From the 1950’s to current day, a graphic explosion of visual imagery has expanded the classification of drawing. Drawing has advanced from cave walls, to chalk boards and paper, to computer-generated devices. Most art teachers have allowed and encouraged experimenting with drawing tools to get a feel for a variety of materials. Various pencils, graphite sticks, chalks, pastels, markers, ink, and crayons are common media in which to experiment. Drawings can be categorized in a broad sense as either subjective; emphasizing the artist’s feelings, or objective; conveying information, but not emotions. But how is drawing best learned? What is the best way to teach it? People have been copying since ancient times. Copying what is seen from life or copying from other drawings and pictures continues to be a successful method of teaching drawing. “Art is a reflection of the culture in which it is made” (Betti and Sale, 2008, p. 21). These copying methods vary in techniques in order to learn to see and develop hand-eye coordination—the very basics of drawing. By making and looking at drawings, students develop a necessary memory. Learning to see through the practice of drawing certainly enhances the visual experience. Whether an artist decides to draw abstractly or figuratively, subjectively or objectively, “learning to draw directly from life is essential” (Betti and Sale, 2008, p. 25).
I believe everyone can learn to draw! Through this blog, I will be presenting my research of comparing methods for teaching drawing throughout history.