Why do we draw? (Part 2)

Teachers often tell their students to hold the pencil fully outstretched. I disagree, because moving it up and down and sideways makes you move in an arc, as Sandy demonstrates, above. 

Many people tell me they would like to learn to draw, but they live too far away to take my class. Often they are going through some kind of crisis. From long experience, I know that drawing is cheaper than therapy, it always calms anxiety, and a tablet of paper and pencil are so small and benign that they can be carried anywhere.

I can teach most people the rudiments of life drawing in a single class session. Drawing is a series of actions, rather like dance. The best way to teach it is to sit next to the student and demonstrate the steps. Still, a half loaf is better than none.

Drawing starts with measurement. Get that right, and everything else is just details.

Instead, hold your pencil loosely and comfortably, as if there were a plate glass window along which you were running it. You will have to recheck your measurements frequently, but you should be doing that anyway.

1. Put yourself a few feet from the object you want to draw. Make sure you’re comfortable.

2. Hold your pencil between your thumb and fingers as shown. Most art teachers tell you to do your measurements with your arm completely outstretched; I prefer to have my arm loose and to visualize an imaginary plate glass window I'm running my pencil along.

3. Close one eye and focus on the pencil.

4. Holding your pencil upright and straight, align the point of your pencil with the top of the vase.

5. Slide your thumb down the pencil until it is at the bottom of the vase. This is now one unit of measurement in space.

6. Put marks on your paper where you want the top and bottom of the vase to end up. This is now one unit of measurement on your paper. It doesn’t have to be the same size as your unit of measurement on your pencil.

7. Go back and line your pencil up again with the vase so that it fills the pencil from the point to your thumb. Now raise the pencil so you are measuring the flowers. Are they as tall as the vase?  Twice as tall? Half as tall? When you’ve determined this, add another mark to your paper to indicate where the top of the flowers should be. This should be the same ratio on paper as it was in space.

8. Go back and recheck the measurement on the vase height. Then just flip your pencil sideways and see how wide the vase looks in comparison to its height. Is the object as wide as it is tall? Twice as wide? Half as wide? Once you’ve determined this, go ahead and put horizontal marks on your paper to represent the width of the vase.

9. Turn your pencil to the side and observe that the flowers are about 2 or 2.5 times as wide as the vase (depending on where you’re standing).  Make those marks on your picture.

10. Once you have the proportions of the objects marked out, mark in the big shapes with a light pencil and then start breaking them down into smaller shapes. You are well on your way to drawing the object. 

Tomorrow I will talk about using angles and negative space to measure.

Your pencil is your ruler. You are measuring ratios and then transferring them to the paper. (Note: my ratios look slightly different from what Sandy was seeing because I drew the picture later, from a slightly different angle.)

Recheck the height with your pencil and then flip it to see how the width of the vase compares. It's that simple. 

It really doesn't matter where you start measuring or what order you measure in. You will figure out a system that works for you.

Once you have the measurement hash marks in place, draw in the big shapes and start breaking them down into smaller shapes. The rest is just details.

Message me if you want information about next year’s classes and workshops.

Why do we draw? (Part 1)

Corroboree, 1880s, William Barak, Natural pigments over charcoal on paper

It’s only been in the last few years that drawing has been studied as a cognitive process along the lines of language and mathematics. I have written about the psychological resilience that making art helps to produce and its ability to aid concentration and memory, and I will return to that tomorrow.

In The Visual Language of Comics, Neil Cohn argues that drawing is related to language, and that comics are drawn using a visual language that uses patterns and repetition to support the story being played out in its word balloons. Although we artists think of drawing as primarily spatial, Cohn has demonstrated that reading comics causes the same neural regions to kick in as reading a written sentence.

Yinma - A gathering of people for ceremonial purposes, 1973, Yumpululu Tjungarrayi, Australia

Sand stories among the Warlpiri and the Arandic people of Australia are mostly told by women, and they seamlessly combine words and changing pictures. They use repetitive symbols (which also appear in Aboriginal paintings). Their intended audience understands them as easily as we understand the words on this page.

All toddlers go through a phase where they scribble. When they do this on walls, they’re mostly just irritating, but it does seem that their scribbles are similar from child to child. Are they a precursor to a drawing language, just as babbling is a precursor to a spoken language? And have we cut off the development of that language with our disdain for the visual arts?

 (See Are We Hard-Wired to Doodle, here.)

 Message me if you want information about next year’s classes and workshops.

American Exceptionalism

Young Girl Singing into a Mirror, Jean-Etienne Liotard, 18th century.

There’s a lot of conversation about American Exceptionalism in the media today. This is the theory that, because of its unique ideology of liberty, equality, and individualism, the United States is qualitatively different from other countries.

It’s true that our colonial forebears were uncommonly interested in the written word, and that literacy and numeracy were widespread among all classes, in marked contrast to the European nations from which we drew.

