Plato's academy had the inscription "No-one enters here without Geometry"
inscribed above the door. So does my drawing-teaching studio. I take it to
mean that without an understanding of geometry, the process of drawing will
be that much more problematic. I fondly assume that those leaving the studio
will have at least recognised the usefulness of geometry (of all types) to
drawing.
My proposed problem is in two parts:
1 How to teach drawing as a process of transformation from the primary
geometry of the scene to the secondary geometry of the drawing itself.
2 How to raise awareness of the cross-cultural (or do I mean
multi-cultural?) varieties of geometries as visible expression of
culturally-conditioned (some would argue language-conditioned) ontological
constructions.
Answers on a dog-proof postcard, please.
Dr Howard Riley PhD MA(RCA)
Coordinator for Postgraduate Research
School of Art & Design
Swansea Institute
Townhill Road
Swansea SA2 0UT
UK
Phone +01792 481285
Fax +01792 205305
email [log in to unmask]
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