Drawing Is Basic (A Pre-K through Grade 6 series of 8 books).
Art is a complementary mode of learning--completing the linear mode--tapping senses, intuition intuition, in philosophy, way of knowing directly; immediate apprehension. The Greeks understood intuition to be the grasp of universal principles by the intelligence (nous), as distinguished from the fleeting impressions of the senses. , feelings, and imagination. Drawing is just as important a vehicle of expression as writing and speaking. It is within the power of every person to draw.
Drawing is as personal as handwriting HANDWRITING, evidence. Almost every person's handwriting has something whereby it may be distinguished from the writing of others, and this difference is sometimes intended by the term.
2. . We all learn to shape the cursive letters the same way. Yet, we evolve a handwriting that is our identification. So, too, our drawing style must be equally personal. Teachers should not teach students what something should look like; rather, they should teach students how to look at something. Each child will see uniquely, according to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. the level of maturity and the keenness of perception. These drawings of shoes were done by children in the first, third, and fifth grades. Note both the development and the individuality individuality,
n collective characteristics or traits that distinguish one person or thing from all others. of the drawings.
When we teach perception, we are teaching reading at the same time. Reading begins with following a line of letters and looking carefully. And that is what perceptual per·cep·tu·al
Of, based on, or involving perception. drawing develops in the child. When students draw this way--letting their eyes direct their hands--their concentration is beautiful. I encourage taking this draw/write break when students are restless restless,
adj in Chinese medicine, pertaining to either an abundance of heat energy, in conjunction with redness of face or to overstimulation in which case the face will be pale or greenish. . It calms and centers them. They go back to their other lessons relaxed and ready.
My experience with teachers as well as students has proven to me that it is linear thinking that stifles individuals' drawing. Once empowered to risk "drawing with their eyes"--in other words, really following edges with their eyes and letting the hand record them--everyone can draw.
The subject matter of art is as broad as life itself. Artists have always drawn from mathematics, science, history, poetry, music, and religion--all aspects of life. Art should permeate permeate /per·me·ate/ (-at?)
1. to penetrate or pass through, as through a filter.
2. the constituents of a solution or suspension that pass through a filter.
v. all the subject matter of the curriculum. In an interdisciplinary in·ter·dis·ci·pli·nar·y
Of, relating to, or involving two or more academic disciplines that are usually considered distinct.
Adjective learning climate, every subject should be approached both literally and expressively ex·pres·sive
1. Of, relating to, or characterized by expression.
2. Serving to express or indicate: actions expressive of frustration.
Training students' eyes to really see is the first task of teaching. The classroom teacher should be a part of this visual learning. A once-a-week art lesson by the art specialist cannot begin to reach these dimensions. Having the classroom teacher do this daily "drill" in perception, in developing basic drawing skills, will enable the art specialist to move in leaps rather than in slow steps. I see the art teacher as a resource person, planning with the classroom teacher,, initiating lessons connected to the curriculum, working with the classroom teacher to make learning a whole experience.
Students know the differences among visual characteristics and purposes of art in order to convey ideas.
Jean Morman Unsworth is a retired art educator and author living in Chicago, Illinois. She is the author of Drawing Is Basic, a new series of teacher manuals for Pre-K through grade six classroom teachers. See a review of the Dale Seymour Publications' series in this month's Resource Center. email@example.com