Term 3 session 4

After an unsuccessful attempt to teach about negative shapes this week I got the children to draw on object (the positive shape). After a discussion about positive and negative shapes, and a demonstration, I got them to draw the air around the object (the negative space). I knew straight away if they were looking at the object because they started to draw on the detail. To draw the negative shape they look carefully at the shape created between the air the and object, by draw a little at the time and then shading in the negative space the image started to emerge. See the photos.

In this photo the child drew what he thought was the object (left). The middle image is his attempt to draw the negative space, except he was not looking. (His brain was definitely in left hand mode). With a little time spent by me getting him to look from the middle of the object out and draw the space created in and around the object he succeeded (to his delight) See the right hand drawing; notice the direction the koru is going now, that was the correct way.

Indian ink and a wooden stick (kebab sticks) have become my best friend today. After pondering at great length on how to get these little cherubs to look carefully at the lines, shapes and detail of their drawing, I thought about indian ink. So I gave them detailed line drawings of insects to copy. To my delight the children looked carefully, drew with deliberate lines, added detail and came up with some fantastic images. (Yes! they can do it).
To top off the success I heard comments like, “ I never knew I could draw like this”. This is the best thing I have ever drawn”. “ Oh wow! The details are the same as the picture”.

Just for fun, we changed tack completely and did abstract painting. This was a first for these children.
I thinned some acrylic paint and put out four different colours in containers, each with a spoon. Then I added a variety (colours) of containers with liquid dye to choose from.

The process is simple (but messy). Using wet strength cartridge paper you dribble two colours of paint around the paper then spray them with a water spray bottle. Next you dribble a dye colour and turn the paper up and around to spread the mix. Using a straw to blow the mixture also adds strange effects.

The first effort was a disaster! The children put too many colours on at once and discovered the age old problem, too many colours turns to mud. After some discussion it was decided to restrict the palette to 3 colours and spread the paint out around the page instead of putting it all in the centre. Great problem solving.
Watching the children observe the colours blending and forming patterns was magic. We decided next week (when the painting are finally dry) we will draw insects over the paint with indian ink. This is a lovely way of transferring knowledge.

It was interesting to note, the two best drawers in the class found this activity very difficult and the non academic children excelled in making patterns not mud.

Term 3 session 3

The usual warm up, drawing upside down and drawing on the window picture plane.

In response to children not knowing how to use a grid to transfer images I had photocopied a variety of grid drawings. I showed the children how to number the lines before looking carefully at where the lines of the image passed through the grid lines. This activity had mixed results, but most children did very well.
Next time we drew hands the children were more confidence in drawing the image from the picture plane to paper.

Drawing from negative shapes
Our next step in learning about drawing proved to be a little more difficult - drawing negative shapes in an object. Using the picture plane we tried drawing the negative shapes in and around a chair. This activity did not go so well because it was very hard to hold the view finder and plastic (picture plane) and draw on it too.
Next time I will get the children to draw the air around on object straight onto paper.

The objective of drawing the negative shapes is once again making the left brain be quite (because it is not the object being drawn) and let the right hand brain work. It is amazing (when the activity is done properly) how the actual object is far more accurate when it appeared from the drawn negative shapes and spaces. Reason: it is the lines the artist is concentrating on not the object.

A number of the children in this group are finding it hard to copy or trace lines on the picture plane or even copying lines from a line drawing. I need to question the expectation I have of them and whether the program is suitable for their development level. Back to the drawing board so to speak.

Term 3 session 2

Started with a warm-up exercise of drawing upside down. These drawing are getting more accurate as the students feel more comfortable about looking at lines.

I introduced the picture plane concept. We taped a view finder on the classroom window for each of the children and with a whiteboard marker drew the scene outside. To do this the child must hold their head as still as possible and shut one eye, then they trace the images on the window. They did find this quite hard to draw the lines in the environment. They enjoyed this activity, however, the problem is how do we transfer the image from the picture plane to paper.
To expand the picture plane concept the children held a view finder with a clear plastic sheet attached (overhead projector transparency) on their hand. This was used as the picture plane to trace the lines of their hand. The children were amazed at how their hand drawing looked real. We photocopied the clear plastic to get a good image. The children repeated the hand drawing on the picture plane the then using a simple + grid transferred the image onto paper. Unfortunately I overestimated their ability to do this and they found it to hard. I will need to teach the children how to use a grid to transfer images before trying that activity again.

Term 3 session 1

Before starting any teaching I had the children draw three picture: a self portrait (using a mirror), a picture of their favourite person (it was amazing how this image resembled the self portrait) and a drawing of their hand. These drawing will be our benchmark later in the term. The drawings also gave an indication on the ability and confidence of the children.

I introduced the students to copying line drawing upside down (that is the line drawing was upside down not the students).
My whole objective is to get the students looking at, and copying the lines. The skills used in this exercise develop spatial awareness. Estimating how long the lines are, how big the are lines, the angle they go, how wide apart they are and where they join each other. The students are then looking very carefully and seeing detail they have never noticed before. To carry on the theme of observation the next activity turned out very abstract.

The children taped white paper to the desk (to prevent moving), with one hand (holding pencil) on the paper they turned away and looked carefully at their other hand. Without looking at the paper they drew the lines on their hand. It did not matter if they were not connected or lost their way, they just started again. The whole objective was to follow the lines with their eyes and transfer that information to their hand. We photocopied the image enlarging in the process. The children then colours the shapes and spaces formed by the lines. This way fun and reduced the stress of drawing realistically.