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    © All Rights Reserved
    Download as PDF or read online from Scribd
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    136 views86 pages

    Creative Form Drawing 10 - 12 - Cropped

    Uploaded by

    spruantroposofia
    Creative Form Drawing 10 - 12_cropped

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Creative. Form Drawing with children aged 10-12 years Workbook 2 Angela Lord We ‘Howton Press Contents ep stp abe oe Introduction 5 Using this book Teaching methods 8 The adolescent child and art 11 Part One Part Two Class Four 10-11 years old Class Five 11-12 years old Enhancing sarfocms 14 Sequences feom nature's forms 5 Cheula foxms 15. Form relationships 2 Clecles and straight lines 16 Tansformations 3 Forms that sit each other 18 Inversion forme: Outside in and inside out 54 “ansforming lines: Curved to angular 19° Forms from past autures 55 “fansfoeming lines: Angular to curved 21. Basic geometry: Squares and diamonds $9 Linear forms with straight lines and curves 23 Basic geometry: Squares 60 Reversible forms 24 Basic geometry: Fve-ponted stars 6 Crossing-over forms 26 Basic geometry: Shcpointed star 2 Continuous tine forms 27 Celtic knots 6 Celtic knots 28 near forms oe “Wangs and quares 33 Unear eversbie‘orms o Diamonds and squares 34 Reflected pattens 7 Foems with parallel ines 36 Sequences fom a garden 1 Crating diamond form 37 Conversation ors n Diamonds 38 From flowers into geometry B Structuring curved ines 41 Directions in space 7% Mirror forms 44 From parallel to circular 2 Completing mieror drawings 46 Quotation om eres by Rudo Sener 86 References end recommended reading 67, Acknowledgements 88 Introduction eam daning wie ined to the Wf Sheol Chr hoa epee ny din eentting ‘urna by Rist wor epee wthmanytemsekesin memento cdsenw beet he (poupsateseresin cemalEirepe and ran sostone nage se ares eas ao 195-128, 1. ebaringthe tether daning Some of ei comemporey eluates potens 2. ning the fori ce ‘oui be saves thougn ising Ms jet tee 3. dan efor a Uwoner chal one Farm eaving deste cvese 4, dain the book, Goce tough teatro cnt aay spre eachhamgspecteeduaton bent. ‘These four sep ae inant the sequence provier Wewllovevew seealoftesein Nis intaducten, he lang expences the chien, Wel cone nd ten coer how eather eR 2nd heaps theme etal ‘inlets Bec an acnatng Sc 9510 1. iewton of mevement trcugh wachig the pasiton other dasetand chien tech il the da on the cos The The tre a of econ not pay ater aan a fllonng hee th ache dans Inormaton forthe eo But anohen genuine ‘Thy se sein ube eye mover HOW cer ofpeeepton gen cunt andiary ced net of roca hn ed Iniltne ean hing Frm crvingconbaseins_iagcomped ets works: ean way thet edvtion Let eosin bo ‘heharpene 2 Tavs awn rmination Spatalemerience vaughmovent at tech Integrating sensory experience re jes have seen Became aay maveme Penn eater oy esr teen at Spraia Atycltcdtngingtoravakmeson — Tilge tld movement res add Mae nel weno +n the cen ret ik before Wenalrmdrainglenonisempereneedbychien, te song th ac sane asia and competed aly they» insaion = thechien mst imagine the Sree awe unde an etgted pret gig sev! etheywakt ‘eration hewing uch conse witphscimons + pote =the cen nen © Snow how fe they ren cetdnaon a balince Ea sage the een waklnone ection eo changing son, tral ard medrng an dees he ee er ‘cpm fe hil name ekg fang and wil inelagesptatmovemantie waking tefons) bhp. Chireieumtothekhough ding thauahacivy, hear guning then deepens ‘out engogenent afer led cencnen ~ Spal deco ~ owen bested ee