Lesson 13 Homework 4.6

[Lu Rounsaville]

Donot grind. Complete the recommended amount of each exercise to the best of your ability and move on. You'll have ample time to keep practicing and improving your skills when doing these exercises as warmups later.

Do not rush. Give yourself the time you need to plan your lines out, to prepare appropriately, and to demonstrate your current best. Every mark is independently important. Once the ghosting method is introduced in the Ghosted Lines exercise, use it consistently for all your structural marks.

Read all of the instructions carefully, multiple times if necessary. While I've tried to organize this content in as digestible a manner as I can, there is a lot of information here and there is no way you'd absorb all of it at once.

Take breaks! One day you're going to be a beast who can draw for hours without breaking a sweat, but right now, you need to be patient with yourself and take it all one step at a time.

NOTE: These three exercises constitute just one section of this lesson. You should hold onto your homework until you're done all three sections (lines, ellipses, boxes), and only submit for feedback once they're all done. You may feel hesitant or uncertain about whether or not you're doing things correctly - that's normal, but it's best you push past the urge to second-guess yourself. Focus on reading the instructions carefully, complete the work, and submit once all of it is complete. This will give others a solid body of work on which to base their feedback, giving you a more useful analysis of what you're doing well and what you may not understand.

All the assigned work for this section should be done in ink, using fineliners/felt tip pens as described here. In a pinch, I will accept work done in ballpoint, but only if the situation is dire. This is an exception only for this lesson as students get started.

This is a remarkable little pen. I'm especially fond of this one for sketching and playing around with, and it's what I used for the notorious "Mr. Monkey Business" video from Lesson 0. It's incredibly difficult to draw with (especially at first) due to how much your stroke varies based on how much pressure you apply, and how you use it - but at the same time despite this frustration, it's also incredibly fun.

Moreover, due to the challenge of its use, it teaches you a lot about the nuances of one's stroke. These are the kinds of skills that one can carry over to standard felt tip pens, as well as to digital media. Really great for doodling and just enjoying yourself.

I would not recommend this for Drawabox - we use brush pens for filling in shadow shapes, and you do not need a pen this fancy for that. If you do purchase it, save it for drawing outside of the course.

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 $5.00/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.

When you write out the piano homework sheet in advance of the lesson, you need to think through the lesson. This process prompts you to look up new resources, or pull out old ones that might be useful.

This is similar to my lesson planning system! I plan their assignments along with the lesson, but then I still have to wait to put the assignments in the notebook they bring each week. I have tried assignment sheets in the past, and it was helpful to have things written out in advance, so I might give your template a try! ?

Hi Nicola, I am using your system and love it, but rather than an individual sheet for each lesson , I would prefer a document which I can easily refer back to, rather than opening and closing each one. If I make a copy for each term within the one document, can you email just the current week to the student? Would be great if you could walk through the exact process use do as if I can not that out I think it will be great.

To confirm, on the assignment sheet template How well prepared is this for your next lesson with 5 stars, the section is for students, right? do they need to fill/tick each star depending on how good they are prepared? Also, what if the assignment sheet is sent digitally (for online lessons)? how to use it in such a case?

Once you've completed a lesson, one of the best ways to refine your understanding of that material is to help others by critiquing their work. After having done thousands of critiques and having improved immensely over the last few years, I can attest to that myself.

Here we're getting into the subjective - Gerald Brom is one of my favourite artists (and a pretty fantastic novelist!). That said, if I recommended art books just for the beautiful images contained therein, my list of recommendations would be miles long.

The reason this book is close to my heart is because of its introduction, where Brom goes explains in detail just how he went from being an army brat to one of the most highly respected dark fantasy artists in the world today. I believe that one's work is flavoured by their life's experiences, and discovering the roots from which other artists hail can help give one perspective on their own beginnings, and perhaps their eventual destination as well.

I have explored issues with homework in various different posts. In particular, the research into homework by John Hattie is covered in detail in this post: Homework: What does the Hattie research actually say?

However, we have to take account of the research evidence that suggests that homework is more effective for younger or less confident students when homework builds confidence and fluency. This requires tasks to be tightly defined, well scaffolded and focused mainly on practising things students can already do. The more confident learners become, the more scope there is for more open-ended and challenging tasks.

To provide opportunities for extended practice: Giving students tasks that enable them to improve their fluency and confidence; tasks that support deeper and more fluent recall. Lesson time is not enough on its own and students need structured guidance to support their practice activities.

My sense is that, as with the forms of lesson activities I describe as Mode A and Mode B teaching, there is the need to provide a diet of homework that blends these different opportunities and purposes:

In general, students need Mode A homework to be the main staple; the routine. However, Mode B homework in important and should be woven in from time to time. If I use my son and daughter as case-studies, without doubt, their success at school has been supported by a strong core diet of routine Mode A homework. Their teachers have done a great job teaching them how to study effectively in each subject so that, by the time their exams came around, they knew what to do with any study time they had. A key factor here was that a high volume of routine homework year on year helped them develop good study habits. It was normal for them to study; no big deal, just a part of the process of learning, of being at school; not tacked on, not separate- just an integrated part of the whole.

At the same time, their school lives were enriched massively by occasional set-piece Mode B homework tasks: tasks that lit a fire; that allowed them to experience deep-end challenge, to broaden their horizons, to get stuck into a topic in ways that gave them a great sense of satisfaction. These are the things they remember.

Here the emphasis is on practice and consolidation. This means students need question and task types they are familiar with in sufficient quantity to constitute sustained practice. At higher levels, this can and should become more extended including essays and longer, more challenging question sets.

Pre-lesson prep: reading ahead, note-making, prior-knowledge reviews. This is more relevant with older students but should certainly be a routine expectation for GCSE and Alevel, L2/L3 students. Again, the relevant procedures need to be taught and there needs to be a form of accountability so that students get into the habit of doing this well.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

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