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Chapter 06 - Drawing
Chapter 06
Drawing
Preliminary sketches for paintings or sculptures are ideas that are quickly jotted down for
later development. They can offer fascinating glimpses into the creative process.
Bloom's: Remember
Bloom's: Understand
Learning Objective: Understand the functions and development of drawings
Topic: drawing
2. The ________ are credited with the invention of paper around 105 C.E.
A. Greeks
B. Chinese
C. Egyptians
D. Romans
E. Persians
Although the word paper is a derivative from the Latin papyrus, it is the Chinese who are
credited with the invention.
Bloom's: Remember
Learning Objective: Identify materials used in drawing
Topic: China
6-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
3. The predecessor of the graphite pencil, especially popular during the Renaissance, is:
A. charcoal.
B. metalpoint.
C. crayon.
D. pen and ink.
E. pastel.
Metalpoint involves a soft metal set in a holder and a prepared ground for a drawing surface.
Bloom's: Remember
Learning Objective: Identify materials used in drawing
Topic: Renaissance
Topic: metalpoint
Pigment is a coloring material made from various organic or chemical substances mixed with
a binder to create a drawing or painting medium.
Bloom's: Remember
Learning Objective: Identify materials used in drawing
Topic: color
Topic: drawing
Topic: light and pigment
6-2
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
5. Which of the following media is the most common of all drawing media?
A. Metalpoint
B. Pastel
C. Graphite pencil
D. Pen and ink
E. Conté crayon
Graphite pencils are composed of graphite and fine clay, and the varying percentage of clay
allows pencils that range from very hard to very soft.
Bloom's: Remember
Learning Objective: Identify materials used in drawing
Topic: drawing
Topic: graphite
6. In metalpoint, lines are drawn with a silver ________ onto a surface coated with a
preliminary coating of paint.
A. toothpick
B. dagger
C. coin
D. wire
E. dart
In metalpoint works, the drawing medium is a thin wire made of a relatively soft metal such
as silver, set in a holder for convenience.
Bloom's: Remember
Learning Objective: Identify materials used in drawing
Topic: drawing
Topic: metalpoint
6-3
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
7. Chris Ofili created Prince among Thieves with Flowers using ________ as his medium.
A. pen and ink
B. brush and ink
C. pencil
D. wash
E. charcoal
Ofili used hard and soft pencils, which created a contrast of value effects in his artwork.
Bloom's: Remember
Learning Objective: Examine drawings in terms of materials and techniques used
Topic: drawing
Topic: graphite
8. The difference in the color and consistency of different types of crayons and pastels is due
to:
A. the use of different binders.
B. the fact that these media do not need a binding agent.
C. the fact that crayons are made for children, while pastels are made for artists.
D. the use of liquid pigmentation.
E. None of these answers are correct; there is no difference.
Crayons and pastels are made of powdered pigments, the same as those used to make paints,
mixed with a binder. For crayons, the binder is a greasy or waxy substance. Finer, denser,
more brilliant versions of these crayons have been developed for artists. Pastel consists of
pigment bound with a nongreasy binder.
Bloom's: Remember
Bloom's: Understand
Learning Objective: Identify materials used in drawing
Topic: crayon, pastel, and chalk
Topic: drawing
6-4
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
Seurat’s painting technique, pointillism, features tiny dots of color that are massed together to
build form. In this work, Seurat uses conté crayon on rough-textured paper to approximate the
effect of color dots in paint.
Bloom's: Remember
Bloom's: Understand
Learning Objective: Describe techniques used in drawing
Learning Objective: Examine drawings in terms of materials and techniques used
Topic: Georges Seurat
Topic: crayon, pastel, and chalk
Topic: drawing
Bloom's: Remember
Bloom's: Understand
Learning Objective: Identify materials used in drawing
Topic: brush and ink
Topic: drawing
Topic: pen and ink
6-5
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
11. What part of the pen conveys the ink to the drawing surface?
A. The quill
B. The twig
C. The calligraphic
D. The nib
E. None of these answers are correct.
12. Julie Mehretu’s use of the rapidograph and translucent mylar intentionally evokes:
A. newspaper layout.
B. architectural drafting.
C. engravings.
D. discotheques.
E. computer graphics.
Mehretu employs the tools and products used in architectural drawing processes. In her work,
Untitled, from your text, fragments of urban plans along with details of buildings and
infrastructure seem caught up in an explosive whirlwind.