ah wththesurewndnawattreunhmewaghlandanpe dyer brat exponen eeses, + ssl movonens-sraht nes cares ches ‘mute ning roe ce ysl atria ~ cre per ales = leaing epinees o earee by rpg esha GN papain rangement atc rrtan sep by sp pss ach sugetaernerbiadna erating a Ape 3. Onnng forme nthe ares the fr csr tse prey ts Cen ae gen acs oferta They can magi shaper ay dE fn that ing aes rerasanwgtd hari Engaging ath eesti ms \eoctloge andohysealbediyenpgeme teensy smi regs bly The crt engageent wc om Saving p= cewdnatonand tutes oh nd ses ‘eseoferaremamitta th poten amage whi of era eames brak-gym esc). een ‘omputsdiewring ct fveonthe chi ealeing naling dawn ra mae ting proce, Intheesworttesthe plac fn ancl cnsrunt_ thecal with de nde ges “Dregne bok Tage moramens a poste quay has wo bud wp nate dscemmert ‘ough corgatean gute shh on gereta tree oct opr th bly ons of formin ot since a camp ae ne Way techie fe Chas Four ores) asthe stare anti of eons on he ig el pated ay Aiving experience of ert: Eniivening a space Ie be ete a omens den sil ce whch sams 1 ge up an og alu In the Ing elven rcs as they ve an unespte lumii tthe whe srfice. The cae oe at sorties ht tee a what ot both Sipe Inca hath teacher ears ts pherameton ‘isn my wih ct ea ch cps pe amanon Sly ning wht ty te Shy ening ath tan thetic tek happens at thes ee ssn a reat ftomaywesre dang fom This basa webanowe ‘esto when erin clus place near ah athe burintoerngite car nest he Becoming ane of Sch expanses deveops ens tity other sea. ansing acne! ee Spaces soc rams ad eng phi een {um pss whee rte anon abot ten Teche cmowperne tis sures pera ere wt thy ie do te ang ie and at ‘A sense for the real: Developing a correct conception of elt through symmetry (nding sme ore he citer ae abit een caret conception fet Cnr theinpuse tec tes el i dng ramen eee: cane Beesoncng hts are ging somening fo opel mtd mers ‘onc eanpte someting wh scope re ‘resist Flowing ough can seth \wcamedtout china angmut mae clei a teagan re aco Let u contr isn mowed Te be wot or ‘romp te glen complet an comp, Site aetna a cance With ha tf ag ‘on oer nee feat develope We aren 3 wo compeena He gen wor thou ou ew i ‘econ thing Te ay king ned ‘etn acrdance wi wha outward ppuret he serse-peretble wr. The pret what ne pe oe hough os 5 Perey une wh eco ‘ot wate nat concn the pepo ethane “ain one met oan ‘Sin peer ne py Sn ey bes Tesora Sane, nae oberon sis anes mths ay the soto one snes Rae taped Ts Notte tenet ftuch ght ne ad movement. “Then the onc maar imapets epee Tsisra usta copy butengnes einer aos ofa tan ad goes na actly ble way, The mir form sty new ceston ted othe gen om, cen oq conieble lpn onthe core ploy fe genom The mer sparse ces ree, pose eqing ae ecsng and ee Ierpnee lect ered by Ru Seer eaninnraceif indore tech sSng he haat enagesinecrentrg oncom be form wth oc purpeseanciner The adolescent child and art Ins Four nd fe ges 10-12) wes ott angen citer bt cones dinar of eres ni rig tthe work. The Deana of olsen eres eer chhaod yes bhi aed feet he emerpnce fs devon iy ith feang sregts a peony reasoning and etn, Tis eds wo an awakening eet in he rata wo tn ada ne Wala ir gh (eo theanmalingdom and seensetontomaninin Fur oie detent sesso ‘nwa. Te alec chad lea Becomes need Inia of ps and Htc! pesos, Tht frm ings ehh ave ois cates of he pst are parc appropiate and mca ‘orn age up ae orn ltt the geometry ot Dateschers an pate) ie rasta the er ne he wath atte eing ae ah 30 ‘The whole apse o techn neds tobe pemested ‘than tie appealed by the teachers oom (Get and magia capaci. etna mere done matey men ing