WetCanvas: ArtsSchool Online: Teacher's Toolbox: Learning How To Draw: Elementary Perspective 10(B)

"Your cyber source for artist news and education!"
© 1998, 1999, WetCanvas!

[ Home: ArtSchool Online: Teacher's Toolbox: Learning How To Draw: Elementary Perspective: L10B ]

Learning How To Draw

Elementary Perspective: Lesson 10 (Archways) - Part B

Time: Continued from the first part of this lesson. Allow a total of 80 minutes for both parts - best broken into two sessions with set homework in between.

Aim: To reinforce the notion of 'logical size'. The size of objects being determined by introducing a familiar object at the same 'level' (a similar distance from the viewer). Then to complete the drawing started in the previous lesson.
The teacher should print off the following three drawings and hand them out as reference drawings.

Notes:
a) here I have introduced 'the admiral' and put him in the arch. Suddenly the arch has a particular size. Ask the students, Why is that?

From the moment a baby opens its eyes it begins keying-in shapes, with one of the first being the human face and body. Then it learns to recognise various other shapes in order of their importance. The child also learns to judge how far or how close is a particular object. Ask the class how this is done?

You could mention that these common perceptions are what bind people together. There are, of course philosophical implications here concernig the commonality of experience ... but that is what drawing is all about!

Anyway, in the order of things the human body is a far more dominant form than any old archway.

This body of our 'Admiral Cowdisley Shovel' determines the size of the arch (how high is it here) as we all know the average height of the human body, but .... what if we shrink the poor old sailor?

b) suddenly the arch has grown. How tall is it now?

c) OK now I have multiplied the figures. If we roughly draw lines through the Admiral's head and feet where would they meet? It the person viewing this scene shorter or taller than the 'Admiral'? Lets go back to our unfinished drawing.

d) Note the detail lines suggesting the blockwork on the arch (radiate then square). This is a tiny detail but one born of awareness. Ask the pupil about the brickwork that forms an arch, or the color of their front gate, or the size a normal teacup.

e) using methods illustrated in previous lessons, construct perspective 'grid' on the ground. Remember the firm lines are to be done freehand.

f) The pupil should be encouraged to decide on the design of the forecourt and individualize it as much as possible. Add some trees behind the wall to soften the starkness.

Homework: Complete by adding a small figure in the arch.

Links: Teacher's Toolbox | Course Index | Course Overview | Next Module

Elementary Perspective: Lesson 10 (Archways) - Part B
Time:	Continued from the first part of this lesson. Allow a total of 80 minutes for both parts - best broken into two sessions with set homework in between.
Aim:	To reinforce the notion of 'logical size'. The size of objects being determined by introducing a familiar object at the same 'level' (a similar distance from the viewer). Then to complete the drawing started in the previous lesson. The teacher should print off the following three drawings and hand them out as reference drawings.
Notes:	a) here I have introduced 'the admiral' and put him in the arch. Suddenly the arch has a particular size. Ask the students, Why is that? From the moment a baby opens its eyes it begins keying-in shapes, with one of the first being the human face and body. Then it learns to recognise various other shapes in order of their importance. The child also learns to judge how far or how close is a particular object. Ask the class how this is done? You could mention that these common perceptions are what bind people together. There are, of course philosophical implications here concernig the commonality of experience ... but that is what drawing is all about! Anyway, in the order of things the human body is a far more dominant form than any old archway. This body of our 'Admiral Cowdisley Shovel' determines the size of the arch (how high is it here) as we all know the average height of the human body, but .... what if we shrink the poor old sailor? b) suddenly the arch has grown. How tall is it now? c) OK now I have multiplied the figures. If we roughly draw lines through the Admiral's head and feet where would they meet? It the person viewing this scene shorter or taller than the 'Admiral'? Lets go back to our unfinished drawing. d) Note the detail lines suggesting the blockwork on the arch (radiate then square). This is a tiny detail but one born of awareness. Ask the pupil about the brickwork that forms an arch, or the color of their front gate, or the size a normal teacup. e) using methods illustrated in previous lessons, construct perspective 'grid' on the ground. Remember the firm lines are to be done freehand. f) The pupil should be encouraged to decide on the design of the forecourt and individualize it as much as possible. Add some trees behind the wall to soften the starkness.
Homework:	Complete by adding a small figure in the arch.
Links:	Teacher's Toolbox \| Course Index \| Course Overview \| Next Module