Why won't I allow tracing when kids are drawing objects and things from life?

Question

This is a very common idea that kids from Third through High School tend to ask me when I begin teaching them how to draw. I always answer a resounding, yet kind "No way!" to ideas about tracing.

Students as young as pre-school in schools across the country are learning basic foundational skills in making linear interpretations of objects they see. I teach drawing to all age levels, and this is a skillset that art students practice and improve every year. I would compare this basic observational drawing skill at the elementary level to learning to write letters of the alphabet, then using those letters to create words, sentences and eventually paragraphs in longer writing.

In order to learn to draw, art students sit an object such as a toy, a plant, or vase with some flowers on a table in front of them. A single object works well for children who are beginners, such as a plastic animal.

I ask students to begin by looking at the outer edge of the object. I draw next to them an show them that my pencil line is mimicking the edge of the object. I even point to the edge of the object, describing how curved lines, bumpy lines and straight lines are all a part of the edges.

If students go slowly, and allow for their lines to be lightweight, they can adjust their contour as they look at the object. I teach kids to look at the object frequently, paying close attention to the angles, curves and directions of lines for small sections of contour .

I begin only with contour for young artists because this is a skill that needs to be practiced, and is really the reason you all try to "trace" objects in the first place. You want the edges to look realistic. Artists are trained at every age to practice this just by looking closely at an object, or even a photo of something next to their paper.

For students that need step-by-step examples, I draw my own version on my own paper, talking through each line direction for the outline (contour) of an animal, plant or other object. Working from photos can be great as well, because the 3D object is flattened already into 2D. Students are not allowed to trace the photo, but can see clearly how a small increment of contour line exists in each square, much like a puzzle.

Answer 1

I wouldn't say I don't allow tracing with any student per-say. As with many things, there is a time and place for the use of said technique which is intended to train the student/artist in certain dynamics, such as hand-eye coordination muscle memory), finesse (line or steadiness) control, pressure control (how heavily you press against a surface while drawing), and the point of articulation while drawing/painting (drawing from the wrist, elbow, a wrist support wand or your shoulder).

Within animation it's quite a widespread practice, but it's not meant to be a crutch to justify taking an effortless way of replicating subsequent illustrations. That's part of the muscle memory you're supposed to develop at an early stage of one's learning curve while learning to draw effectively and will be expected to do this effortlessly like a breathing reflex. You just do it without thinking about it. So, it really depends on your field of work/focus as to why you may need or not need to trace something.

Overall, the student or artist should be learning to draw freehand and from memory or imagination most of the time as a primary goal/skill.

Answer 2

This is a very common idea that kids from Third through High School tend to ask me when I begin teaching them how to draw. I always answer a resounding, yet kind "No way!" to ideas about tracing.

Students as young as pre-school in schools across the country are learning basic foundational skills in making linear interpretations of objects they see. I teach drawing to all age levels, and this is a skillset that art students practice and improve every year. I would compare this basic observational drawing skill at the elementary level to learning to write letters of the alphabet, then using those letters to create words, sentences and eventually paragraphs in longer writing.

In order to learn to draw, art students sit an object such as a toy, a plant, or vase with some flowers on a table in front of them. A single object works well for children who are beginners, such as a plastic animal.

I ask students to begin by looking at the outer edge of the object. I draw next to them an show them that my pencil line is mimicking the edge of the object. I even point to the edge of the object, describing how curved lines, bumpy lines and straight lines are all a part of the edges.

If students go slowly, and allow for their lines to be lightweight, they can adjust their contour as they look at the object. I teach kids to look at the object frequently, paying close attention to the angles, curves and directions of lines for small sections of contour .

I begin only with contour for young artists because this is a skill that needs to be practiced, and is really the reason you all try to "trace" objects in the first place. You want the edges to look realistic. Artists are trained at every age to practice this just by looking closely at an object, or even a photo of something next to their paper.

For students that need step-by-step examples, I draw my own version on my own paper, talking through each line direction for the outline (contour) of an animal, plant or other object. Working from photos can be great as well, because the 3D object is flattened already into 2D. Students are not allowed to trace the photo, but can see clearly how a small increment of contour line exists in each square, much like a puzzle.