Tis to ye Press & Pen we Morals owe
All we believe & almost all we know. (George Fisher, 1748)

Buffalo Newsboy, Thomas Le Clear, 1853. In America, education was never limited to the upper classes.

In New England, about 60 percent of the population was literate between 1650 and 1670, 85 percent between 1758 and 1762, and 90 percent between 1787 and 1795.

And what were these people reading? Well, not technical manuals. Overwhelmingly, education involved ancient languages, ancient history, theology, and mathematics, and most people could sketch and sing or play an instrument because these were fundamental skills in a world without photography or radios.

These New Englanders went on to lead the Second Industrial Revolution, which started with the rapid industrialization during the Civil War and culminated in 20th century American economic hegemony.

Réunion de dames, Abraham Bosse,17th century. The salon was a mechanism for continuing education from the 17^th century on. 

In other words, it was quite possible to build a technological empire without STEM classes. But is it possible to build the 21^st century equivalent without the humanities?

Researchers at Michigan State University recently identified a link between childhood participation in the arts and adult success in business. As they put it, “A young Picasso or Beethoven could be the next Edison.”

A Young Girl Reading, Jean-Honoré Fragonard, 1776.

People who own businesses or were granted patents were up to eight times more likely to participate in music and art as children than the general public. “The most interesting finding was the importance of sustained participation in those activities,” said Rex LaMore, director of MSU’s Center for Community and Economic Development. “If you started as a young child and continued in your adult years, you’re more likely to be an inventor as measured by the number of patents generated, businesses formed or articles published.”

“The ability to make art is really critical to the creative mind and getting into the sciences,” added James Lawton. 

 Message me if you want information about next year’s classes and workshops.

Choosing a watercolor easel

My own contraption, easily assembled from off-the-shelf parts. It functions equally well for oils and watercolors.

This weekend I got a letter from a southern California watercolor artist asking about field easels. I’ve written a lot about oil-painting easels but very little about watercolor easels. However, the same fundamental rule applies: there is no single “right” easel for every person and every situation.

En plein air pro watercolor easel.

For me, a movable mast is an important consideration for watercolor, because I want my work surface to be able to go almost flat for washes. One commercial easel with that flexibility is the Anderson Swivel Easel. The trade-off for lighter weight in aluminum field easels is that they can be flimsy compared to their wooden counterparts, but this is a good alternative to a wooden box-style easel.  At 5’6”, I find it to be slightly too short for me to work standing. But if you work from a seated position, the small storage area and slightly shorter profile will pose no great problems.

Anderson Swivel Easel

I made myself a heavy-duty variation, using a mast from Guerrilla Painter, a shelf from En Plein Air Pro, and a ball-head tripod I had from back in the days when we used real cameras. This is the workhorse easel in my collection—it is virtually indestructible, very stable and easy to adjust.  And there’s no assembly needed: just buy the parts and put them together. If you already have a good tripod, you can assemble this easel for less than $120.

Mabef beechwood field easel has a pivoting head. Mine has been amazingly durable and is the first easel I grab for new painting students to try.

The trouble is, it’s quite heavy. That’s no problem for painting from the back of your car, but if you let your friends talk you into long hikes, it’s just too much. For a truly lightweight easel, I'd look at En Plein Air Pro’s line. As I noted above, the trade-off for their light weight is that they are less able to endure the shocks of truly extreme plein air painting.

I also have a Mabef field easel, which is an economical answer to the pivot-head problem for watercolor artists. Its major downside is that you need to bring a table with you, but it’s my most useful teaching easel, and has outlasted a lot of fancier alternatives. While the head doesn't pivot 360°, it can be turned flat, and that’s enough for most applications.

Message me if you want information about next year’s classes and workshops.

Umbrella Revolution

Umbrella Man, by the artist known as Milk.

The ‘Umbrella Movement’ in Hong Kong may or may not be over but these have been the largest protests seen in China since Tiananmen Square. The protests demand free and fair elections, and public opinion polls during the protests showed about 60% support for the protesters.

A banner from the Umbrella Movement.

Unlike the Occupy protests in the United States, the Hong Kong protesters have been noticeably tidy, polite, and nonviolent. The term 'Umbrella Revolution' was adopted by the media because protesters brought umbrellas with them to protect themselves from pepper spray. However the protesters themselves rejected it, because they do not want to be seen as revolutionaries. Their request is a finite one: they want open and fair elections.

A nonviolent banner from the Umbrella movement.

This movement has been accompanied by a flowering of extemporaneous art. The most-widely reported example is a large statue created of wooden blocks, called Umbrella Man. He stands ten feet tall and clutches a yellow umbrella in his hand. His face is white, to represent the tear gas and pepper spray endured by student activists.

One of many thousands of Post-It note messages in Hong Kong.

Umbrella Man faces a wall of bright Post-It notes. News venues show these walls in many places, representing many thousands of hand-penned messages.

 

A "Lennon Wall" with Post-It note messages.

A protest movement so gracious that it has time for art—what a contrast with the Occupy movement in America.

Message me if you want information about next year’s classes and workshops.