In order to draw, one must be aware

In order to draw, one must be aware of the size, shape, and location of the lines that make up the subject in relation to imaginary vertical and horizontal reference lines. The boxes that are around the images in these handouts serve as the horizontal and vertical lines. The student should be instructed to pay attention to the location, angle, and shape of the lines inside the boxes. It is not the image as a whole that the student should draw, it is the lines. With practice the student should learn to see as an artist sees.

Basically, you should compare the student's drawing with the original drawing and look for the following points.

The angle of the lines in relation to the space perimeter (The space perimeter is the box surrounding each drawing.)
The placement of the lines within the space (This is described in more detail in the next paragraph.)
If the dots are of similar size
The circles are not dots

The drawings do not have to be a perfect match. If there is a dot in the middle of the square, then the child should draw a dot of similar size in the middle of the square, not on the top, the bottom or the sides of the square. You may need to reinforce this observing of space with hands-on activities if your child does not understand what he is supposed to be focusing on.


ew (July 2015):

Drawing Warm Ups Practice Sheets are ready at my store. Buy them today, only $3.99

Our Lesson 2: Learning the Basics – Relaxation Exercises & Experiment with Our Supplies
Scribbling, doodling and rediscovering our colored pencils and markers was indeed the funnest part of all. We just did whatever our minds fancied as we grew more comfortable with our working space and drawing supplies.

Drawing with Children 5 Basic Elements of Shape – Learning the Basics Part 2, We take turns describing something like a dot in the center with a circle around it not very close together, there is rather ample space between them.

Drawing with Children Warm Ups – Random Warm Up & Duplication Warm Up

Drawing with Children Warm Ups Continued -Matching Warm-Up and Mirror Imaging Warm-Up, Today we worked on the matching warm-ups and mirror imaging warm-ups. They mirror imaging exercises required a little bit more focusing that the previous warm ups so far. They are still very simple and easy to follow.... There are several kinds of warm ups that we will cover in the following few lessons. We covered the ‘random warm-up’ and the ‘duplication warm-up’

Drawing With Children Warm Ups – The Abstract Design Warm Up ,This exercise is very subjective unlike the previous ones where we need to either duplicate or match up or mirror up. This one lets you follow your fancy as to what lines and colors and shapes you want to create. A very creative exercise, that I’m sure will improve as we continue to practice

Drawing with Children Wow! I Can Draw! Exercise, This was fun to do. We really only followed the directions. More importantly, however, we felt the assignment was so doable even if we hadn’t had directions. Just by looking at the components of the bird and the shape of each component. The trick, I understand, is to break the object down to smaller parts and go from there. In the case of the bird, we started with its eye and built from just that simple dot.

Results (Indonesian) 1:

Untuk menggambar, salah satu harus menyadari ukuran, bentuk, dan lokasi dari garis yang membentuk subjek terkait dengan garis-garis imajiner referensi vertikal dan horisontal. Kotak yang ada di sekitar gambar dalam handout ini berfungsi sebagai garis horisontal dan vertikal. Siswa harus diinstruksikan untuk membayar perhatian ke lokasi, sudut, dan bentuk garis-garis di dalam kotak. Ianya tidak gambar secara keseluruhan yang siswa harus menarik, sangat baris. Dengan praktek siswa harus belajar untuk melihat seperti seniman melihat.Pada dasarnya, Anda harus membandingkan siswa menggambar dengan gambar asli dan mencari hal-hal berikut. Sudut garis dalam kaitannya dengan perimeter ruang (ruang perimeter adalah kotak sekitar setiap gambar.) Penempatan baris dalam ruang (ini dijelaskan secara lebih rinci dalam ayat berikutnya.) Jika titik-titik dengan ukuran hampir sama Lingkaran tidak titikGambar tidak harus cocok. Jika ada sebuah titik di tengah, kemudian anak harus menarik titik dengan ukuran hampir sama di tengah alun-alun, tidak di atas, bawah atau sisi alun-alun. Anda mungkin perlu untuk memperkuat ini mengamati dengan tangan-kegiatan jika anak Anda tidak mengerti apa yang harus dia berfokus pada.EW (Juli 2015):Menggambar hangat Ups praktek lembar siap di toko saya. Membeli mereka hari ini, hanya $3,99Kami pelajaran 2: Belajar dasar-latihan relaksasi & percobaan dengan perlengkapan kamiScribbling, doodling and rediscovering our colored pencils and markers was indeed the funnest part of all. We just did whatever our minds fancied as we grew more comfortable with our working space and drawing supplies.Drawing with Children 5 Basic Elements of Shape – Learning the Basics Part 2, We take turns describing something like a dot in the center with a circle around it not very close together, there is rather ample space between them. Drawing with Children Warm Ups – Random Warm Up & Duplication Warm UpDrawing with Children Warm Ups Continued -Matching Warm-Up and Mirror Imaging Warm-Up, Today we worked on the matching warm-ups and mirror imaging warm-ups. They mirror imaging exercises required a little bit more focusing that the previous warm ups so far. They are still very simple and easy to follow.... There are several kinds of warm ups that we will cover in the following few lessons. We covered the ‘random warm-up’ and the ‘duplication warm-up’ Drawing With Children Warm Ups – The Abstract Design Warm Up ,This exercise is very subjective unlike the previous ones where we need to either duplicate or match up or mirror up. This one lets you follow your fancy as to what lines and colors and shapes you want to create. A very creative exercise, that I’m sure will improve as we continue to practiceDrawing with Children Wow! I Can Draw! Exercise, This was fun to do. We really only followed the directions. More importantly, however, we felt the assignment was so doable even if we hadn’t had directions. Just by looking at the components of the bird and the shape of each component. The trick, I understand, is to break the object down to smaller parts and go from there. In the case of the bird, we started with its eye and built from just that simple dot.