Creativity at it’s best!


Lois - DrawingSDC10104


Sequence to Teach A Drawing Lesson

Visual learning can be used for all subjects and is tied to other modes of learning.  Students need to learn to “see” the object they are drawing through the Elements of Drawing.  As you would learn to play a piano by learning the notes, your brain needs to process what you are seeing by seeing the “parts” of the object you are drawing, not what the object is called.  For instance, if I am going to teach students to draw a building, I would concentrate on all the straight lines that make up the building and reinforce those names in my instruction instead of saying, “building” over and over again.   By learning the correct names for the parts of the object, you calm your brain and it helps make the connection from the brain to the hand so that the correct elements come out on your paper.

All objects in the world can be drawn by using the Elements of Drawing.  They are the Circle (anything roundish and empty), the Dot (anything roundish and filled in), the Straight Line (sometimes thin or thick), the Curved Line (sometimes almost straight to very curvy), and the Angled Line (lines that bend so much they come to a point). 

Every lesson should begin with a review of the Elements of Drawing and I like to refer to the subject matter that will be drawn by choosing different parts of lesson and seeing how the Elements of Drawing work in conjunction with the object.  For instance, I may use a sea turtle as the drawing assignment, but review the curved lines on the turtle with students beforehand.

The more students learn to process these Elements of Drawing in their heads, the easier the lessons will become for they are truly learning to draw and not copy.

So, the first sequence is REVIEW OF THE ELEMENTS OF DRAWING for every lesson.  You also may want to choose different still life objects in your classroom or around the child to help show how the Elements of Drawing are all around us.

The next step is to set up a safe learning environment where they won’t be judged or criticized for their work.  That means that no one’s work is better than another’s.  The teachers’ opinion of the work, doesn’t matter.  Art is a subjective entity; everyone likes something different.  No one likes the same art in a museum, so how can we say what art is better than another?  I don’t use the words “good”, “better”, but I do compliment a student if they color something without going outside the lines, put lots of interesting things in their background or sit quietly while they are working.

Instilling the love of drawing for all