How does a drawing class take place?

It’s a story that begins at the theatre, you go through the doors to see a ballet, a concert, or even an opera. You sit down, make yourself comfortable and your senses are awakened. 

Your eyes and ears open and become attentive. You let yourself be transported by the music, your gaze rests on the sets and you pay attention to the details. 

One more moment and everything lights up, your vision expands and you manage to appreciate the whole show. Over the minutes, the actions follow one another, and the emotions transport you, lulled by the music. This star’s dance steps or Mozart’s aria interpreted by this diva succeeded in making you travel beyond the opera. 

When you stand up to applaud the performers, your hands struggle as if you want to translate the strong emotions you have felt. The performers were able to perform on stage thanks to their intensive training and their rigor. Getting on the boards is a pleasure that they want to pass on and share.

But then, what is the relationship with our drawing lessons, will you ask me?

The teachers in our workshops are committed to passing on their knowledge. A knowledge that they have worked with difficulty and that they are still developing every day. 

Here, in our school, the gaze is put forward. Our apprenticeship goes through making them understand that, even if they don’t find talent in drawing, the look and the work of beautiful works are the key.

How to see it?

Knowing how to take a step back, observe, and analyze what you see. What is interesting is that “seeing” in our workshops applies outside and is beneficial for everyone.

After this initial learning, we strive to improve the students’ perception of proportions, their sense of direction, and their way of identifying indicators on their models.

Our teaching:

We teach students to pay attention to clues and indicators that may escape them. Our teachers accompany them to identify, each, of their abilities and offer them appropriate training. 

Thus the students are assisted so that they open up and discover their own faculties, we then enlighten them so that they develop. Thanks to our teachers, they will be better able to express their skills.

At the beginning of the beginning:

Your lessons or those of your children will always start with a warm-up which will be used to repeat and work on line or surface gestures in order to be able to master them at the end. They will also help you, little by little, to have different drawing tools in hand: graphite pencils, charcoal, pen and ink, brush, felt-tip pens, colored pencils, etc. 

The follow-up:

For the first lesson, the teacher can leave the field open to the student so that he can draw the model he wants. This will allow him to make constructive and thoughtful feedback during the next session and which will indicate in particular:

→ what was missing in the observation phase (benchmarks not seen or poorly assessed).

In this case, the teacher suggests training by doing certain activities.

→ What can be deepened or improved in terms of shadows? 

This can lead to observing and classifying values ​​(degrees of color) and translating them onto paper.

→ What can be improved in the gesture and handling of tools?

The feedback highlights the positive aspects concerning the interpretation, the graphic style, and the use of tools.

Sensitivity and the part of intuition are also part of the sessions.

Thanks to these tools and benchmarks, students will be able to more easily translate and express what they feel.