Art . over theright, smoothing the paper out on the slate. When the paper ceases to glisten, it is ready for the drawing, and this is madein exactly the same manner as with dry paper. DEAWING FEUIT 93 FRUIT ON THE BRANCH For a Form II, JuniorGrade class, very simple speci-mens should be chosen, suchas a twig or small branch withan apple, pear, or plum, andtwo or three leaves, or a pairof bean pods on the stem witha single spray of leaves. Eosehips, haws, poppy heads, andother seed pods also make in-teresting drawings for thisclass. The first efforts may bemade with charcoal or withblack crayon
Art . over theright, smoothing the paper out on the slate. When the paper ceases to glisten, it is ready for the drawing, and this is madein exactly the same manner as with dry paper. DEAWING FEUIT 93 FRUIT ON THE BRANCH For a Form II, JuniorGrade class, very simple speci-mens should be chosen, suchas a twig or small branch withan apple, pear, or plum, andtwo or three leaves, or a pairof bean pods on the stem witha single spray of leaves. Eosehips, haws, poppy heads, andother seed pods also make in-teresting drawings for thisclass. The first efforts may bemade with charcoal or withblack crayons. When a lesson on thedrawing of fruit is to l)e taken,the teacher should see thatthere are ready a sufficientnumber of specimens prunedof all leaves that add to thedifficulty but not to the beautyof the specimen. The order ofthe lesson may then be asfollows: 1. The arranging of the specimens (SeeGeneral Introduc-tion.) 2. The placing of a sheet of drawing paperand charcoal orblack crayon oneach de?;k. CRAYON DRAWIXO OF FKriT—BY FORjr II 94 ART 3. The studying by each pupil of the specimen which he is to draw, aided byquestions put by the teacher as to the direction of the twig, fruit, andleaves, and the size and shape of these in relation to each other ?i. The placing on his paper by each ])U[)il of the faint direction line of thetwig 5. The placing of faint lines to show the direction in which the fruit hangs and in which the middle line of each leaf points 6. The drawing in mass of the fruit, l)eing careful to get it truthful in size and shape 7. The shaping out of the leaves on each side of the middle line already placed for eacli, care being taken to make them not only correct in shape butof the right size in proportion to each other and to the fruit 8. The drawing of the stem wdiere it is not hidden by the leaves 9. A final, careful comparison with the specimen, followed by any corrections that can be made. No erasing should be attempted. In a second effort, the
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Keywords: ., bookcentury1900, bookdecade1910, bookpublishe, booksubjectdrawing
