To establish a new format for freehand lessons and to introduce the 'quick sketch test' to enforce observation and awareness of common day things.
The sketch pad, HB and 4B pencil, eraser
Without using the ruler (or any other straight edge) prepare the page with margin and add the freehand boxes as shown.
a) The student should draw the margin lightly (HB pencil), using short lines and when satisfied, firm it in. Allow a good ten minutes for this as some students will be concerned to produce lines of great excellence. This will not be possible at this stage and they could be told to expect as much. The student should be encouraged to keep turning the sketch pad to suit their hand movement, and to use the page edges as guides.
b) When the student is satisfied with the light lines they can be 'firmed in' thus (again using short, comfortable lines):
c) Without using a ruler divide the page into quarters using light lines as shown below.
d) Divide again.
e) And yet again as shown.
f) And again, so now you have 64 spaces (ignoring the title box).
TWO QUICK SKETCHES
Allow two minutes at the beginning of each lesson for this next exercise. In the first two little spaces along the top the student is asked to draw their simplest representation of any two commonday objects of choice. They may make them up or use any of the examples listed on the previous page. It is recommended that the research (practice) for these be set as homework. Then the student will be forewarned and prepared - although any lack of preparation can lead to interesting times ...
At the completion of the time allowed for this task (can be shortened for future lessons) the student will ask his or her neighbour to guess and write down the names of the articles or objects. It they match the drawings they should remain unidentified (no need for any notation). If not recognized the student should identify them as shown below. The Teacher will be the final arbiter. Be kind!
This whole exercise should be treated as fun as the teacher will find the students serious enough and naturally competitive. Do not ridicule any effort yet be constructive where necessary. Praise the good and display the brilliant for the rest of the class to see. Simplicity and effectiveness are the keys. In the example above try and guess what the two unnamed objects are? You will see they are drawn with the maximum economy of line. That what we want from the student.
The possibilities for set homework are manifold in these new set of lessons. Page preparation, common object research, completing drawings begun in class etc. Judge the pace according to student level and class preformance. If time remains in the 40min period the student could begin preparing future pages (light lines) with title boxes and freehand borders.