Proportions obtained with the ruler.We come at length to study proportions by the aid of the ruler. Straight lines of various lengths are ruled; these are divided into simple proportions. Exercises are given in judging the relative lengths of lines drawn on the blackboard, etc. Squares and oblongs are constructed. Simple flat objects with straight edges are used as models; they are measured and drawn with the aid of the ruler. The drawings are always of correct proportions though the size may be varied, the measurements being reduced to 1⁄2, 1⁄4, 1⁄3, etc. The relation of this work to arithmetic is apparent.
Proportional measurements with the pencil.We give much time to teaching the use of the pencil for measuring proportions thus: one eye is closed, the pencil is held up between the eye and the object, at arm’s length away; the thumb indicates on the pencil the apparent length of the part to be measured, which (by moving the hand still kept at the same distance) can be compared with the whole until its true relationship is ascertained.
Memory drawing.We give exercises in drawing from memory all along the course, the subjects being chiefly animal forms so interesting to children. Object drawing.We now pass on to drawing from flat objects having some curved as well as straight edges. Let us suppose we have chosen a Japanese hand-screen, which we hang on the blackboard parallel to the class. The size of the drawings is first determined. The proportions are thought out and indicated. Construction.The model is handed round the class, attention being called to its construction. When replaced in its original position, the curved edges are compared with straight lines to ascertain their true nature.
A drawing is then made on the blackboard, the class following step by step. When complete the drawings may be tinted with flat washes of colour. The pattern may be drawn with the brush or a new one invented.
Foreshortening.Mr. Taylor reminds us that “it required all the ages to the fifteenth century of our era to master the laws of foreshortening”. To introduce these “laws” we use straight-edged flat objects, such as a map or picture on the wall. We sit, not now facing the model as before, but so that one edge may be described as being nearer to us, another farther from us, and two receding. Appearances.We have to deal with appearances rather than realities. The edges we know to be horizontal, no longer appear so; we compare them with the pencil held horizontally until we realise the angle they make with it. The width has apparently grown much less and must be compared with the front edge. The farther edge, which we know to be the same length as the nearer one, now looks shorter. Thus we think out the apparent changes and make our drawing accordingly. In the same way we draw the top of a table, and when able to do so correctly we place flat objects with curved edges on the wall or table, or diagrams with curved lines on them, and by comparing the curves with straight lines we realise their apparent forms.
Class and individual teaching.In consequence of the children having each a different view of the model, it is more satisfactory to take a very small class, giving each one as much personal attention as possible until they get accustomed to the work.
It is well to have some work of a more popular nature to alternate with these lessons in foreshortening. For instance, the brush may be used for painting easy leaves, flowers, etc., direct from nature, or for flat tinting of ornamental forms drawn from copies or the cast.
Plane geometry.Exercises in drawing from written descriptions, involving knowledge of simple geometric terms and figures, should also be given.
Model drawing.We proceed to model drawing proper, working in the same way as in the lessons on foreshortened planes; obtaining as accurately as possible the angles at which lines appear to recede; measuring the widths of receding planes and comparing distant lines with near ones. Perspective.We have to deal with perspective, “the science of appearances,” and we do this in the most practical way. We realise that it is only too possible to teach this subject in a wrong manner, by putting rules in the place of accurate observation. We therefore evolve our perspective sketch from the model and find it a great help to intelligent drawing. We frequently draw our models from memory. Alternating with these lessons we frequently take a course of elementary shading. Individual tastes.We encourage the child in its own natural preferences and mode of expression, having an excellent opportunity for doing so in the work done at home during the week, and especially during the vacation.
Suggestive drawing.We seek to modify the rather stiff and rigid kind of drawing hitherto necessarily done, knowing that higher art demands a suggestive treatment. We use such natural forms as fruit, flowers, foliage, of which we draw such lines as seem best to interpret them. Growth.We study very carefully their growth or development. We use also casts of animals, human features, etc.