Bloom's: Understand
Learning Objective: Describe techniques used in drawing
Topic: color
Topic: drawing
Topic: light and pigment
Topic: pen and ink
6-6
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
Leonardo was incredibly diverse and made innovative studies of all subjects.
Bloom's: Remember
Bloom's: Understand
Learning Objective: Understand the functions and development of drawings
Topic: Leonardo da Vinci
Topic: drawing
14. ________ is/are among the materials besides paper that have provided support for
drawings.
A. Papyrus
B. Cave walls
C. Silk
D. Fired clay
E. All of these answers are correct.
Many types of surfaces have been used throughout history for drawing.
Bloom's: Remember
Bloom's: Understand
Learning Objective: Identify materials used in drawing
Topic: drawing
6-7
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
15. Pen and ink was the favorite sketching medium of ________, one of the greatest
draftsmen of the 17th century.
A. Rembrandt
B. Lippi
C. Degas
D. Picasso
E. All of these answers are correct.
Pen and ink allowed for a variety of gestural lines, which can be seen in Rembrandt’s
drawings.
Bloom's: Remember
Learning Objective: Identify materials used in drawing
Topic: Rembrandt Harmensz van Rijn
Topic: drawing
Topic: pen and ink
16. Because this 20th-century artist dated most of his drawings over the course of his
lifetime, we have nearly a complete visual record of his mind at work.
A. Ingres
B. Picasso
C. van Gogh
D. Rembrandt
E. Degas
Picasso, mindful of his own legacy, began early on to date and save all his sketches.
Bloom's: Remember
Learning Objective: Understand the impulse for human beings to create art
Topic: Pablo Picasso
Topic: drawing
6-8
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
17. In Shahzia Sikander’s I from 51 Ways of Looking, _________ was used as the medium.
A. ink
B. conté crayon
C. graphite
D. chalk
E. None of the answers are correct.
Sikander uses the graphite pencil to create linear drawings and shaded forms.
Bloom's: Remember
Bloom's: Understand
Learning Objective: Identify materials used in drawing
Topic: drawing
Topic: graphite
Traditional metalpoint ground recipes call for a mixture of bone ash, glue, and white pigment
in water. When the point of the metalpoint wire is drawn across this dried ground, it leaves
behind a thin trail of metal particles that soon tarnish to a pale gray.
Bloom's: Remember
Learning Objective: Identify materials used in drawing
Topic: drawing
Topic: metalpoint
6-9
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
19. Vonne Jacquette’s Three Mile Island, Night I uses the medium of:
A. chalk.
B. pastel.
C. white pigment.
D. charcoal.
E. All of the answers are correct.
Bloom's: Remember
Bloom's: Understand
Learning Objective: Identify materials used in drawing
Topic: charcoal
Topic: drawing
Essay Questions
20. Review the works in this chapter by Filippino Lippi and Rembrandt, and discuss the
different qualities and characteristic appearances of the medium each artist used.
Lippi worked in metalpoint creating drawings with fine, delicate lines and hatching and
cross-hatching for modeled effects. Rembrandt used pen and ink to create varied gestural
lines, resulting in drawings that included modeled and loosely sketched areas.
Bloom's: Analyze
Bloom's: Apply
Learning Objective: Examine drawings in terms of materials and techniques used
Topic: Rembrandt Harmensz van Rijn
Topic: drawing
Topic: metalpoint
Topic: pen and ink
6-10
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
21. Describe three differences between a sketch and a completed work based on a sketch.
Select one specific painting, sculpture, or architectural work for which you can find several
preliminary drawings; then comment on the specific similarities and differences between the
sketches and the final work. Conclude with your assessment of the process of preliminary
drawings as an essential or nonessential part of the process of completing a work.
Answers will vary depending on selected art work. Sketches are quickly executed drawings; a
direct expression from the artist’s brain to hand, usually not intended to be a finished work.
