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Hi
there
I
have found that continuous line drawing in conjunction with ‘blind’ drawing
works wonders: drawing without looking at the paper – ie the student has to keep
their eyes on the subject at all times and resist the urge to look at their
paper. It stops them censoring and judging their work, and results in some very
interesting abstract images that somehow convey the essence of the subject. A
series of portraits in this way work well. You can also get them to repeat several of the same drawings on top of each other, but altering the mark making
tool each time – biro, pencil and fat marker pen.
Another
great way of working is to tape a piece of charcoal onto the end of a long stick - takes away to control and you get some lovely delicate and
expressive marks.
Also
try a session of getting them to scribble abstractly. We had to do this once for
a 3 hour session. Exhausting but creative. They have to alter their marks as
soon as they start to become representational.
Hope
that helps
I
have some more ideas but have to pop out now so will add more
later
Lindsay
From: The UK
drawing research network mailing list [mailto:[log in to unmask]]
On Behalf Of Dan Roach
Sent: 15 September 2011
08:21
To: [log in to unmask]
Subject: Divergent
drawing exercises
Hello.
I
was hoping to pick the collective brain.
I've
been tasked with running a series of drawing sessions aimed at first year
undergrads, within an illustration an animation framework. The brief that I've
been given is to 'open up the students expectations' of what drawing is or can
be. Beyond this, the only stipulation is that the course leaders would like the
students to begin developing a set of skills that will serve them when drawing
representationally later on in their studies e.g faces, the human form, mass,
light etc.
I'm
going to factor life drawing into the series of sessions but I wondered if there
were any cornerstone exercises that members called on
to:
I
have two or three ideas that can be varied and we'll also be going out to
different locations to make a series of drawings at each
site.
This
is going to be a year long programme and my initial thought is that the most
important factor in the students development is to get them making as many drawings as they can. They will be using A4 sketchbooks to gather as much
information as they can and then, seed larger pieces of work when back in the
studio. Of course my hope is that the group will start to formulate their own
drawing aspirations and practices beyond the initial projects and tasks set for
them.
Any
thoughts or advice would be gratefully received.
Thanks
in advance.
Dan