. Augsburg's drawing, book 2. and not variety is the key to the interest of love to do that which they can do with some measure ofsuccess rather than take up new lines of work. They do not tireof one object as long as they feel a gain in power. In general, much more will be gained by choosing oneobject that contains a variety of lines, like the calla lily, anddrawing it every day until interest begins to wane. Choose aclass of objects, such as keys, pocket knives, or shells, and drawthem many times in different positions. Return to these objectswhenever you wish to ex
. Augsburg's drawing, book 2. and not variety is the key to the interest of love to do that which they can do with some measure ofsuccess rather than take up new lines of work. They do not tireof one object as long as they feel a gain in power. In general, much more will be gained by choosing oneobject that contains a variety of lines, like the calla lily, anddrawing it every day until interest begins to wane. Choose aclass of objects, such as keys, pocket knives, or shells, and drawthem many times in different positions. Return to these objectswhenever you wish to explain a new point, or to improve theexecution. AUGSBURGS DRAWING. 135 Simplifying Objects.— Care should be taken when drawingnatural objects, such as buds, leaves and flowers, to reduce theobjects to their simplest form. If buds are drawn, only one, twoor three should be on a stem, as in Figs. 32-36. One leaf withits stem and a small part of the stalk is enough for first eflbrts ;and in flowers, one blossom alone is Suggestions for Teachers.— These exercises are to suggestlines of work that may be overlooked by the busy teacher. The sug-gestions are grouped under the months of the year. August and September.— Encourage pupils to collect in ablank book drawings of bud, leaf, blossom and fruit of a tree. Require several pupils to memorize the drawing of as manydiflferent leaves, and to reproduce them at a convenient time beforethe w^hole class. X36 AUGSBURGS DRAWING. Divide the study of leaves into (1) the single leaf. (2) Thebending of a single leaf. (3) Two or thiee leaves grouped on asingle stem. Use at first short leaves with smooth edges similar to the a long, slender leaf, similar to the willow, to teach the bend-ino- of leaves. Make a sharp, artificial I)end in the leaf, as shownin Flo-. 40, and draw in various positions until the principle islearned, and then study the natural bends. Leaves with a complicated outline, such as the maple, shouldnot
Size: 1945px × 1285px
Photo credit: © The Reading Room / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1900, bookdecade1900, booksubjectdrawing, bookyear1901
