Back to school for Marlys means one thing. For Arna it means another.
Two characters made of lines on paper with their own personalities and dispositions toward the world.
This is important.
From the "Unbored" website: Drawing tips from the great GARY PANTER!
Get a book-size (or paperback-size)d sketchbook. Write your name and date on an early page and maybe think of a name for it — and if you want, write the book’s name there at the front. Make it into your little painful pal. The pain goes away slowly page by page. Fill it up and do another one. It can be hard to get started. Don’t flunk yourself before you get the ball rolling.
You might want to draw more realistically or in perspective or so it looks slick — that’s is possible and there are tricks and procedures for drawing with more realism if you desire it. But drawing very realistically with great finesse can sometimes produce dead uninteresting drawings — relative, that is, to a drawing with heart and charm and effort but no great finesse.
You can make all kinds of rules for your art making, but for starting in a sketchbook, you need to jump in and get over the intimidation part — by messing up a few pages, ripping them out if need be. Waste all the pages you want by drawing a tic tac toe schematic or something, painting them black, just doodle. Every drawing will make you a little better. Every little attempt is a step in the direction of drawing becoming a part of your life.
1. Quickly subdivide a page into a bunch of boxes by drawing a set of generally equidistant vertical lines, then a set of horizontal lines so that you have between 6 and 12 boxes or so on the page. In each box, in turn, in the simplest way possible, name every object you can think of and draw each thing in a box, not repeating. If it is fun, keep doing this on following pages until you get tired or can’t think of more nouns. Now you see that you have some kind of ability to typify the objects in your world and that in some sense you can draw anything.
2. Choose one of the objects that came to mind that you drew and devote one page to drawing that object with your eyes closed, starting at the “nose” of the object (in outline or silhouette might be good) and following the contour you see in your mind’s eye, describing to yourself in minute detail what you know about the object. You can use your free hand to keep track of the edge of the paper and ideally your starting point so that you can work your way back to the designated nose. Don’t worry about proportion or good drawing this is all about memory and moving your hand to find the shapes you are remembering. The drawing will be a mess, but if you take your time, you will see that you know a lot more about the object than you thought.
3. Trace some drawings you like to see better what the artist’s pencil or pen is doing. Tracing helps you observe closer. Copy art you like — it can’t hurt.
4. Most people (even your favorite artists) don’t like their drawings as much as they want to. Why? Because it is easy to imagine something better. This is only ambition, which is not a bad thing — but if you can accept what you are doing, of course you will progress quicker to a more satisfying level and also accidentally make perfectly charming drawings even if they embarrass you.
5. Draw a bunch more boxes and walk down a sidewalk or two documenting where the cracks and gum and splotches and leaves and mowed grass bits are on the square. Do a bunch of those. That is how nature arranges and composes stuff. Remember these ideas — they are in your sketchbook.
6. Sit somewhere and draw fast little drawings of people who are far away enough that you can only see the big simple shapes of their coats and bags and arms and hats and feet. Draw a lot of them. People are alike yet not — reduce them to simple and achievable shapes.
7. To get better with figure drawing, get someone to pose — or use photos — and do slow drawing of hands, feet, elbows, knees, and ankles. Drawing all the bones in a skeleton is also good, because it will help you see how the bones in the arms and legs cross each other and affect the arms’ and legs’ exterior shapes. When you draw a head from the side make sure you indicate enough room behind the ears for the brain case.
8. Do line drawings looking for the big shapes, and tonal drawing observing the light situation of your subject — that is, where the light is coming from and where it makes shapes in shade on the form, and where light reflects back onto the dark areas sometimes.
9. To draw the scene in front of you, choose the middle thing in your drawing and put it in the middle of your page — then add on to the drawing from the center of the page out.
10. Don’t worry about a style. It will creep up on you and eventually you will have to undo it in order to go further. Be like a river and accept everything.
Thanks to our pal, M.A.G. for bringing this to our attention
Ulrich von Pottenstein: Cyrillusfabeln - BSB Cgm 254, [S.l.] Bayern, 1430
Little comics everywhere. Even, like, in the year 1430.
Ulrich von Pottenstein: Cyrillusfabeln - BSB Cgm 254, [S.l.] Bayern, 1430
This is the original digital device.
Here are some thoughts about the composition notebooks we’ll be using all semester.
Yours will l be waiting for you when you come to class on Wednesday. All you’ll need to bring is a black flair pen, your three ring binder with plastic sleeves and a roll of scotch tape.
From Science Daily
Going Through the Motions Improves Dance Performance
July 23, 2013 — Expert ballet dancers seem to glide effortlessly across the stage, but learning the steps is both physically and mentally demanding. New research suggests that dance marking — loosely practicing a routine by “going through the motions” — may improve the quality of dance performance by reducing the mental strain needed to perfect the movements.
The new findings, published in Psychological Science, a journal of the Association for Psychological Science, suggest that marking may alleviate the conflict between the cognitive and physical aspects of dance practice, allowing dancers to memorize and repeat steps more fluidly.
Researcher Edward Warburton, a former professional ballet dancer, and colleagues were interested in exploring the “thinking behind the doing of dance.”
"It is widely assumed that the purpose of marking is to conserve energy," explains Warburton, professor of dance at the University of California, Santa Cruz. "But elite-level dance is not only physically demanding, it’s cognitively demanding as well:
Learning and rehearsing a dance piece requires concentration on many aspects of the desired performance.”
Marking essentially involves a run-through of the dance routine, but with a focus on the routine itself, rather than making the perfect movements.
"When marking, the dancer often does not leave the floor, and may even substitute hand gestures for movements," Warburton explains. "One common example is using a finger rotation to represent a turn while not actually turning the whole body."
To investigate how marking influences performance, the researchers asked a group of talented dance students to learn two routines: they were asked to practice one routine at performance speed and to practice the other one by marking.
The routines were relatively simple, designed to be learned quickly and to minimize mistakes. Yet differences emerged when the judges looked for quality of performance.
Across many of the different techniques and steps, the dancers were judged more highly on the routine that they had practiced with marking — their movements on the marked routine appeared to be more seamless, their sequences more fluid.
The researchers surmise that practicing at performance speed didn’t allow the dancers to memorize and consolidate the steps as a sequence, thus encumbering their performance.
"By reducing the demands on complex control of the body, marking may reduce the multi-layered cognitive load used when learning choreography," Warburton explains.
While marking is often thought of as a necessary evil — allowing dancers a “break” from dancing full out — the large effect sizes observed in the study suggest that it could make a noticeable difference in a dancer’s performance:
"Marking could be strategically used by teachers and choreographers to enhance memory and integration of multiple aspects of a piece precisely at those times when dancers are working to master the most demanding material," says Warburton.
It’s unclear whether these performance improvements would be seen for other types of dance, Warburton cautions, but it is possible that this area of research could extend to other kinds of activities, perhaps even language acquisition.
"Smaller scale movement systems with low energetic costs such as speech, sign language, and gestures may likewise accrue cognitive benefits, as might be the case in learning new multisyllabic vocabulary or working on one’s accent in a foreign language."
Looking for something to draw on the last Saturday night before school begins? This guy will never disappoint you, though you’ll have to imagine what the bottom of his dynamic instrument might look like.
Set a timer for 15 minutes. When it goes off you have 5 more minutes to finish up.
Best to you,