I never draw on the child's paper. Learning to see is done by studying the thing, animal, or person being drawn - not by getting the teacher to correct the work. The student should own the whole process and product.
I never ask a child to copy a picture made by me, by another artist, or by a camera. I have them practice from actual objects or models. When children do copy work for fun on their own, I do not condemn them for this, but I do withhold compliments for copied work, and I withhold all encouragement related to copy work. I encourage them to practice from actual objects - never working from pictures.
1. belajar lakaran bebas.atau bertajuk.teknik lakaran objek atau haiwan.
tengok kecekapan atau ketelitian hasil. Pemerhatian diluar. melukis daun. teliti atau tidak. melukis objek2 diluar rumah atau dalam. Some of the best subject matter comes from everyday common experiences such as the food we eat, our homes, our toys, our families, the neat stuff we collect, our friends, our games, our work, our animals, our neighborhoods, a trip to a zoo, a trip to a farmyard, and so on. A half eaten snack is evidence of life around it.Drawings do more than represent what is seen. They imply what is happening in a child's life. Drawing is a diary. Taste, touch, sound, and smell are all great multi sensory motivational enhancements. Eat some. Draw what is left. Eat what you drew. Practice. Express. Grow. Be. Artists often combine observation, imagination, and invention. Children also learn some great thinking skills by working from imagination, from inventing, from designing, and so on. A three-year-old was drawing a picture of herself. . When she drew the other hand, she naturally counted and made five digits. This one simple question, asked in a neutral way, may have helped her transfer knowledge. She started to make a connection between counting and drawing. Perhaps now her drawings from imagination could help her develop greater awareness of numbers and math--making her more talented at both of these things easier latter in school because of the new neurons that began to grow in her brain.
2. belajar shading. arah cahaya dan bayang2.
bagi objek banyak222. suruh mereka buat bayang2 dan shading sendiri supaya benda menjadi 3D. Pemerhatian penting sangat2!nanti jadi automatik dan ini tidak bagus.I ask the child to find several levels of shaded tone on the thing being observed. I ask the student to identify the lightest places. We name these "highlights". The highlights are very lightly framed with a pencil line. These areas are generally left totally white. I ask the student to find the darkest places. In most cases the shadows at the base of objects. These become the darkest part of a shaded drawing. If you want to see ideas about shading, turn off the lights and set an egg or a grape on a piece of white paper on a table near a window (not in direct sunlight).
2.i.Gesture drawing. Gesture drawing is good for drawing people, animals, and objects that are active and in motion, or for content that is charged with emotional quality
3. tona warna.
penggunaan tona warna
4. mewarna. I avoid showing the work of other artists as an introduction to doing artwork. I feel it may lead them to feel their own work is not good enough to measure up. In my opinion, we do not need to encourage more imitation, but we do need to nourish the instincts of imagination, curiosity, and the natural instincts to search for truth.
I teach art history, museum visits, and so on after children have done similar work, or we do these activities completely independent of creative work. By studying the other artist's work as an independent activity or after doing the media work we do not diminish the importance of their own experience as being foremost as content for their own art.
5. Pengumpulan hasil seni
I suggest saving a child's drawings in a folder in order to keep a record.When children are very young, I simply invite them to tell me about their drawings. I feel that the story telling is very good practice for them. Even children who are only two and are simply scribbling are able to tell me a story about their drawings. I think this practice in verbal improvisation grows verbal neurons that help make them talented at reading, writing, and speaking.
6. Display and exhibition
The child might fear that it is too hard to always do as well as the one that was selected. I would be sensitive to this, but I also think it is encouraging when children see the work being displayed.
On BECOMING TALENTED
In my experience, most parents need to be more affirmative and less critical of their children's drawings. Correcting a child's drawing mistakes can easily stop their interest in drawing. Children who get affirmation often continue to practice much more on their own. In drawing, just as in most other aspects of discipline, education, and child rearing, we need to stop saying no (unless there is an immediate hazard). It has been found that parents that use a preponderance of prohibitions are more apt to have children who fail in school. They lack attention span because they gave up on trying to imagine good things to do. On the other hand, those with positive choice conditioning, seem to be better prepared to make healthy choices as teens.
Learning to draw is only a small part of growing up. There are many other important talents. In good parenting, I believe we need to change every negative behavior to a positive with choices. We need to provide awareness questions that suggest better alternatives from which children can learn to make their own good choices. When we say no or when we criticize, we discourage, we destroy motivation, we shorten the child's attention span, and we handicap their capacity for self-learning. Unless they are self-motivated, which happens most when they feel some assurance that they are doing well, brain neurons for abilities and talents will not develop.
In good parenting we try not to declare absolute answers, but we use open ended questions to encourage good ideas. We offer positive alternatives and options. Children are encouraged to choose from between positive alternatives. Instead of being discouraged by prohibitions, kids grow up enjoying wholesome participatory creative play alone and with friends, they make things, they play games, they participate in sports, they engage in music, they invent recipes, and they spend lots of time in art activities becoming talented way beyond their parents.
I know this works because it happened in our home. It happened by chance because our kids had a mother who had an amazing parenting instinct. She never said, "Stop it!" She did not say, "No!" unless they were in immediate danger. Whenever the kids were behaving badly she coached them with interesting and enjoyable ideas and asked them to select better positive alternatives. Some were suggested by her, but they also learned how to invent good activities on their own. They became better players. They became conditioned to imagine and self-initiate positive choices as a part of their personalities. One chose writing and the others chose science. They use their talents well as they search and express the truths they find. They have the ability to imagine ways to do things better--making the world a better place for all.
Elizabeth Layton began to develop her drawing talent when she was 68 year old.
Karangan yang sangat bagus bukan?
aku saje je nak kongsi dengan korang semua~ :D