I use Mark Kistler's Draw Squad for modeled drawing. The lessons are very simple but they build visual vocabulary in techiques such as foreshortening, overlapping (difficult even for middle schoolers) etc. I use Kistler's concepts as a warm-up and lead-in to a more serious perspective lesson.
If the 'canned' nature of modeled drawing lessons bothers you, break the class up in teams, give each team one lesson to master, and have them teach the rest of the class in 'oral reports'. They love it.
---- Original message ----
>Date: Sun, 13 Aug 2006 16:26:35 -0700 (PDT)
>From: chris massingill <email@example.com>
>Subject: Re: [teacherartexchange] GUIDED DRAWING? Opinions, suggestions - thoughts?
>To: "TeacherArtExchange Discussion Group" <firstname.lastname@example.org>
>Thanks for sharing this technique. Last year was my
>first year teaching (elementary) and it was the first
>year for art in Arkansas so the kids had never had art
>before and struggled with drawing - I tried the Mona
>Brooks lessons - I taught them her vocabulary of line
>and shape and then tried the lesson where you draw a
>bird - but it felt too much like I was telling them
>how to draw a bird rather than teaching them how to
>break things down into shapes - and most of them
>looked exactly alike - ugh!
>My district even had a curriculum that included
>specific lessons where you draw a "u" and then a line
>on top and then a half circle to make a face with a
>hat on top and I taught this lesson because I had to
>and the kids LOVED it, but it felt like cheating. I
>even had one first grader who did exceptionally well
>with this project and his mom came to talk to me about
>it and say what a great art teacher I was - which made
>me feel uncomfortable.
>Your approach puts the ownership back on the kids and
>I'll be sure to try it in the next few weeks.
>chris in Central Arkansas
>--- Jeff Pridie <email@example.com> wrote:
>> I do something like this with my Elementary students
>> 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 best
>> 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 animals
>> By using clear film over the original photo students
>> 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 success
>> in drawing.
>> This techniques leads into later drawing skills
>> they start to break images down into simple, shapes,
>> 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 hours
>> > 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
>> > ---
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