4th day of the workshop. What is Abstract? In my opinion you can make an abstract image ONLY when you genuinely know well about the original picture. If you don’t know it by heart and you draw- that is just an image that you don’t know.
Abstract in drawing would be ‘simplifying an image by emphasising its character.’
From this amazingly resourceful website, One says
In the chalkboard drawings, the human gesture and beauty of the natural world are of great significance for the first grader. Whether in form drawing, fairy tale, seasonal drawings, or characters in the arithmetic lessons, capturing the beauty of a simple gesture will soothe the soul of the first grader. The child will “feel” the gesture and recognize in it the goodness that lives around him.
The drawings need not be overly detailed; in fact, the simplest drawing leaves space for the child to embellish his own drawing with details that live within him from the story you have told.
So we started the session with sharing this idea. How are we going to make the simplest drawing?
How about starting with a story that we all have in our heart? For example, personally I have few stories that I loved to listen and to read so many times that I remember it quite clearly. Therefore I raised a question if we all have this kind of story. Since we all agreed upon it, I suggested that then we can try to make the most simplest drawing for those story that each one of us has in our mind.
-Little Red Riding Hood.
-Sister And Brother Who Became The Sun And The Moon.
-The Deer With A Silver Hoof
-Chinese creation myth
Questions raised after drawings were..
-How are we going to present the drawing?
-Is discussion after drawing with children in lower grade appropriate?
and this question was leaded to ‘How can we complement children?’
-Why perspective is only from 5th graders?
And we reached..
-There are many options. Although we discussed two options, one that teacher presents a drawing that pupils can imagine the story what they are going to listen and another, teacher draws with children that they can digest the story with you. (The later might more suitable for 2nd and 3rd class.) These two ways could bring two very different qualities of outcome. Therefore it would be nice to have balance in both perhaps.
-When and which age is appropriate to discuss the result? The lower graders are still in the process of internalising the sense perception rather than intellectualising it.
Likewise to complement the pupils, is that better to encourage and aware of their effort rather than how beautiful and nice picture they made. Also to be more specific, giving a constructive complement would be important that the children can reflect on. As the pupils grow old they would not satisfy easily with their drawings, so they must be carefully encouraged, stimulated and shown the ways to improve particular parts.
-The perspective drawing show up from 6th class though, only learn from 7th grader on during the art class. Why?
According to Rudolf Steiner the age 13, 7th grade’s theme is ‘The Age of Exploration’. The great 7th is ushered into their own self-realizations by revealing individuals who went beyond the limits and created a new perspective for the world. Where they bump into all sort of boundaries and limits to meet adulthood. And the perspective is an area where they have not raised their awareness towards it before.
However technically speaking, perspective drawing involves both the application of geometric laws and artistic skill. It has immediately practical value for almost everyone who wishes to make a correct drawing of a house for instance. Perspective constructions open up a distinct awareness and sense of observation. So it would be only suitable for the higher graders.