It is in the mind of the beholder. We are not trying point out the most common forms of drawing. We try to focus on the basic principles and rules of drawing, and then discuss the practical implications of drawing at home. We do not intend to lecture on basic drawing or on how to draw a particular drawing. The aim of the course is to introduce children to the process of artistic drawing. If a child thinks that it is OK to draw an arm like a triangle because he saw an old man doing it years ago, that should not scare him. A child who thinks that to draw a tree as if it was made of plastic is fine. It is important to teach children to judge what they see when they first look at an object. We do not use a curriculum. We do teach drawings that are easy, natural, and easy to explain. The aim of the course is not to help the child understand basic principles or make them familiar with traditional drawing techniques, but to show children what is possible.
We usually include photographs of drawing. The children are encouraged to illustrate their drawings with pictures. For example when we see a picture of a tree being made of plastic we say “The tree is made of plastic and is the tree of the child.” On the opposite side we would use pictures as evidence in supporting our conclusions. However, we do not require them to draw the plastic tree, only that by having the tree shown the children should infer that it is made out of plastic (although it is obvious.) We do this because it is more important to show the child that basic drawing techniques are possible in the first place rather than to make them aware of how to draw.
Children receive a very substantial drawing lesson at home from 5 to 7 years of age. We use these lessons as a way of motivating students to improve drawing skills.
Teachers at our school do not use the term “proper” drawing. In our curriculum we talk about “proper” drawing (which is not restricted to the drawing of figures). What we mean is that we teach drawing basics such as the basic principles of perspective, shapes, lines, and color in order to encourage children who are capable of drawing to do so. We provide drawings to illustrate the basics, but these are not to be taken as teaching methods or “rules” of drawing. Children need to use the drawings to develop their own drawing skills. We do not make drawings for teaching purposes, but for teaching purposes. We will use drawings to illustrate that children can
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