. Theory and practice of teaching art . h-school art teacher is torcedto make each year a unit, or if the classes are small, to givepersonal or group instruction. Three illustrations will serve to show the character of the high-school art course as a training in skill and appreciation. Fig. 6jis a set of examples from a class exercise in spacing, variationof a motif, and dark-and-light in two values. Fig. 68 showsa set of still life drawings, first year, in which the effortis for expressive and forceful line, for quality of touch, forharmony of parts and for suggestion of color. Fig. 69 is ade
. Theory and practice of teaching art . h-school art teacher is torcedto make each year a unit, or if the classes are small, to givepersonal or group instruction. Three illustrations will serve to show the character of the high-school art course as a training in skill and appreciation. Fig. 6jis a set of examples from a class exercise in spacing, variationof a motif, and dark-and-light in two values. Fig. 68 showsa set of still life drawings, first year, in which the effortis for expressive and forceful line, for quality of touch, forharmony of parts and for suggestion of color. Fig. 69 is adesign for a rug, fourth year, executed with wax crayons ongray paper. The first step was a study of the structure ofthe rug—a question of spacing and proportion. It must havea centre and a border. As motifs for design for centre and border the teacher sug-gested that the pupils use forms connected with their summerexperiences. The modification of a form through weaving wasexplained and illustrated. Then the pupils arranged the symbols.
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Photo credit: © Reading Room 2020 / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., boo, bookcentury1900, bookdecade1910, booksubjectart, bookyear1912
