Show E Talks on Drawing II 11 Before Teachers of the Normal Training Sch School Is it pedagogical is the interrogatory tory one meets when any solution is suggested of the many problems modern education has to solve Some of these problems fall to the lot lotof lotof lotof of t the e drawing teacher and while we must value vahIe highly the results of the art teaching g that has been done we are compelled to trust for the settlement of some questions at least to experiment and observation in actual work On this authority we have taken the position in a preceding article that elementary elementary elementary ele ele- science history literature and elementary geometry furnish the necessity and the material for drawing in the graded school But when we have thus decided the function of drawing and the necessity and right use of type solids another question arises Can the principles principles principles prin prin- of drawing be imparted in this connection It is objected by some art teachers that drawing is thus degraded to an in f place me merely rely serving as an aid to the acquirement of knowledge in other subjects that the prin principles of art cannot be imparted without formal instruction and thus drawing in the school will not tend to develop art education among the people It is not a fair test of our theory to judge it by the work of the first grades whose blotches of color and masses of chalk cannot properly be called draw- draw mg ing ng We regard these as an effort of the child to tell his stories and express express' his ideas that should be unrestricted by any attempt at correctness or finish Direct instruction should be approached gradually as in other studies Take literature the form of expression expression expression sion most akin to art The matter of every lesson in the primary grades is s 's expressed in language oral and written incidental correction is made of wrong forms observation is directed to forms and constructions the best literature is used to illustrate lessons with the result that a good taste is formed and correct refined language becomes a habit In Inthe Inthe Inthe the higher grades formal grammar and literature are taught A similar course will be equally successful in drawing The first lesson for the child is how to see The object he is to draw has been handled in a science lesson and its characteristics and form carefully observed As soon however as it is placed before him for a drawing lesson he ees sees that he cannot express the actual facts of its form hut but must represent represent represent sent its appearance Here at the outset an art principle is involved and wise suggestion will enable the child to take his first step toward correct seeing Similarly perception of color light and shade and perspective should be bevery bevery bevery very gradually developed by suggested observation later by formal instruction But that which makes the result truly artistic is the free expression of the childs child's own mental picture and with this the instruction given must not not- in interfere in- in In dealing with method of off teaching teaching teaching teach teach- ing we shall begin with color A. A E. E Brotherhood |