I'm sure there is a portion of "work ethic/enthusiasm" that causes
some students to "barely get it". Yet I suspect that a larger factor is that
they are just not ready for it, yet. I feel it's mostly a developmental thing.
Also some students just can't seem to see it. They may be very smart and
cooperative in many other areas but spacial/visual may not be their strength.
Last week my eight graders began constructing geometric solids. One of
schools best students struggled away but just could not do it. He transferred
to the band class yesterday. His frustration may have been a factor. I'm not
saying don't teach it, I'm just saying be understanding of the portion
class that is struggling. They can get really frustrated when others get
quickly and they watch as others then zip right through it.
Woody in KC
Also, as a painter myself, I tend to introduce formal linear perspective
until late. I believe it tightens up the compositions too much. If you
they want to use it and have difficulty seeing the balance in all
things. I could
be wrong, this is just the advice of an old teacher here.
Maggie Tucker wrote:
> I take a long time (6 to 7 classes) in our perspective classes. 7th grade
> gets one-point; 8th grade gets two-point. Classes do two guided drawings
> with my help, and then they're on their own to do their own subject. Each
> year I have about 1/3 of the class who barely gets it and the rest who do,
> with varying level of success. . .which I've always attributed to the
> varying amounts of work ethic/enthusiasm my students have.
> My feeling has always been that this a a tool that almost everybody can
> use. Am I being too reliant?
> My feeder high school teachers tell me the students are well prepared but
> right now I feel pretty rough about results.
> Maggie Tucker