Line
- According to Dow it "refers to the boundaries of shapes and the interrelations of lines and spaces"
- Line is the first element of focus in Dow's mini-lessons.
- Start by using a squares and/or circle for the first simple exercise, as they are the simplest of shapes, and break up the space by using a series of lines. See example page 32 from Composition below. The artist started with A, B, and C, on the top and then continued to vary the lines and spaces created a sample set with regular space (middle motifs) and irregular space (bottom motifs).
- If a mistake is made, Dow would suggest the artist start new.
- Lines should be straight (without the use of a ruler) and of equal thickness.
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"Poverty of ideas is no characteristic of the artist; his mind is ever striving to express itself in new ways. The personal choice of proportions, tones and colors stamps the work with individuality. A master in art is always intensely individual, and what he does is an expression of his own peculiar choices," (p. 38)
- Notan
- Japanese term meaning "light and dark"
- Similar to 'chiaroscuro', mass, and value
- Practice evolves from two-tone images (black and white) to three-tone images (black, middle gray, and white), then more than 3 tones. Avoid representational images at first, it is not to be confused with shading!
- The below examples from the book show decorative (left) and representational (right) two-tone Notan practice exercises.
- Exercises start by selecting some of the previous line compositions and widen some of the lines. Try multiple times and keep only the best ones.
- "In choosing and criticizing, remember that every part of a work of art has something to say. If one part is made so prominent that the others have no reason for being there, the art is gone," (p. 54). All working parts matter to the whole.
- 'Lettering' (or typography) is considered Notan.
- In starting with two simple tones, Dow states that, "a limited field often stimulates to greater inventive activity," (p.61).
- The second practice Dow suggests for Notan involves using flowers as the subject, as they have been well used throughout history and are simple forms. (The simple line drawing is first created within a square or circle shape again. Then decisions are made between teacher and student as to which is best. Then the dark and light is added. Many versions are created.)
- The next step in truly understanding Notan is by using 3 tones (closer to representational, or realistic, but still flat). Dow encourages the use of masters' works, as the student copies and translates it into a white, middle gray, and black tone.
- Dow also starts to suggest different types of mediums valuable for practice, like charcoal, inks, and oil paints.
- Once the student understands 3 tone Notan, then more freedom can be given to subject matter.
Color
- According to Dow: "quality of light"
- His color wheel consisted of 3 primary colors (red, yellow, blue) and 2 primary colors (green and purple). (Somewhat based upon Albert H. Munsell's work with color.)
- Practices involved the 3 properties of color: hue, intensity, and value.
- To begin understanding color, Dow encourages the study of color theory, this entails practice with color wheels and value scales.
- The second exercise Dow has students perform is demonstrated in the image below, middle. Students again chose a line design and start by adding 1 color, but 3 values (for instance, light red, middle red, dark red). Repeat with all colors.
- Next the student explores other subjects. Again, multiple copies of the original drawing are made for various color application attempts. (Dow uses the example of an Iris with the leaves begin one color, the flower itself another color, and the background a third color. The student plays with the intensity of each color for practice, resulting in somewhat realistic renderings.)
"In a word, first cultivate the mind, set the thoughts in order, utilize the power within; then the eye and the hand can be trained effectively, with a definite end in view. The usual way, in our systems of art-instruction, is to put drill first, leaving thought and appreciation out of account," (p. 120).