Sketches also can be preliminary plans for a future drawing or painting, and function as
working ideas that lead to a finished work.
Bloom's: Analyze
Bloom's: Apply
Bloom's: Understand
Learning Objective: Understand the functions and development of drawings
Topic: drawing
22. Discuss the intimate and personal nature of a drawing made for personal expression
rather than for exhibition. Contrast the content and form of this type of drawing with those of
a drawing executed for communication of information or for persuasion. Finally, comment on
the characteristics that you think would make the latter type of drawing successful in
achieving its purpose.
Drawings for personal nature are not plans for subsequent formal artworks. The difference
between the two drawing types involves the audience that will view the drawing or the
resulting artwork.
Bloom's: Analyze
Bloom's: Apply
Bloom's: Understand
Learning Objective: Understand the functions and development of drawings
Topic: content
Topic: drawing
6-11
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
23. Trace the history of papermaking, discussing the technological processes required. Cover
its origins and its transmission to other cultures and describe some of the writing and drawing
surfaces it replaced. What are paper’s advantages over these materials?
Although the word paper is a derivative from the Latin papyrus, it is the Chinese who are
credited with the invention. The secret of paper spread from China to neighboring countries
and over centuries enormous strides were made in the papermaking processes. Making surface
paper offered flexibility in durability, transportation, and stability.
Bloom's: Analyze
Bloom's: Understand
Learning Objective: Identify materials used in drawing
Topic: China
Topic: drawing
24. Give three examples of ways in which paper can be used as a medium. How have
contemporary artists differed from traditional artists in their uses of the medium? Refer to
specific works to support your statements.
For centuries, paper was an artisanal product, made by hand one sheet at a time and used to
record historical details, as well as the medium for drawings and other artistic works. As
paper became mass-produced, its uses extended to information dissemination: newspapers,
books, posters, etc. During the twentieth century, artists began using paper in innovate ways:
collages and sculptures are two such examples.
Bloom's: Analyze
Bloom's: Apply
Bloom's: Understand
Learning Objective: Examine drawings in terms of materials and techniques used
Learning Objective: Identify materials used in drawing
Topic: China
Topic: drawing
6-12
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Drawing
25. Consider Pettibon’s No Title (Not a single armorer . . .). Discuss the artist’s use of the
drawing medium, as well as the use of brush and ink in the work.
In No Title (Not a single armorer . . . ), Raymond Pettibon uses brush and ink on paper. We
tend to classify this type of work as a drawing because it was created on paper, is in black and
white, and is largely linear in character—that is, Pettibon used the brush largely to make lines.
Pettibon used a fine brush to draw the slender, even lines of the text at the upper left and a
larger brush and a looser, more varied line to create the image.
Bloom's: Analyze
Bloom's: Apply
Bloom's: Understand
Learning Objective: Examine drawings in terms of materials and techniques used
Learning Objective: Understand the functions and development of drawings
Topic: brush and ink
Topic: content
Topic: drawing
26. Discuss the characteristics and different forms of charcoal. Considering Yvonne
Jacquette’s Three Mile Island, Night I, explain how the medium of charcoal is employed in
her drawing.
Charcoal is charred wood and can be used in a natural or manufactured form. Charcoal has
been used since ancient times and so conveys a primal energy. Jacquette, in her work, features
the many tonal variations of charcoal to create a variety of shaded effects.
Bloom's: Analyze
Bloom's: Apply
Bloom's: Understand
Learning Objective: Examine drawings in terms of materials and techniques used
Learning Objective: Identify materials used in drawing
Topic: charcoal
Topic: drawing
Topic: light
6-13
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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or flanges encircling the spore-wall in the direction of the major-axis.
Sphenophyllostachys fertilis differs from all previously recorded
types in the absence of sterile bracts. The appendages of the cone-
axis are all fertile, a striking contrast to the differentiation into
protective and sporangia-bearing bracts which constitutes a constant
feature in the cones of Sphenophyllum and Calamites. It is possible,
as Scott suggests, that the absence of sterile segments is the result
of modification of the more usual type of strobilus; instead of the
dorsal and ventral lobes of the bracts sharing between them the
duties of protection and spore-production, the whole of each bract is
constructed on the plan of the maximum spore-output, the laminar
terminations of the sporangiophores serving the purpose of
protection. The cone may be described as more specialised than the
normal type of strobilus for reproductive purposes[12].
