Art . subjects. DESIGN Units to be used singly, in borde^, or insurface patterns, may be obtained in the same wayin this Form as in Form I, Junior Grade. Alittle more latitude in the choice of unit may beallowed, as the power to repeat units regularly andkeep them of the same size grows. When the class is laying borders with smallsquares, oblongs, or triangles of paper, or withseeds, some members are sure to discover that onesquare may lap or be laid on top of another in sucha way as to produce a pleasing unit. Three orfour oblongs or three or four triangles may begrouped satisfactorily and th
Art . subjects. DESIGN Units to be used singly, in borde^, or insurface patterns, may be obtained in the same wayin this Form as in Form I, Junior Grade. Alittle more latitude in the choice of unit may beallowed, as the power to repeat units regularly andkeep them of the same size grows. When the class is laying borders with smallsquares, oblongs, or triangles of paper, or withseeds, some members are sure to discover that onesquare may lap or be laid on top of another in sucha way as to produce a pleasing unit. Three orfour oblongs or three or four triangles may begrouped satisfactorily and the new unit units may also be made by grouping-three or more seeds. Units made in this wayshould be finished with black and one colour. Insome cases some of the shapes may be covered withblack crayon. Other designs will look better if thecoloured shapes are outlined with black. When aunit lends itself to such an arrangement, some partor parts of it should be left uncoloured, as this. SURFACE PATTERNS-PUPILS -BY F0U51 1 84 AET class may use black, white, and one colour infinishing their designs. In Form I, Junior Grade, the class foldedthe paper in squares, to make a constructiveplan to help them to space their units evenlyin their surface patterns. The unit was thenplaced in the centre of each of these constructive plan is made in the same wayin this class; but the idea of alternation isdeveloped by having the class (a) place theunits in every other square, leaving alternatesquares vacant; (h) place the unit in themiddle of every square in the first and thirdrows and on the line between the squares in thesecond and fourth rows; (c) place the unit inthe centre of every square and also at theintersection of the creases. In the second arrangement, the difficulty of half shapesfor the left and right edges arises; and in the third, the further difficulty of topand bottom halves, as well as quarter units for the four outside corners of thepaper, has to
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Keywords: ., bookcentury1900, bookdecade1910, bookpublishe, booksubjectdrawing
