breaors alodya foluke
Marketta Carucci
Where the previous lesson focused primarily on flowing flat shapes as they push through all three dimensions of space, this lesson is going to set its sight on conveying the solidity of constructed forms, and combining them to create complex objects.
This holds true for the majority, though in some cases - like in beetles, spiders, and so on - you'll find that the head and thorax are fused. Despite this, you can still visually separate these elements fairly easily.
The other significant point to note is that insects (and some arachnids) display a shape language focused around the triangle. This can be seen in the general shapes of their heads, the way their legs bend, etc. Triangles naturally tend to be more sinister and unsettling as shapes (while squares are solid and circles are cuddly). That is, however, a conversation for a much later lesson.
It's not uncommon to see artists starting with a loose, vague sketch to explore their drawing before committing more firmly to their lines. That is not how we will be approaching things here. That's not to say it's not an entirely valid approach to drawing, just that what we're doing here is specifically an exercise in construction.
At no point are we ever 'sketching'. Instead, every single pass should end with forms that feel solid to you - not like flat shapes pasted on top of one another, or loose collections of strokes on the page. Think about how these forms relate to one another, and add contour lines where you feel these relationships or the illusion of form need to be reinforced.
Try to perceive these solid forms as real, weighty objects in a three dimensional world, and look beyond the fact that you're drawing on a piece of paper. The page is not a flat surface - it is a window into a boundless world.
While Drawabox is not about making "pretty pictures", we know that's what students are hungering for. Feel free to indulge that craving with the following course from our sponsor, New Masters Academy:
This lesson from Charles' Dynamic Sketching course explores insects with more of a focus on the creation of vibrant, lively depictions, using looser sketching to lay in beetles, grasshoppers, and mantises, before painting on top with a bold use of gouache. Where Drawabox uses insects as a tool to explore and develop your spatial reasoning skills, Charles' demonstrations dig deep into making beautiful drawings that really stand out.
Before starting the homework, be sure to go through all of the demonstrations included in this lesson. I strongly recommend drawing along with them as well and following them closely when doing so. If you choose to, you can include your attempts at following the demos in your homework, but they should constitute less than half of your insect drawings.
Also, remember that this homework must be drawn from reference. When looking for reference, I recommend that you specifically look for those of a higher resolution. Google's image search tools allows you to limit your search to large images, and I recommend you take advantage of this.
To get you started, here is an album of hundreds of high-res images. There's also this wonderful album by Andreas Kay, a naturalist and photographer who sadly passed away from cancer in 2019. Additionally, this gallery by Alex Wild was suggested by Lars Barnabee.
All the assigned work for this section should be done in ink, using fineliners/felt tip pens as described here. You may also use a brush pen to fill in dark areas, but not for your linework.
A lot of folks have heard about Scott Robertson's "How to Draw" - it's basically a classic at this point, and deservedly so. It's also a book that a lot of people struggle with, for the simple reason that they expect it to be a manual or a lesson plan explaining, well... how to draw. It's a reasonable assumption, but I've found that book to be more of a reference book - like an encyclopedia for perspective problems, more useful to people who already have a good basis in perspective.
Sketching: The Basics is a far better choice for beginners. It's more digestible, and while it introduces a lot of similar concepts, it does so in a manner more suited to those earlier in their studies.
Having your work reviewed by others is critical, as those who are just starting out aren't in a position to properly judge their own work, and won't be for quite some time. Don't be afraid to show your struggles - it's by analyzing your mistakes that we can help you grow. Perfect homework is not what we're looking for; we just need it to be complete.
All of these private critiques are done through reddit, in specific threads where students post their work as a comment, including a link to their work (often hosted on Imgur, though most image hosts are okay).
The minimum pledge for this lesson is $10.00/month. The orange button above will take you to the reddit thread for this lesson, you can post a link to your work there and I'll be notified. Once I catch the submission, I'll add it to this backlog spreadsheet.
Pledges are collected at the beginning of the following month, but you may start submitting your work immediately. If you're a new patron, I'll be reaching out to your shortly to collect your reddit username.
Learning Mathematics through Representations (LMR) is a research-based curriculum unit for the teaching and learning of integers and fractions in the elementary grades, using the number line as the principal representational context.
To support virtual instruction, the Fraction Module student worksheets and homework pages are available below in a digital format. Worksheets are available in in Google Slides, while homework pages are available in Google Jamboard.
To help you equip your students with these valuable skills, the Federal Trade Commission (FTC), the nation's consumer protection agency, has created a comprehensive advertising literacy program, which includes free lesson plans. Developed for 5th and 6th grade classrooms with Scholastic, Inc., the lesson plans meet national standards for language arts and social studies, and many teachers report using them successfully in grades ranging from 3-9. As part of the FTC's Admongo campaign, the program helps kids learn to ask three key "critical thinking" questions when they encounter advertising:
This packet has all of the in-class materials in one document, ready for review and reproduction. It includes an Education Standards Chart so you can easily see how Admongo fits into your requirements. Additional online lessons can be accessed and downloaded by clicking on Lessons 1 and 2 below.
Use the printables below to support your teaching of the Admongo program. Each worksheet accompanies a lesson or bonus activity and can be used in the classroom or sent home with students for homework.
Once you've read your data into a SAS data set, surely you want to do something with it. A common thing to do is to change the original data in some way in an attempt to answer a research question of interest to you. You can change the data in one of two ways:
Modifying your data may involve not only changing the values of a particular variable but also the type of the variable. That is, you might need to change a character variable to a numeric variable. For that reason, we'll investigate how to use the INPUT function to convert character data values to numeric values. (We'll learn how to use the PUT function to convert numeric values to character values in Stat 481 when we study character functions in depth.)
where the variable is any valid SAS name and the expression is the calculation that is necessary to give the variable its values. The variable must always appear to the left of the equal sign and the expression must always appear to the right of the equal sign. As always, the statement must end with a semicolon (;).
Because assignment statements involve changing the values of variables, in the process of learning about assignment statements we'll get practice with working with both numeric and character variables. We'll also learn how using numeric SAS functions can help to simplify some of our calculations.
A couple of comments. For the sake of the examples that follow, we'll use the DATALINES statement to read in the data. We could have just as easily used the INFILE statement. Additionally, for the sake of ease, we'll create temporary data sets rather than permanent ones. Finally, after each SAS DATA step, we'll use the PRINT procedure to print all or part of the resulting SAS data set for your perusal.
Launch and run the SAS program. Review the output from the PRINT procedure to convince yourself that the new numeric variable examtotal is indeed the sum of the four exam scores for each student appearing in the data set. Also, note what SAS does when it is asked to calculate something when some of the data are missing. Rather than add up the three exam scores that do exist for John Simon, SAS instead assigns a missing value to his examtotal. If you think about it, that's a good thing! Otherwise, you'd have no way of knowing that his examtotal differed in some fundamental way from that of the other students. The important lesson here is to always be aware of how SAS is going to handle the missing values in your data set when you perform various calculations!
In the previous example, the assignment statement created a new variable in the data set by simply using a variable name that didn't already exist in the data set. You need not always use a new variable name. Instead, you could modify the values of a variable that already exists. The following SAS program illustrates how the instructor would modify the variable e2, say for example, if she wanted to modify the grades of the second exam by adding 8 points to each student's grade:
Note again that the name of the variable being modified (e2) appears to the left of the equal sign, while the arithmetic expression that tells SAS to add 8 to the second exam score (e2+8) appears to the right of the equal sign. In general, when a variable name appears on both sides of the equal sign, the original value on the right side is used to evaluate the expression. The result of the expression is then assigned to the variable on the left side of the equal sign.
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