. Francis W. Parker School studies in education. Penelope, creeping- for the return of Heracles overcoming the lion. Mod-eled by a nine-year-old boy. Potter at the wheel. Modeled by amember of fourth grade after a tripto Lewis Institute, Pottery Depart-ment. IN CLAY 129 clay do what we wish, for as the sUght resistance is overcome, theidea is seen. This indicates the importance of having an idea clearlyin mind before handling the material. At first the child expressessomething he loves; he often models a pet. This year we have avariety of pet dogs. It is natural for children to make
. Francis W. Parker School studies in education. Penelope, creeping- for the return of Heracles overcoming the lion. Mod-eled by a nine-year-old boy. Potter at the wheel. Modeled by amember of fourth grade after a tripto Lewis Institute, Pottery Depart-ment. IN CLAY 129 clay do what we wish, for as the sUght resistance is overcome, theidea is seen. This indicates the importance of having an idea clearlyin mind before handling the material. At first the child expressessomething he loves; he often models a pet. This year we have avariety of pet dogs. It is natural for children to make somethingthey love. This loving thought and planning is the basis of art, andwe see the result, a designed piece of work. Is it not art to doa piece of work without hope of reward but for the joy of doing?It is essential that material be used in its completeness. To do thisrequires designing. This is true in drawing and painting as wellas in modeling. It may be asked, How can a child have an ideaof design when he has such a limited use of form? Let us re-member that the normal child has free
Size: 1984px × 1260px
Photo credit: © The Reading Room / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1900, bookdecade1920, booksubjecteducation, bookyear19
