Drawing Exercises to Stimulate Imagination

The Progression of a Drawing

In this exercise the progression of a drawing is shown. A, B, C, D and E in Fig. I are not intended as separate drawings.

A is the start, B the next step, and so on until the completion E.

In Fig. 2 the lines in A are partly repeated in the final drawing D E. The examples are given to show how the pictures are to be started and the order in which they should be finished.

These are only suggestions and the pupil should be requested to base other subjects, either serious or comic along similar lines.


Incentive to Ingenuity

In this interesting exercise (Figs. 5 and 6) the curves on which the subjects are based are shown in heavy lines as keys to the original motif. As the exercise is intended as an incentive to the display of ingenuity, mere accuracy in execution should not be required.

Further Advanced Exercises

These are exercises similar to Figs. 5 and 6, but are farther advanced. Draw any desired curves and angles and then construct human figures based on these lines. Subjects of a humorous character will be found the easiest to produce.

Circle Exercises

Let the pupil make several circles and curves and then dispose of them in the composition of a figure. The examples in Fig. 10 will serve to show what can be accomplished in this direction.

SUGGESTIONS

In a drawing that presents a pleasing aspect to the eye much is left to the suggestion and to the imagination of the observer. For instance, in drawing the stones in a stone wall it is only necessary, as a usual thing, to suggest a few of the stones. In the same manner, a few bricks are all that need be indicated in a brick house to show that it is a brick house. A few leaves, sometimes, in the foreground of a drawing contain all the detail of that sort that is required to indicate the foreground foliage.

By pictorial means, we suggest or indicate things, some of which have neither form, quality, visible appearance, or in fact, any physical manifestation whatever.

By means of lines, aided by association of ideas, we are able to symbolize the intangible. In time the symbolic definition of an object becomes as familiar, or nearly so, as the material meaning. Thus, the anchor is the symbol of Hope; the key of Knowledge; the owl of Wisdom.

Here are a few symbolic objects that make good subjects for school room exercises:

Learning represented by the Justice, represented by scales or sword, or both together.
Bondage, represented by shackles.
Dove, peace.
Time, represented by the hour Dog- (bull), watchfulness, glass.
Mule, stubbornness.
Peace, represented by the olive branch.
Lion, royalty and dignity.
Eagle, domination.