> I do something like this with my Elementary students
> using animals. I get a picture of common animals and
> lay a piece of clear plastic over it and ask students
> to help me brainstorm what shapes make up the animal.
> We try different shapes to determine what will best
> represent the animal. Students then, using the shapes
> they helped determine worked best draw out the bodies
> of the animals. They brainstorm again and discuss the
> best place for the details: eyes, mouth, nose etc. We
> discuss how rounding off or creating curves to the
> animal help better represent movement in the animals
> By using clear film over the original photo students
> then associate an image with the development of shapes
> and line. I encourage students to try this technique
> at home and have had students have a greater success
> in drawing.
> This techniques leads into later drawing skills where
> they start to break images down into simple, shapes,
> forms and lines in their minds instead of the aide of
> clear film. Visual training.
> Jeff (Minnesota)
> --- leah rachlis <email@example.com> wrote:
>> Hi all,
>> Last year while doing some of my observation hours
>> for my methods class, I
>> heard reference to GUIDED DRAWING. I took pause at
>> this, since I never
>> responded well to the "this is how you draw a cat"
>> I did experiment a little and found that my early
>> elementary the kids LOVED
>> being shown, how to draw a cat, and a dog and a
>> rabbit and a cow... (I stuck
>> to farm animals on farm day!).
>> I got some of Mona Brooks stuff- but frankly, I
>> could not bear to read one
>> more book (1 year left to my M.Ed, can you tell!)
>> What do you all think of guided drawing...
>> Curious in Colorado
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