They can’t pick and choose the items they prefer to draw. Students must draw the still life accurately to the still life set up. A colleague did a still life and I thought to myself, how can I emphasize the negative spaces even more for them and came up with simplifying it use the light and sheet.īefore starting the still life, I present a few rules and suggestions. This still life grew out of Betty Edward’s Drawing on the Right Side of the brain. When they have a grasp, it’s time to move to the still life. We talk about what the shape of the internal negative space looks like. If I didn’t have enough scissors for everyone, I photocopy one. I start with having the class draw a simple object, like a scissors. With the class, the teacher should define what the negative space is and the importance of noticing this space while drawing Hang a white sheet of paper or cloth in front of the still life and project light from behind the still life (an overhead works very well as does a slide projector- all old technologies that a school might have in storage). The closed in openings helps to create a lot of negative space. Alternatively, I have used a backless curio shelf as well. Using a vertical approach with objects sitting on shelves (possibly use boards and bricks for improvised shelves). The teacher must set up an interesting still life involving negative space. Still life items with interesting shapes/silhouettes, paper, pencil, erasureįor cut paper version: black paper the same size as the white paper, preferably color fast, x-acto knife, surface to cut onįor resist version: white tempera paint, brushes, black indian inkīecome aware of how to observe negative space which will improve their drawing skills
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