Modelling; a guide for teachers and students . yro folloiv Fig. gi. Fig. 92.—A Different Attitude in the First Stage. Modelling 129 than those given by nature ; one may allow instead of half ahead between the two iliacs, nearly f of a head, and for thewidth of the thorax in proportion. This will only add to thestrength of the sculptural effect without losing in proportions of length must remain the same {Fig. 91, thirdstage). 130 Modellin. 9 >? 3^3^ HO wa,en <1 ?J 0 n )-i w OJ tn C T- Q LJ 0 H S (t! (/J OJ n -1 0 Lj u U7 (U r ! OJ T H 0 n £ • ? 0. 3 ?<-. 0 o i2HCI o I
Modelling; a guide for teachers and students . yro folloiv Fig. gi. Fig. 92.—A Different Attitude in the First Stage. Modelling 129 than those given by nature ; one may allow instead of half ahead between the two iliacs, nearly f of a head, and for thewidth of the thorax in proportion. This will only add to thestrength of the sculptural effect without losing in proportions of length must remain the same {Fig. 91, thirdstage). 130 Modellin. 9 >? 3^3^ HO wa,en <1 ?J 0 n )-i w OJ tn C T- Q LJ 0 H S (t! (/J OJ n -1 0 Lj u U7 (U r ! OJ T H 0 n £ • ? 0. 3 ?<-. 0 o i2HCI o I, 1- i^con! C/2 a 3a g c .— c So c ° oc X u- -> o ?5 C ^ 03 CL _ P- cr c/) o o rt ; & C —> ^^ (-) o c ° u %- <; _, w .. £ --^ WJ u D to -i s s s O) 3 U O ^ , £.3;^ K g -; O < 0:^ (U c oo c a! r: h c 5i gj2 3 t/; c « y rt J^ • o „• 3 ^ S .2. M-^ c — o - 3 gj \Z .^ c c — i- oo 1) •? O 3 -75 < ^ ai ca o tr. Modelling 31 ^ir in ^ uj y 0- b^ t< O-{ ^ ui•ri aO (Duz Z Q ^Q ji^ ,n0 Q- J 1; I -1 Ct^ OD ^^ (t °- rrZ Sx O oiO ^d HiH^ •
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Keywords: ., bookcentury1900, bookdecade1900, booksubjectsculptu, bookyear1902
