Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1898-09-17
DRAWING IN THE TRAINING SCHOOL.
Supervisor Evans Writes interestingly on he
Much Moo,ed Question.



To the Editor;
Drawing in the State Normal Train
Ing School this year will start with H.
lustration In color Of story-work and
nature study, using colored chalks,
which are believed by the department
to be preferable to any system u color
study through oolored papers or tab
lets that treats as color study mere
~ for It's own sake. The m0rc adj
vancod gradeA Will use water color.
charcoal. pencil. and pen and Ink In the
order named.
Drawing used In connection with
storytelling literature. number. geug-
raphy, history nud science VIII De, ~
far a. possible, OF an artistic nature,
especially In the lower grades.
The formal or literal wOrk VIII Dc
limited to constructive drawing.
The plan to be used Tor a teaching
OF the largest possible whole. The leslFh
being not merely to represent obJects
with outline or maps, but 10 Wofk Tor
an Impression OF their mass values and
character. Detail and outline drawing
Will follow. In NJ, stage uf the work
will synthesia he lost sight ~ When
the proper time comes - 70 Into
analysis Of the subject. then the two
up Alternately. Block building VIII
take the place Of form study In the
lower grades.
u viii be seen that the method ~
herein outlined does not favor the
study = type forms Tor ihe begin
ncr. The point " View taken u the
rctuit % actual observation and sx-
pofitnce and IL defended BY
psychologists az well a. BY the best art
ttarhffH ~ our country.
Dr. q. Stanley Hall says The type
form awatsm IL beautifully iugicai but
not physiological"
'srhe attempt" saysw. y. fackman II
the Cook County Normal school. Ito
Introduce the study % form 10 child
hood BY a presentation 81 gi0meiric
ngurol. the fixed and highest rcnorai-
ixatiun 0f form, IL 10 reverse every law
BY which the mind rcachrr the truth"
Tho aim la not 10 difcori typr furms
aliogeiher nor yet by their use lead the
child to see all ns'ssa az spider cylln-
der or ubt. with them. children may
build bridges. lowers. gtteWaya.
chufchcG and temples. while they may
be used In the upper Grades ~ we use
common objects FOR morn formal and
dennlie drawing.
Freedom, feeling and sentiment must
be preserved. Tnu child'a Imagination
must be kept In healthy condl-
tlun, and not starved on
points and lines and isolated facts.
Appended u the outline OF the draw
Ina course 80 be used "a the state nor
NAL training school FOR the present
BEGINNERS.
with nature study fuse colored
Block Buiidinw-slmple structure. or
group.
Dc.lgn- simple borders and roscttcs-
Stick and tablet laying.
Gay Modelling Illustrative and ma
turr work.
FIRST AND SECOND GRADES.
coior--ObjeciH with nature study
tuae colored chaikaD.
Block building simple structure.
Clay Modelling Nature study.
Drawing-Naturc study ana common
objects. Teach mass. light and shade
(unc charcoal.
Paper culilng-Large objects. Illus.
tIailon. Connects WIKI story telling.
literature. number. geography. history.
whlie. and blackboard.
THIRD AND FOURTH GRADES.
cclor-Naiure Hiudy-tuas water
color.
prswing--same as mt and second
grades.
Deslgn-Book cover. etc.
Block NEUTRALITY-SUSPICIOUS.. temples.
and architecture. Historic ornament
Egyptian.
Illustrative skeiehlnE-ssame a. for
previous grades.
FIFTH AND SIXTH GRADES.
Color and DRAWING as for
third and fourth Grades
Conventional Dcslgn-Fiowers and
icavsA.
Historic rnament-GrcekIr
color standards. complcmcntaTics, tlntH.
shades. Teach use % ruler. working
drawing. Illustrative skeichlng.
SEVENTH AND EIGHTH GRADES.
color-3amc an Tor nth and sixth
grades.
Drawing Common objects. nature
study. nsuro poslng-(use pencil. pen
and Ink,
Historic ornament--Gothlc. Roman.
Teach conventional design, color
theory, perspective theory mechanical
drawing. Illustrative akctching. same
Of for other grades
In carrying out the above plan II will
not BE- surprising u some orudltiea APP
pear Ia the fifat part Of the work or
rome disappointment be- fult by those
who are looking Tor results on paper,
or the aJscailed immediate results, %
rather han healthy or rational de-
While this phase 81 the question
ftyntherla W anHlynlsl was under dis
cunalon in England number of years
ogp, MI Hamnftun observed that those
who began with the outline, The most
analytical, fFemed Tor time to make
The inoal rapid advancement, but In
their later work when the study oi
mass ana values wee taken ~ their
progress VAS less marked while tho
fntlsinctnry results came from those
whose course VAS the reverse, ffal
mass thfn outline, and n but one .
taught u should by all means be ths
mass
Therefore, We must be willing 10 en-.
durc some possible crudhicH at the be.
Elnnlng 10 us 10 set 10 the right way Il
maturity o. rili ness.
EDWIN EVANS.
supervisor 81 Drawing. State Norma
Training frhpo'
Salt Lake CTS. rept. II. sos.