Standard Routine Drill

Standard Drill 1.4

The First Lesson for Children

Drill Setup: The Trainee and Coach sit at a table across from one another. The Coach has a copy of this drill in hand. The Coach asks each question in sequence and the Trainee is to respond with a correct answer for each. If the Trainee is unable to answer a question correctly they re-read that section of the reference and the question is asked again. A pass is given when the Trainee has answered all of the questions correctly.

Start of Drill

1) What is the End Result of the First Lesson for Children?

“The end result of this first lesson is that the student has a win at learning how to create a step drawing and wants to continue learning.”

2) What are the 3 distinct sections of the First Lesson for Children?

“There are 3 distinct sections to this outline:

Orientation
The First Step Drawing
Color and Tones”

3) Why do we give a new student an orientation before they begin their first step drawing?

“Introduce yourself to the student and parent(s) and give the student a brief orientation. The reason for this is to make the student feel comfortable in their surroundings – to remove any attention on the studio and allow them to focus on your instruction.”

4) What color-coded step drawing do we use in the first lesson for a child and why?

“Allow the student to select a Step Drawing from the Purple – Level 1 category. These initial step drawings have been carefully selected to include drawings that are either in the air or in water and do not require the use of a cast shadow…”

5) Why do you lightly draw the first large shape for the student?

“Tell them that you are going to lightly draw the first shape to show them how large you want them to draw their picture within the frame.”

6) The first largest shape is drawn on the paper. You ask the student to show you the next largest shape on the step drawing and they do. What do you have them do before they draw the shape on the paper?

“After they have their first large shape on the paper – ask them what the next largest shape is on the step drawing. If they answer correctly have them show you, using their finger, where they are going to draw it on their paper and how big it will be in relation to the first shape. Then, if correct, have them draw the shape.”

7) How do you get the student to recognize any corrections that need to be made on their drawing?

“Have the student step back with you and check their drawing from a distance and ask them any questions that would get them to see any changes or corrections that they feel need to be made (ie; too large or too small in relation to the initial shape, not drawn in the right place). If they see a correction to be made – have them make the correction and stand back to check it again.”

8) While the student is drawing you are continuously checking to see that they are doing well and that they are doing what 5 core basics?

“While they are drawing you are continuously checking to see that they are doing well and that they are:

Drawing light and loose
Holding the pencil correctly
Working Large to Small
Relating
Stepping back to check and correct”

9) How do you define what “Tones” are to a student?

Once each area or shape has a base color, take the student over to the “Tone/No-Tone” poster and explain to them what “Tones” are:

“ Tone is how light or dark something is.”

10) While most of your demonstrations will be done using a side table, you may need to demonstrate something directly upon the student’s work. What must you do before doing so?

“Use the side table to demonstrate as needed. However, if it becomes necessary to demonstrate on a student’s picture always ask for the student’s permission before doing so.”

End of Drill