To help reinforce the shape part I have cut out the
basic shapes and made a game out of identifying the
shapes with and object. I would hold up an object and
students individually would select the shape or shapes
that could represent the object. I would then have
them discuss with a table partner "why" these shapes
work. If they have different shapes then their
neighbor then they discuss "why" there are
differences. I encourage students not just to except
they are wrong and change but to talk out why or why
not the decisions they make are appropriate. For
younger grades you need to walk through the process a
couple times.....but they do get it.
--- leah rachlis <firstname.lastname@example.org> wrote:
> Thanks Jeff - I like this process - it is similar
> to the Plexiglas over the
> hand deal that "drawing on the right side of the
> brain" recommends.
> I also like the focus on shapes and lines - I have
> tried to verbalize this,
> and I have demonstrated,but I think we need some
> I still have lots of Plexiglas- and the vis-a-vi
> markers work great.
> ----- Original Message -----
> From: "Jeff Pridie" <email@example.com>
> Sent: Sunday, August 13, 2006 4:06 PM
> Subject: Re: GUIDED DRAWING? Opinions, suggestions -
> > Leah,
> > I do something like this with my Elementary
> > using animals. I get a picture of common animals
> > lay a piece of clear plastic over it and ask
> > to help me brainstorm what shapes make up the
> > We try different shapes to determine what will
> > represent the animal. Students then, using the
> > they helped determine worked best draw out the
> > of the animals. They brainstorm again and discuss
> > best place for the details: eyes, mouth, nose etc.
> > discuss how rounding off or creating curves to the
> > animal help better represent movement in the
> > body.
> > By using clear film over the original photo
> > then associate an image with the development of
> > and line. I encourage students to try this
> > at home and have had students have a greater
> > in drawing.
> > This techniques leads into later drawing skills
> > they start to break images down into simple,
> > forms and lines in their minds instead of the aide
> > clear film. Visual training.
> > Jeff (Minnesota)
> > --- leah rachlis <firstname.lastname@example.org> wrote:
> >> Hi all,
> >> Last year while doing some of my observation
> >> for my methods class, I
> >> heard reference to GUIDED DRAWING. I took pause
> >> this, since I never
> >> responded well to the "this is how you draw a
> >> mentality...
> >> But:
> >> 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
> >> Leah
> >> ---
> >> To unsubscribe go to
http://www.getty.edu/education/teacherartexchange/unsubscribe.html > >>
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