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In a message dated 97-09-17 14:42:39 EDT, you write:
<< I believe that drawing instruction that involves formulae is not serving
the needs of the students learning to draw. >>
No spam, just a few comments:
But Thom, you ARE using a drawing formula. Your starting point (at least in
your comments, if not in practice) is a belief in right brain/left brain
assumptions, rather than the questions of actual students in the classroom.
Of course, drawing from close observation is a key component in learning to
draw. Generalizations about the make up of the body and the face, size
relationships, proportions and so on are also helpful to some students.
Observations, after all, can be confusing to an inexperienced student, since
they tend to draw what they think they "see" rather than what they actually
But statements of certainty about how the brain works, as if anyone knows for
certain how the brain works, is a red-flag raiser to me. Its nothing more
Dogmas demanding fidelity to theories about how children learn to read, do
mathematics or draw have little value in classrooms of 20 to 40 very
different children, all who are learning in very unique ways. What works