Course Structure

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There are of course, many sorts of drawing courses: advanced ones, introductory ones, course designed to serve the particular needs of fashion designers or illustrators etc. Regadless, all drawing courses need to be effectively structured. A drawing course should be a progression: with a clear trajectory leading from the beginning of the course to its end. In the case of a standard introductory drawing course, the progression should be from line to tone, from straight lines to curved lines, from drawing objects to drawing scene.

The following is an suggested outline of such a course. It assumes the standard school form: a 12 week structure, with a break midway.

Sugested course outline
Day Key content Suggested exercises Progression
Day 1 Relative Point Location, Positive and Negative Space, Small and Large Features, Line Copy the Squiggle The Back of the Hand, The Signature as Persona, The Symmetrical Signature, Silhouette of Leaves on a Branch These exercises all involve copying from flat images.
Day 2 Angle Transference, Clock Face Approximation Easel Placement Dowelling, Pile of Junk These exercises involve drawing from observation, but do not involve anything other than straight lines.
Day 3 Perspective Perspective I: The Tabletop, Perspective II: The Box The beginnings of perspective.
Some time around this point, there should be a progress review of all students in the course. They should be given clear directions as to their current status and how they might be expected to improve themselves.
Day 4 Drapery, Curves Pseudo-Figure and Drapery, Oranges and Drapery: I and Oranges and Drapery: II, Behind You! Curved lines are introduced.
Day 5 Tone The Cup, On Top of and Under the Table, Shoe Tone is introduced.
Day 6 Unity and Composition, Overlap Collage Figure Composition, The Domestic Environment Picture-based notions are introduced (composition etc).
From this point on students may be engaged in their own self-directed projects. Their sketchbooks should serve as the springboard for these projects.

It is the habit of students to loose their disabling when faced with self directed practice. The teacher should be aware of this and keep an eye open for loose students.

12 Here the final work is displayed and evaluated. This Critique should be managed carfully and delivered in a formal manner.