. Theory and practice of teaching art . FIG. 62.—BRUSH-DRAWING, GRADE I. 1 See Teachers College Record, Vol. VII, No. 4, and Vol. VIII, No. 1, for articlesby Mary Chevis Upham, and Ethelwyn Miller of the Horace Mann ElementarySchool, and Vol. VII, No. 3, where Miss Lilla A. Nourse has given a full descriptionof the art courses in the Horace Mann High School, illustrating with pupils workand explaining the application cf synthetic methods. Theory and Practice of Teaching Art 65. FIG. 63.— THE VIKINGS SHIP AND THE MAYFLOWER, GRADE III. harmonies, and how much exercise can and should be given tot
. Theory and practice of teaching art . FIG. 62.—BRUSH-DRAWING, GRADE I. 1 See Teachers College Record, Vol. VII, No. 4, and Vol. VIII, No. 1, for articlesby Mary Chevis Upham, and Ethelwyn Miller of the Horace Mann ElementarySchool, and Vol. VII, No. 3, where Miss Lilla A. Nourse has given a full descriptionof the art courses in the Horace Mann High School, illustrating with pupils workand explaining the application cf synthetic methods. Theory and Practice of Teaching Art 65. FIG. 63.— THE VIKINGS SHIP AND THE MAYFLOWER, GRADE III. harmonies, and how much exercise can and should be given tothese faculties in these early stages. If the child arranges afew units in a border (Fig. 66) or places a little picture ona page (Fig. 65), he is using a rudimentary appreciation, or judg-ment as to rhythm and fitness, that lays the foundation for futureexpression. It is no more necessary that the design should beapplied, than that a song should be applied. If the child hascreated a little melody of line or color, complete in itself, he hastaken the first step in art. Applications will easily follow, andvery naturally. 66 Theory and Practice of Teaching Art k: i ? *flf
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Keywords: ., boo, bookcentury1900, bookdecade1910, booksubjectart, bookyear1912
