![]() My approach to thumbnail sketching hinges on three steps: 1) mapping the basic shapes, 2) noting the light/dark value pattern, and 3) finding some detail. As an artist and a drawing teacher, I am consistently surprised by the way sketching transforms perception when I draw from a work of art I actually seem to see it differently, and my students report the same. In this article, I seek to describe an approach to thumbnail sketching that will make drawing in a museum a more accessible practice to beginners as well as experienced artists. To make our instruction truly rigorous and relevant, we must teach our students the skills they need to work independently.Drawing in a museum is a way of slowing down and experiencing artwork on a nonverbal level. We must carefully examine how often we give less challenging tasks, like assigning all students the same number of thumbnail sketches. Are the tasks we assign challenging enough? Do they lead to new knowledge and help construct meaning? When we think about the academic value of what we do, it’s important to consider rigor. Teaching them empowers students to make their own decisions about particular artistic goals. Challenge students to make something without any preconceived plan and solve issues that arise during creation.Īll of these are valid methods for planning work. ![]()
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