Sten Jan Hawiks (Leiden 1626 – 1679) – Drawing lesson (49x41 cm) ca1665 J. Paul Getty Museum

The composition presents a scene within what appears to be an artists studio. A figure, presumably the instructor, is seated at a table draped with a dark cloth, intently focused on a drawing held in his hands. He wears a white cap and a somewhat severe expression, suggesting concentration or perhaps critique. Beside him sits a young woman, her gaze directed downwards, seemingly absorbed in the lesson but exhibiting an air of quiet contemplation rather than active engagement. Her attire – a patterned bodice over a yellow dress – indicates a degree of social standing.
The studio itself is densely populated with artistic paraphernalia. A plaster statuette of a male figure stands prominently on a shelf to the left, alongside various ceramic vessels and what appears to be a small sculpture of an animal. Hanging from the ceiling are two further sculptures: one depicting a draped figure suspended by cords, and another partially obscured behind a large tapestry illustrating a landscape scene. This arrangement suggests a deliberate display of artistic resources and influences.
A wooden chest filled with books or papers sits in the foreground, leaning against an easel holding a blank canvas. A palette laden with pigments rests on the table near the young woman, alongside brushes and other drawing tools. Scattered across the floor are more discarded materials – feathers, scraps of paper, and a lute – contributing to a sense of lived-in creative chaos.
The lighting is dramatic, emanating primarily from the window on the left, casting strong shadows that accentuate the textures of the objects and figures within the room. This chiaroscuro effect draws attention to key elements while simultaneously creating an atmosphere of intimacy and seclusion.
Subtly, the scene seems to explore themes of apprenticeship and artistic instruction. The young woman’s posture suggests a student grappling with the complexities of drawing, while the instructors focused gaze implies a rigorous pedagogical approach. Beyond this immediate narrative, however, there is a sense of quiet reflection on the nature of creativity itself – the tools, the materials, the process of learning and refinement that underpin artistic endeavor. The inclusion of classical sculptures and landscape imagery hints at the broader intellectual context within which this lesson takes place, suggesting an engagement with established traditions while also implying a desire for innovation.