Tactful guidance is needed to shape the course of study. Young pupils, by themselves, are prone to choose subjects too complex in character. As mentioned before, they should be deterred from such exercise. Yet do not discourage them in their efforts to be original. They can be trusted to find the difficulties attending complicated subjects and of their own accord to discriminate.

Notwithstanding the generally accepted rule that it is necessary for the child to have some knowledge of the rudiments of drawing before being permitted to exploit the composition of a picture, he may be allowed to indulge his fancies in arranging groups comprised of many figures and scenes embracing wide areas.

A teacher of music would hardly encourage the pupil to attempt the composition of a sonata before it had even an inkling of the meaning of a single note. To a certain extent the same restriction applies to art. Yet the natural inclination

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of the child must be taken into consideration. In the first place, the child's early attempts in the way of tone production are usually toward close imitation of certain sound combinations which he has heard. He seldom goes beyond this.

On the other hand, in his early attempts to draw, his tendency is to portray things which he remembers or of which he has heard, and his fancy reaches stretches so wide that they would appall the professional. Blithely he attempts the impossible; in fact, sees around corners, is unhampered by the laws of perspective, while distance has no terrors for his unabashed pencil. In his striving to give pictorial vent to his immature thoughts, he is laying the foundation for a well-ordered imagination.

At this stage, he should be advised and curbed, but without discouragement. Hence it is well to let him forge ahead at times and give full sway to his desire to display the fruits of his unfettered imagination and ingenuity. Let him, therefore, at times, make pictures embracing all the vagrant ideas at his command and ''do the impossible" quite untram-meled. First show him the most glaring defects; then show him that it is better to learn to draw the units the single things that go to make up infantile composition:

To draw each object correctly rather than to distribute so many distorted objects over a wide field. If he draws scenes like Figs, i or 2, show him that the figures in each picture are not in proportion, that the figures in the background are too big, in proportion, to those nearer to the eye. Figs. 3 and 4 show improvement.

Try to make enduring impressions on his mind without betraying the slightest appearance of wishing to ridicule his efforts. Should he profit by this advice, his next attempt at the same subject will very likely be more like Figs 3 and 4. Then induce him to take the component parts of his rudimentary composition, rendering them in single studies each one more accurate than the last conforming more with the objects as actually seen in nature.

Fashion Design Drawing - Dress Design

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