bt o- "on tha foarte depen oe aon ai wll hen nid hort wea ot oan andre ro cote at Aa embeing options ne wo agentes shh ee. aap om Mew At ean acre XL, Class Four Exercises for Class Four (10-11 years) support, develop and extend the children’s Handwriting sls + Fine motor co-ordination and dexterity Capacities to complete unfinished forms Creativity and imagination Floibility in thinking + Abilis to sense form-relatonships ‘Awareness of simple geometry + Perceptions of contrast rhythm, structure and form Feelings for balance, harmony, contrast and inter connectedness ‘Awareness of size and spatial arrangements. Examples included here provide the children with experiences of + Polaris ofcentre and periphery; above and below: left and right + Contrasts of angular and curved! flowing and static dynamic and resting; large and small, + Contrasts in spatial movements: forwards, backwards; upwards, downwards + Transformation processes (metamorphosis) + nversions (an inner form becomes an outer and the outer form becomes the inner) Logical relationships and sequences + Haxmony, balance, proportion and beauty ‘Appreciation of cultural and atstic accomplishments from the past. Enhancing star-forms Intheseoarcthe fe pondsaromsareenhanced —Thechidenateomarenens Indeed to) by deauing ved or Reagh ner sound - Harmonious ern rnee ‘ea Tay gh oe poten te naw Ce + anerg Feat name for he do an the Sis an 0a = Sey ‘suena fo hand hand ot hen heen fae moniustebtonship wth LAthouph esefoms ret Ionia ering and are btn fe the hen & *, Merarngsnctued oma ey ad bared ne clowing i 3 fe choke, but he ei onrasing or eat, sng lee acer eos of ad elu whinge saver mone bod eed. Circular forms Tce eran ee and. gong over then see tine in both eco (Gace aed anc te ho talace he os Tease con {har Wiking and dewey 3 res for bea, ome Sten and lane. Techie af cbse om the form expand an rele each ater Denes ees caved and sip Ins or eampl, need ‘St confraiy wih eich ter awl reagan feat ten the ent of the fs with Be © ® S prighery. The hie anf tr atenton on he Imeisng or cnteting he cere withthe pape sing sten questions "tho cane song enough the pecan? ‘fl oserthing onthe out othe orm dnd Demy clows nipping rete anharening ‘The cen wl ej te csnge and he ben of sca specs rorin ey ibe ® ®@ © Forms that suit each other ey els eh € a 0D EoD) Y viw Y A) clo Ms Ms Ms aM vy uwvwyw YO > Oy Pq MO GP G9 HyPGOGI pts Be Transforming lines: Curved to angular RQRILSLRSURZ BESO IC 58 SC ICI IC SRR _ (Wy) SIN Wane AAI LN NN LYX\ p/w SO OCS OS OS OSS CS OS OSI SX KES OO OIN OY eyeNeye OOOO FOF - Oe "o°O70 0°" Ce NA ORIN SEDO XK Transforming lines: Angular to curved ‘hte na ons change ep by ep om pated snsrfomsrn carved ramdedtoms The chen ‘peteing the want ton hap ender ss rosso gestures Rscansas thous ses alo They begin With wires reat stu a ly, ten rosy roene ts Rowing soe ere movers Enon ms a elatalip throm ‘ove so ste vansomanonscanbe ee cay, SVLSYLYL_YYL SYUSUSUSL Linear forms with straight lines and curves ‘The thn eption of taht nes and aes ‘hess ings spent combied we yt. They {se ver hamonsng nth movements whch bing aon eco ne oeter Carvetoes Conan sce iran wean ron) Fite epation + Proportion 2 cespondig ons Reversible forms ‘hee for severe, page nd ude fest dens ely aking rd he aby tose ings tom leet to en Crossing-over forms These costa fs ned focused cancentaton. They tne dawn io canons, nd can ts desoped Ino aquenes whieh angen forms. B8 &Q Se WP ey & Techn ering Flestay nha Looking tafor om saraurpolst ew + Gemonuty 2 Sklar deo oon 1 Suming proces hich aque rt of