How to Organize your Sketchbook for Primary Drawing Lessons 1a, 1b, and 1c
To organize your sketchbook for Lessons 1a, 1b and 1c for the Primary Drawing course divide your sketchbook into 3 equal sections. To see a list of all our Drawing Courses click here.
For example the 9×12” Strathmore 400 Series Sketchbook has 100 pages. 100 divided by 3 is 33 pages per section with 1 page left over.
Use binder tabs, index tab dividers, or tape and paper to make your own dividers that stick out.
1. Skip the first page of the 100 page sketchbook. See the post on how to use the first page of your sketchbook.
2. Label the first one Drawing from memory with 33 pages, respectively.
3. Label the second tab Drawing from Imagination with 33 pages respectively.
4. Label the third tab Drawing from Stories, Poems, and Hymns with 33 pages respectively.
Now you can complete your drills for these lessons over these 33 pages, or 66 pages if you use front and back!
All things for the Glory of God!
Blessed Drawing!
Why teach students to be organized in their work?
Students thrive on order. Children enjoy routine, clarity, and logical progression. Teachers, and parents, also preform better when they teach and work from rest, as opposed to when they work or teach from chaos.
1. Organizing your sketchbook in this manner will create a keepsake. This is nice for memories, and to show progress, but it also shows the student the fruit of their labor. They see all of their work complied. They can hold their progress in their hands, their time and labor producses a tangible fruit. They may not like every or even most of the drawings they have done. They will greatly enjoy looking back on a book that shows their growth and reminds them of their lessons.
2. Organizing your sketchbook teaches diligence and routine. It is important to keep expectations consistent when you want equal performance. If you would not allow your child to scatter their math worksheets for the year, or their music notes for the semester, it can be prudent to keep the same expectations with their other subjects. Ofcourse there may be a time, quarterly or yearly even, where you purge the work. We certainly cannot and probably should not keep everything. However, it is more about creating the habbit of neatness then it is about the end result.
3. Many drawin exercises are repeatable. I often look back at old drawings and am reinspired to “do it differently”. Students drawings area reflection of them at the time. Keeping their work in such a way helps them to order their thoughts, trains them to be orderly in other subjects, and gives them a sense of ownership of the material.