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LESSONS IN CHALK MODELING
LESSONS IN CHALK MODELING
THE NEW METHOD OF MAP DRAWING [ 100 ILLUSTRATIONS ] WITH INTRODUCTION AND Suggestions on the Use of the Map BY IDA CASSA HEFFRON (Late of the Cook County Normal School, Chicago, Ill. Lecturer and Instructor in Pedagogics in Art, University Extension Division, University of Chicago.) EDUCATIONAL PUBLISHING COMPANY BOSTON New York Chicago San Francisco Copyrighted By EDUCATIONAL PUBLISHING COMPANY 1900...
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PREFACE.
PREFACE.
In preparing the following lessons, in answer to the demand of the public school teacher for such assistance, the aim has been to present them in such a manner that both teacher and pupil may, through the understanding and acceptance of the steps involved, become expert in the development and delineation of original maps showing surface structure in relief. To this end, suggestions vital to the success of the would-be mapmaker will be found in the Introduction. In Part II. it is aimed to show th
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NECESSITY FOR THE STUDY OF STRUCTURAL GEOGRAPHY PREPARATORY TO THE DRAWING OF MAPS.
NECESSITY FOR THE STUDY OF STRUCTURAL GEOGRAPHY PREPARATORY TO THE DRAWING OF MAPS.
The fundamental object in the study of Geography, as we understand it, is to acquire mental images of the present appearance of the earth’s surface; its structure, the rocky material of which it is composed, and the causes and effects of its changes, as a preparation for the home of organic life. It is a study of the earth as a material basis for the evolution of man, and the development of civilization. It leads up to a search for the laws and workings of the creative forces—forces relating to
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NECESSITY FOR FIELD LESSONS AND IMPORTANCE OF FORMING, IN CONNECTION WITH THEM, A HABIT OF MODELING, PAINTING AND DRAWING.
NECESSITY FOR FIELD LESSONS AND IMPORTANCE OF FORMING, IN CONNECTION WITH THEM, A HABIT OF MODELING, PAINTING AND DRAWING.
The study of geography, which in the past consisted mainly in the memorizing of meaningless names with little or no exercise of the reasoning faculties, or opportunities for making generalizations through acts of comparison and inference, has been superseded by instruction of a more rational order. We have learned that to memorize names and locations of mountains, rivers and lakes, without seeing their relation to a whole, or to make only superficial observations of extended areas of land, resul
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IMPORTANCE OF LEARNING TO INTERPRET PICTURES AS AN AID TO IMAGING THE CONTINENT.
IMPORTANCE OF LEARNING TO INTERPRET PICTURES AS AN AID TO IMAGING THE CONTINENT.
The ability to image the continent or any part of it, from the reading of pictures, is of great importance. It is an inexpressible aid to the imagination in the study of areas that lie outside of the sense grasp. Good pictures should be chosen: pictures showing several different views of the same section of a country; pictures that are a truthful representation of both detail and generalities. (Many wood cuts are as good as photographs for this purpose. Great care, however, should be taken that
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MAPS OF THE PAST AND PRESENT.
MAPS OF THE PAST AND PRESENT.
As it is impossible to adequately teach the surface features of a country with only a vague idea of its structure, and with no aids in the form of pictures, drawing or modelings by which these surface features may be illustrated, there arises the necessity for maps. These, to be of any real service, must be a representation of the form and character of the area which is the subject of study, and must indicate the relation of part to part, parts to the whole, and the whole to parts. As symbols an
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REMARKS.
REMARKS.
Chalk Modeling of surface forms is the easiest and simplest method of geographical drawing, and one of the best ways of beginning art work in the school-room, for absolute definiteness of form and detail is not required, and we know that generalities are represented much more easily than details—large masses more easily than small objects. No one need hesitate to try to draw who can write or gesture: this last we are all doing continually, either consciously or unconsciously. Watch the friend wh
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REPRESENTATION OF SURFACES WITH HINTS ON THE DELINEATION OF DISTANCES. LAND SLOPING FROM THE OBSERVER. LIGHT AND SHADE.
REPRESENTATION OF SURFACES WITH HINTS ON THE DELINEATION OF DISTANCES. LAND SLOPING FROM THE OBSERVER. LIGHT AND SHADE.
