Organization of lessons on drawing from life.

Drawing from nature takes the most hours. Drawing from life is a method of visual education and gives excellent results not only in teaching drawing, but also in the overall development of the child. Drawing from nature teaches to think and purposefully conduct observations, arouses interest in the analysis of nature and thereby prepares the student for further educational work.

The process of cognition of objective reality largely depends on the degree of development of the visual apparatus, on the ability of a person to analyze and synthesize the resulting visual impressions. Drawing from life has great opportunities for developing this ability.

In an educational drawing, the process of cognition of nature is not a simple contemplation, but a transition from single and incomplete concepts of an object to a complete and generalized idea of it. Drawing from life, the student carefully examines nature, tries to note its characteristic features, to understand the structure of the subject. When drawing from nature, concepts, judgments and conclusions about the subject become more and more concrete and clear, because the nature that is before the eyes is accessible to sight, touch, measurement and comparison.

For example, a student, drawing a plaster ornament, sees a dark spot on the convex shape of the object – it seems to him that there is a depression there. However, approaching the object and touching the shape with his finger, he is convinced that there is not a depression, but a bulge. Therefore, in the primary grades, it is advisable to build visual arts classes in two directions – the study of form by sight (drawing from life) and by touch (sculpting).

Other examples: when drawing a geometric body in perspective, it seems to the student that the height and width of the object are the same. However, having measured them, he is convinced that the size of the sides is different; children in the first grade, drawing from life a poplar leaf, often poorly capture the nature of the form; when they are shown a leaf of birch, lilac, linden for comparison, they begin to quickly notice the characteristic features of the shape of a poplar leaf.

Taking as a basis that teaching drawing from life at school leads to the development of mental abilities, it is necessary in the classroom to teach children to make correct judgments about the shape of objects based on scientific data on the phenomena of perspective, shadow theory, color science, and anatomy. It is easy to teach children to carefully consider and analyze the shape of objects. Children often amaze us with their attentive attitude to the smallest details of nature. They draw the smallest details and details of the subject with special love and accuracy. This gives us the opportunity to easily transfer the child’s attention to the most characteristic features of the structure of the shape of an object, to teach him to correctly see, understand and depict the shape of an object.

Drawing from life, and especially perspective drawing, is of great importance for the development of spatial thinking and imagination. Already when you get acquainted with the elementary rules of perspective, the most complex process of spatial thinking takes place. The difficulty of conveying the three-dimensionality of a three-dimensional object when depicted on the plane of a sheet of paper makes the student develop spatial thinking and imagination. Any graphic expression of thought is based on the ability to visually represent the depicted objects. The draftsman needs to clearly imagine the design of the object, the relationship of its parts, the nature of the form, the position of the object in space.

By developing in students the ability for clear figurative representations, drawing from nature also affects the development of memory. In human life, the role of figurative memory is enormous. But the influence of drawing from life is not limited to figurative memory, it also affects other types of memory: motor, emotional and verbal-logical. On the basis of clear ideas about objects, figurative memory, the student develops the ability of imagination.
While drawing from nature, abstract thinking also develops. It is impossible to give a constructive analysis of the form of an object without resorting to abstract thinking, and in drawing you constantly have to deal with constructive analysis. Moreover, it should be noted that drawing from life, like no other form of studying the shape of an object, makes it possible to develop all aspects of the process of abstract thinking.

Thus, we see that learning to draw contributes to the overall development of a person.

Drawing from nature in a general education school provides not only for the depiction of objects by means of black and white drawing (pencil drawing), but also for teaching the elements of painting. The task of teaching painting includes the image from life of individual objects, simple still lifes, interiors and landscapes. Getting acquainted with the elements of painting, students master the techniques of working with colored pencils, watercolors and gouache paints. In the first grades, students paint natural objects (leaves, insects, etc.) in watercolor, without using a mixture of colors. From the third grade, they learn to select a color similar to nature by mixing paints, and also get acquainted with the use of colored color pads. In the fourth grade, schoolchildren paint three-dimensional objects (fruits, dishes) in watercolor – first, as in previous classes, on a white background, and at the end of the year – on a light colored one. In the fifth and sixth grades, in drawing from life in watercolor, the main emphasis is on the correct transfer of color ratios in a group of objects and on the transfer of volume. In these classes, students use the techniques of working in a wet way, master the ability to work with watercolors based on the use of techniques for re-laying colors, merging colors. When teaching painting, the teacher should keep in mind that children perceive everything around them with a joyful feeling. However, childhood impressions, no matter how direct they may be, gradually turn into thoughts. The task of the teacher is not to kill this inspired impulse in the child, but methodically skillfully lead to the correct ideas about the world. Therefore, students should be introduced to the basic principles of color science, taught to use color and tone correctly to convey their visual impressions of nature (warm, cold tone), to convey the play of light and color on objects, without deviating from the visual authenticity of the depicted.

Drawing from life is an excellent means of aesthetic education of children. Drawing from nature a landscape, a tree, a flower, studying the nature of the form of these objects, the child shows interest in the beauties of nature, in the richness and variety of its forms and colors. He sees the proportional ratio of parts and the whole, captures the rhythm and harmony of the forms of nature, color shades. Developing in children observation, flair, we thereby solve the problems of aesthetic education.

Tasks for drawing from life can be long (1-2 lessons) and short-term (sketches and sketches completed within 7-15 minutes).

Objects for drawing from life in grades 1-3 are placed in the frontal (or profile) position. The main attention of students is directed to the definition and transmission of the spatial position, proportions, structures, as well as the colors of the depicted objects. in the perspective of forms).

Field performances (at least three per class), with a few exceptions, are somewhat lower than the level of students’ vision. Small models are handed out to desks.

Be First to Comment

Leave a Reply

Your email address will not be published.