- TEN ... CONTINUED
To reinforce the notion
of 'logical size'. The size of objects being determined by introducing
a familiar object at the same 'level' (a similar distance from the viewer).
Then to complete the drawing started in the previous lesson.
teacher should print off the following three drawings and hand them out
as reference drawings.
Here I have introduced 'the admiral' and put him in the arch. Suddenly
the arch has a particular and definite size. Ask the students, why is that?
the moment a baby opens its eyes it begins keying-in shapes, with one of
the first being the human face and body. Then it learns to recognise various
other shapes in order of their importance. The child also learns to judge
how far or how close is a particular object. Ask the class how this is
could mention that these common perceptions are what bind people together.
There are, of course philosophical implications here concernig the commonality
of experience ... but that is what drawing is all about!
in the order of things human the body is a far more dominant form than
any old archway.
body of our 'Admiral Cowdisley Shovel' determines the size of the arch
(how high is it here?) as we all know the avereage height of the human body,
but, what if we shrink the poor old sailor?
Suddenly the arch has grown. How tall is it now?
OK so now I have multiplied the figures and drawn them forward. If we roughly draw lines through
the Admiral's head and feet where would they meet?
It the person viewing this scene shorter ot taller than the 'Admiral'?
go back to our unfinished drawing.
Note the detail lines suggesting the blockwork on the arch radiate out from the curve of the arc and then square. This is a tiny detail but one born of awareness. Ask the pupil
about laying bricks that will form an arch, or the color of their front gate,
or the size of a normal teacup. Test their awareness to common things and ask them to test you.
Using method in previous construct perspective 'grid' on the ground. Remember
the firm lines are to be done freehand.
The pupil should be encouraged to decide on the design of the forecourt
and individualise it as much as possible. Add some trees behind the wall
to soften the starkness.
Complete the drawing by adding a small figure in the arch.
TO ... THE ROAD - ELEVEN