wilta + Teste then Continuous line forms i aany po The ener il eed ely cance ‘ates they ae a sme forms and hae see ‘hagesof deci, Bath abovead eon a and ‘ght ts ineresingto ry two ot De veinz om one farm Te ehrer can aw ver he fos seal nes Be [8] © oe eB fa al Celtic knots a a gazigit onl pigail Ale TESEP UT: gigeprie PGi? eB eS o BE ‘Triangles and squares ‘me cten daw ‘The elena cet the oon tangle and sque 1. Arowaf ote ie age. These reco eau fom Te anges do ot ned tbe elt Bet lsteratenanles ee eh for needs for Wangs wich hee the sare 2. Fourtnges with pln ured ‘Sind howto male the squares, Four touch angles wth he pas autre Four ang ane fund them at four mote Diamonds and squares ‘hese fms bein without Be of which ‘make square Sal nou spe ae cated {Ting squares monde aresqursstonongup aeons pi rama retires ‘todarundeochonapeso the een hed ook the for heya raving athe ge apes ad ‘em, Cloung shod be ep spe tat ie forms ee enfaned bu rt verubared yt clung. Te ren an count he os i ea fo. The ge fombasesingt © Os VOB BO Forms with parallel lines fated with aeomete pts ry aero 2S Creating a diamond form 1. ra our even sped dt in amend orm . 2. Dra wo more dot on the ote of ech do ei é Pe, 2. ra fur doce ech fhe far in the spss . 44 ego at top and aw he woe om na com These toms teas . rostonng Since . . oe er eee . . . oe ° oe . oe oe oe es eo oe oe ee . ee . oe . Structuring curved lines fur ows of tee evenly sce dts nthe Begin athe uppermost dot fp ea ay ‘ran 3 owing caring in in contouars move ‘ment crsingnewgheachdeandapngantothe now dt Thaw create eaters igus "hn four tection above, bl et ond fh Go oe the ng ne aver mes, aig ong cnt ado ean them, 5 any the spacing of he postonng doo oxo sly afer forme het fomsteack Symmeny eo Spotl arenes fenton sbvebowandleight How fowing ier can cet angen sce > & ©?) >< & Completing mirror drawings loner srr othe forma pl thn re one formand dd ter coke of clauig. Part Two Class Five 11-12 years old 6 ®. Exercises fr Class Five (11-12 year olds) assist deepen and extend the development of ‘An understanding of geometry through movement in doing form drawing) + Asense for order, logic and progression in thinking + Flebiltyin thinking + -Aproper sense of realty The capacities for conceptualising + Inner spatial visualisation skis + Confidence in finding a variety of relevant solutions to problems ‘The abilty to understand transformation (metamorphosis) principles, ‘An awareness of balance and harmony in composition + An appreciation of beauty in aesthetics + Spatial awareness and sensitivity to others and to the natural worl. Examplesincluded here will provide leaning experiences of: + The fundamental laws of geometrical forms + Integrated relationships Logical processes + Connectedness + Appropriateness + Universal forms + Natural forms and rhythms in nature + Artistic and cultura achievements of past civlsations rom Persian, Greek and Ceti times, Geometry that mony of then fe geome pre The hen hve ben pacing th for some yar sot thee fovamenta geomet forms aa estosips sexi ang wth the sonal way The chien pasesandulescanbegin Cassi 305 Fechand rng engages re en of bane: by devlpng ‘ecco ad cate mainlssontene TASS ‘ental aren cls war deaoing omen nguseereoonso: Reng, heap, peng, ‘avagen hepa hepagen rd 0n Bader of ful wat omen of Gane can Gass Fei ot a absacy y onsrctng eh ‘theres anions buat dierent ie ‘eschew they hve done Te eh 5- she carter tak sboct ans ep ‘nd then bon th a8 rata sop eto geome. ynagoren theoum casa be elena and

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