EDUCATIONAL INSTITUTE

Evening Star, Issue 20322, 2 November 1929, Page 20

EDUCATIONAL INSTITUTE

'DRAWING IN PRIMARY SCHOOLS' The final regular meetiny for the year of the Dunedin sub-branch of the Otago Educational Institute was held in the teachers’ club room last night. The president (Mr J. C. Smith) presided over a good attendance. The main business of the meeting was an address on ‘ Drawing ’ by Mr 11. Donn, of the Dunedin Traininv College staff. Mr Donn in introducing his subject said that the new syllabus covered the work well. He thought that the term “art” should be used in preference to “drawing” to iflark the chanyed attitude to this subject of the school curriculum. The educational purpose of teaching art was to develop in the child by means of drawing in its many branches an appreciation of the beautiful, both in art and in life. He felt that if teachers followed any other lino they would fail. H« pointed out that, although few pupils would ever require drawing as a means of living, all would be influenced by art and beauty. The older methods aimed at careful execution. The aim was “Get that line right.” Now, the attitude should be “Express yourself.” The older methods killed in the child his desire to express himself, and also his innate love of beauty. No attempt was made to develop the ability to appreciate beauty. It was very pleasing to note the changed attitude of the present day—a change that was almost universal —in which the teacher aimed not at trying to make every child an artist, but endeavoured to lead his pupils to perceive beauty of form, shape, order, colour, or arrangement. It was necessary that pupils should be given the opportunity to express ideas. Children loved colours, and they could be taught gradually to appreciate the colour values. The making of designs, drawing from memory, drawing from direct representation, illustrative drawing, and art appreciation were all important phases of art teaching. Mr Donn proceeded to deal with each of these sections in _ detail, and showed ho’.v various sections of the work could bo given practical applications. In all lessons there should be an underlying purpose. He also referred to the value of teaching lettering, and pointed out the practical uses of lettering in poster work, notices, headings, books, etc. Illustrative drawing was based on memory drawing, and the teacher should allow his pupils to attempt such work freely. Perspective should not be taught in the primary school, and the child should be taught to draw from observation. Teachers should allow their pupils to use the form of expression that was natural to the age of the child, and should endeavour to inculcate in children an appreciation of beauty. At the close of his interesting address Mr Donn was accorded a hearty vote of thanks. I