawing.
Burne Hogarth’s achievement in
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is that Burne Hogarth
to invent figures as the great
masters did. After all, Miche lan ge lo didn’ t ask
his models to hang from the ceiling or hover in
the air as he drew! He invented themand this
is what the author demonstrates in the carefully
programmed series of drawings (with analytical
text and captions) that sweep across these pages
with the speed and graphic tempo of an animated
film
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is the creation of a rational
system which eliminates the guesswork that
plagues every student of the figure. This system
isn’t a shortcut, a collection of tricks to
memorize in order to produce stock solutions to
drawing problemsfor nothing can make
figure drawing
easy. The human figure
remains the most demanding of all subjects for
the artist. What
in the author’s own
words, shows the artist "how to fool the eye, how
to depress, bend, and warp the two dimensional
plane" of the drawing paper so that a figure
drawing springs from the page in the same way
that the author’s remarkable drawings bound
from the pages of this book. He demonstrates
how to create the illusion of roundness and depth
by light and shade, by the overlapping of forms,
by the transitions from one form to another, as
well as by the accurate rendering of individual
body forms. He explains how to visualize the
figure from every conceivable angle of view,
including the upviews and the downviews that
baffle students and professionals alike.
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reveals is the inherent logic of the figure, and
the author proposes a system of study that is
built on this logic. The system takes time and
patience and lots of drawin g. You’ ll want to
reread
prefer to
draw it that way, but the dynamic, three
dimensional, foreshortened figure is so
forbidding that most students are inclined to
give up and stick to wooden soldiersthough
silently longing for some magic key to the
secret of foreshortening.
Burne Hogarth’s
many times.
Give this remarkable book the dedication it
deserves and the logic of the human figure will
finally become second nature to you. Your re-
ward will be that you go beyond merely
rendering figures and begin to invent them.
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doesn’t pretend to be a magic key-to-three-
dimens iona l-f igure-draw in g
Donald Holden
that there’s no book like it. The
system and the teaching method have been
perfected over the years in the author’s classes at
the School of Visual Arts in New York, where
many of the dazzling drawings in this book
immense, life-size figures which the artist
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teaches the
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Figure drawing in depth is accomplished with
ease and authority only when the student
becomes aware of the characteristic body forms.
He must train his eye to see three kinds of forms
in the human figure:
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forms (egg, ball, and
other and studied separately according to
their individual differences. Comparisons
should be made with respect to relative
shape, width, and length and special
emphasis should be placed on variations in
bulk, thickness, and volume. This is an
approach which seeks to define the body as
the har-monious arrangement and
interre lat ionsh ip of its separate and
ind iv idua l defined parts.
barrel masses);
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forms (cylinder and
forms (box, slab,
and wedge blocks). These three kinds of forms
should be distinguished from one an
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cone structures); and
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At some point in the art student’s development,
figure drawing reaches a stage where better
performance becomes the norm. With his work
at this level, the student may be able to draw a
variety of natural forms (those usually seen in
landscape and still life) in space. Capable as his
work appears at this point, the student should
develop a deeper insight into the forms and
interrelationships of the parts of the figure. He
may be thoroughly familiar with figure work in
conventional attitudes, with depicting the posed
movements and gestures of the art class model;
but these, if the student is aware, begin to look
predictably dull and static.
It takes a different kind of effort to conceive
and draw the figure in
involves more than contour drawing only.
Since shape which is delineated only by
outline is two dimensional and has no volume,
it cannot express form in depth; but when the
forms of the figure are visualized as being
three dimensional in space, the result is a
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Inherent in the concept of shape-mass is the
idea that the body is a defined mass, a three
dimensional volume existing in space and
depth, which is made up of a number of parts.
Each of these parts is also a three dimensional
volume existing in space and depth. It follows
that the figure is a mult iform comp le x of
shape-masses, all independently formed and
all related. It will be our first task to research
the form properties of each of these shape-
masses which go into the formation of the
over-all shape-mass of the figure. In observing
the partsthe shape-masses of the human
figure, we shall try to look at them from new
angles, from a series of changing viewpoints,
describing them especially with a "filmic"
concept of vision in motion.
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in
form-over-form spatial recession. If the student
is called upon to show the unexpected and
unfamiliar actions of the body those seen
from high or low angles he feels taxed to the
limit of his resources. At times, in direct
confrontation with the live figure, he may do
passably well by copying the model in the see-
and-draw studio method; but this approach is
not always successful or satisfying. To invent,
to create at will out of the storehouse of his
ima ginationthat is the challenge which so
frequently eludes the most intensive efforts of
the art student.
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Different views of the head expose different
dominant forms. The cranial ball, for instance,
is usually considered fairly equal in size to the
lower facial wedge. This is especially apparent
in straight-on, front views. But when the
cranial ball is seen from an overhead angle, it
presents a far more impressive bulk than the
facial wedge.
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The significance of foreshortened form lies in
describing three dimensional volume rather than
in delineating flat shapes. Our approach,
therefore, in
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