Drawing


Jessy’s experience

These are photos taken from an activity that was conducted in class, where we were first instructed to draw the selected object without lifting our pens off the paper, and then to repeat the same step with our eyes closed the second time. With these restrictions and boundaries, my artwork did not turn out to be the most accurate. However, I learned from the experience that drawings do not necessarily have to be perfect or neat in order to contain artistic elements.

When I drew with my eyes closed the second time, I become much more aware of the pressure I was putting into the pen, and the texture of the ballpoint as it scraped across the paper.

From this experience, I think it is important to teach the children that their drawings are simply tools for them to express their creativity, not something challenging that must always look “good” or “nice”.

Collaborating with a child was an interesting and valuable experience for me. The child was trying to describe the Christmas tree using words such as “spiky”, “brown rectangle on bottom”, and “red balls”.

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-JESSY-


Hana’s experience

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As seen in this picture, there are so many different kinds of lines each with various qualities. When introducing children to the concept of lines, the approach used for this activity can also be taken by asking children to draw five types of lines that they know of.

This activity of drawing an object with eyes closed versus open using one line encourages children to let loose, be more free during their creations. Having my eyes closed allowed me to concentrate on drawing my perception of the object rather than focusing on the accuracy and realism of the object, since I knew I would not be able to create a realistic drawing of my object.

In collaborating with a child, I was able to create these based on their description of the object!

This line and collaborative activity emphasizes how art is subjective. Based on how I perceived and understood the child’s description of the object, the drawing looked different from the real object. Additionally, every child may have a different concept about what they believe a line to be.

Educators should understand the subjective nature of art in order to encourage children that there is no set way to draw. Children who think they cannot draw can be shown that there is no standard for what their drawings should look like through activities such as the one done above.

-HANA-


 

This image was drawn using one stroke, with my eyes closed. Just like Jessy and Hana, I was more aware and actively thinking about the image I was creating.

An element of art that is present in all three of our drawings are LINES.  Line can be defined as any stroke or mark (Fox & Schirrmacher, 2014).  Lines can also show movement and define a shape or form. The single line used in the activity were used to define the edges of the key, water bottle and makeup mirror. The translucent lines of the water bottle create a soft and light quality while the dark opaque pen lines create a heavy feeling.

-JOANNA-

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