The most convenient length of crayon to use, is a piece about an inch and a half or two inches long, yet we may often profitably use the whole side or length of the crayon. If we wish to represent broad surfaces, we will naturally use the side of the crayon, as a child does. To show narrower widths of surface press more upon the end of the crayon, also use a long edge to represent the edges or the meeting of surface planes. This manner of using the crayon seems the most natural for the purpose,
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LAND SLOPING TOWARDS THE OBSERVER. QUALITY OF LINE. RELATIONS.
LAND SLOPING TOWARDS THE OBSERVER. QUALITY OF LINE. RELATIONS.
Each line drawn has its own characteristic meaning—its own individuality, so to speak. It not only represents direction, but carries with it a certain quality of effort or mentality, as indecision, fear, courage, certainty. (See Fig. 6, a. b. c. ) We also see in it the habitual mental attitude of the delineator. This is plainly seen in the quality of line used by the timid, contrasted with that of the fearless—by the unstable or changeable mind in contrast to one who is clear in his thought (who
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HIGH AND LOW WATER-PARTINGS WITH MAP.
HIGH AND LOW WATER-PARTINGS WITH MAP.
If your subject “possesses” you, there will be no need of giving special thought to effects or results; these will follow naturally from the state or quality of feeling engendered in your mind by its contemplation; that is, if one part of the surface to be represented is hard and rocky, and another soft and yielding, and you have observed this fact in relation to the whole, you will naturally show it in the quality of line you use. No other hints can be given that will help you so readily to the
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MEETING OF WATER AND LAND. LAKES, SPRINGS, ISLANDS. HIGH AND LOW TIDE.
MEETING OF WATER AND LAND. LAKES, SPRINGS, ISLANDS. HIGH AND LOW TIDE.
The artistic appeals to the higher or finer qualities of our nature, and to be artistic is to show forth or make visible these qualities. Work which is truly artistic can only be produced when we are in such harmony with our subject that these qualities predominate. These truths are so important that I ask you to experiment and discover them for yourselves. How will you get the “atmospheric” effect unless you realize that a certain volume of atmosphere is between you and the distant object? How
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SKETCHES ILLUSTRATIVE OF WIND AND WATER EROSION.
SKETCHES ILLUSTRATIVE OF WIND AND WATER EROSION.
All who will may learn to draw. It is that which we most earnestly desire to do, that is accomplished in every department of effort. All lesser interests will give place to that which we consider of the greatest importance. Therefore if we as teachers recognize the value of the habit of sketching before our classes and greatly desire to be able to draw with ease and rapidity, we will put ourselves into right relationship to the work, and will undoubtedly acquire the desired skill. We have been o
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SCENES TYPICAL OF THE DIFFERENT ZONES.
SCENES TYPICAL OF THE DIFFERENT ZONES.
Take the children into your confidence: that is, cause them to feel that you are not sketching for their amusement or for their admiration, but are trying to help them to a better understanding of the subject. They will appreciate your motive and be stimulated to increase their own efforts. With every attempt to sketch on your part, additional skill will be acquired, for it is only by repeated attempts that progress is made. By such continued efforts you not only gain the power to express the kn
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RIVER BASINS. COASTS.
RIVER BASINS. COASTS.
Do not copy the sketches given in these lessons. They are but suggestions to you, who will be able to express your own thoughts and represent your own mental pictures better than you can another’s. They are given to show you that simple sketches will help a child to a clearer understanding of the subject under consideration. As has been said elsewhere, all such illustrations should be drawn as they are needed to illustrate a given point in the development of a lesson; for they carry more weight
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SUGGESTIONS ON THE USE OF THE CHALK MODELED MAP OF NORTH AMERICA IN FOURTH AND FIFTH GRADES.
SUGGESTIONS ON THE USE OF THE CHALK MODELED MAP OF NORTH AMERICA IN FOURTH AND FIFTH GRADES.
It is hoped that these suggestions will aid many teachers to realize that the Chalk Modeled maps signify much more than the simple fact of high and low land, or a representation of structural relief: that from them, together with suitable pictures showing typical scenes in different parts of the world, such valuable knowledge of the real surface of the earth may be gained by the pupil, as will enable him to appreciate the important relation sustained by man to his environment, and also to his fe
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MAP OF NORTH AMERICA.
MAP OF NORTH AMERICA.
It is supposed that in the course of their study, the pupils have been in the habit of modeling in sand and chalk modeling on the blackboard at every step of the way. It may now be found that they are prepared to represent the entire continent, first in two slopes, again in land masses, and then as an aggregation of river basins, as suggested in the last lesson. Such a development of the map is illustrated in the present lesson by four stages of chalk modeling. The first stage is represented in
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NATURAL FEATURES OF INTEREST IN NORTH AMERICA.
NATURAL FEATURES OF INTEREST IN NORTH AMERICA.
It is the constant, persevering attempts—simply the continual doing—that accomplishes the work of the world. Devote ten minutes a day, if you cannot spare more time, to your preparation for sketching in to-morrow’s classes. By expressing your mental picture again and again you clear it up, and the increased interest of your pupils in the work will be ample reward. The experience gained will probably show that your last attempt is a much more complete expression than the first one; the repeated e
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MAP OF MEXICO WITH SUGGESTIONS FOR FIFTH AND SIXTH GRADE TEACHERS.
MAP OF MEXICO WITH SUGGESTIONS FOR FIFTH AND SIXTH GRADE TEACHERS.
In the study of political divisions, details of structure, climate, etc., that were not brought out in the work on the continent as a whole, should precede the historical study. Again let it be stated, that the method and questions here given are not to be followed literally; they are merely presented as suggestive hints to teachers, who should frame their own questions so as to best lead the pupil in his study to a realization of what the country is in itself, and how geographical conditions af
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MAP OF SECTION OF THE UNITED STATES, FOR USE IN PREPARATORY LESSONS ON THE CIVIL WAR.
MAP OF SECTION OF THE UNITED STATES, FOR USE IN PREPARATORY LESSONS ON THE CIVIL WAR.
The section under consideration lies east of the Mississippi, and south of the Ohio and Potomac Rivers. The motive for its study is to trace the influence of physical environment upon the character and motives of the inhabitants. The following plan for the lesson is suggested: 1. Description of Country. ( a ) character; ( b ) altitude; ( c ) vegetation; ( d ) productions. 2. Division into Belts. ( a ) mountainous; ( b ) hilly or plateaus; ( c ) lowlands. 3. Interests of the People in these Secti
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MAP OF SOUTH AMERICA.
MAP OF SOUTH AMERICA.
To repeat what has been said in substance again and again, in the course of these lessons (it cannot be too often brought to mind), if you know your subject, i.e. , have the knowledge, and desire to give it to others you will be able to do so; more or less crudely it may be, but one learns to do, only by doing. Should you be in doubt as to the direction of line to use, analyze the gestures you would naturally make in an oral expression of the same subject, and see just what direction you wish to
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MAP OF EURASIA WITH SECTIONS IN DETAIL.
MAP OF EURASIA WITH SECTIONS IN DETAIL.
Your pupils may soon excel their teacher in chalk modeling. This is encouraging. The true teacher will rejoice at such proofs of success in instruction and be stimulated to renewed endeavors. It is of such vital importance that pupils acquire the habit of expression through drawing. Fig. 80 is a map of “Eurasia” or Europe and Asia together as one continent. It shows the highlands which divide the waters of the northern or long slope, from those of the short slope, i.e., the backbone of the conti
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REVIEW OF INSTRUCTIONS. MAPS OF AFRICA AND AUSTRALIA.
REVIEW OF INSTRUCTIONS. MAPS OF AFRICA AND AUSTRALIA.
In reviewing the directions for chalk modeling, the following points are noted, ( a ) A mental picture made clearer by expression; ( b ) A desire to express through the medium of chalk and blackboard; ( c ) Analysis into terms of drawing, as masses and sub-masses, direction of line, light and shade; ( d ) Quality of line, attained through “feeling” or harmony with the subject; ( e ) Artistic expression (no modifications, as erasures or additions); ( f ) Persistent effort. Through the observance
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BOOKS OF REFERENCE.
BOOKS OF REFERENCE.
The following books of reference may be found useful in the study of geography as a preparation for map drawing:...
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ADVERTISEMENTS
ADVERTISEMENTS
CHALK-MODELING. Relief maps or representation of relief maps are absolutely essential to the intelligent teaching of geography. The most effective means that I have seen employed for the production of such maps is the chalk-modeling so long and successfully taught by Miss Ida C. Heffron . I can think of no other contribution to present text-books which would be of so great service to the teachers as a book from which they may learn chalk-modeling, to the end that any portion of a continent or co
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