Group SPHENOPHYLLALES.
Sphenophylleae: genus Sphenophyllum.
Cheirostrobeae: genus Cheirostrobus.
In his recent book on The Origin of Land Flora, Prof. Bower raises
objection to the use of the term ventral lobe in speaking of the
sporangium-bearing stalk or sporangiophore borne on the sporophyll
of Sphenophyllum. He points out that the use of this term implies the
derivation of the sporangiophore by metamorphosis of part of a
vegetative leaf, an opinion untenable in the absence of proof. The
designation sporangiophore is no doubt preferable to that of ventral
lobe as it carries with it no admission of particular morphological
value; as a further concession to a non-committal attitude we may
provisionally at least regard a sporangiophore as an organ sui
generis “and not the result of modification of any other part[32].”
The view put forward by Prof. Lignier[33] that the Sphenophyllales
are descendants of primitive ferns is not convincing, and his
comparison of Sphenophyllum with Archaeopteris lacks force in view
of our ignorance as to the nature of the reproductive organs of the
latter genus. That the Sphenophyllales are connected with the
Equisetales and with the Psilotales by important morphological
features is clear; but the comparison between the sporophylls of the
extinct genera with those of the existing genus Tmesipteris, though
helpful and possibly based on true homology, cannot be considered
as settling the morphological value of the sporangiophores of
Sphenophyllum and Cheirostrobus.
I do not propose to discuss at length the different views in regard
to the morphological nature of the sporangiophore of
Sphenophyllum. The comparison, which we owe in the first instance
to Scott, with the synangium of the Psilotales with its short stalk,
though not accepted by Lignier as a comparison based on true
homology, is one which appeals to many botanists and is probably
the best so far suggested. The further question, whether these
sporangiophores are to be called foliar or axial structures is one
which has been answered by several authors, but it is improbable
that we shall soon arrive at a decision likely to be accepted as final.
Discussions of this kind tend to assume an exaggerated importance
and frequently carry with them the implication that every appendage
of the nature of a sporangiophore can be labelled either shoot or
leaf. We treat the question from an academic standpoint and run a
risk of ignoring the fact that the conception of stem and leaf is based
on morphological characteristics, which have been evolved as the
result of gradual differentiation of parts of one originally
homogeneous whole. There is much that is attractive in the view
recently propounded by Mr Tansley that a leaf is not an appendicular
organ differing ab initio from the axis on which it is borne, but that it
is in phylogenetic origin a “branch-system of a primitive
undifferentiated sporangium-bearing thallus[34].” Admitting the
probability that this view is correct, our faith in the importance of
discussions on the morphological nature of sporangiophores is
shaken, and we realise the possibility that our zeal for formality and
classification may lead to results inconsistent with an evolutionary
standpoint[35].
CHAPTER XIII.
PSILOTALES.
The two recent genera Psilotum and Tmesipteris are usually
spoken of as members of the family Psilotaceae which is included as
one of the subdivisions of the Lycopodiales. It is probable, as Scott[36]
first suggested, that these two plants are more nearly allied than are
any other existing types to the Palaeozoic genus Sphenophyllum.
We may give expression to the undoubted resemblances between
Tmesipteris and Psilotum and the Sphenophyllales by including the
recent genera as members of that group, originally founded on the
extinct genus Sphenophyllum; this is the course adopted by
Thomas[37] and by Bower[38]: or we may emphasise the fact that
these two recent genera differ in certain important respects from
Lycopodium and Selaginella by removing them to a separate group,
the Psilotales. The latter course is preferred on the ground that the
inclusion of Psilotum and Tmesipteris in a group founded on an
extinct and necessarily imperfectly known type, is based on
insufficient evidence and carries with it an assumption of closer
relationship than has been satisfactorily established.
The genus Tmesipteris (fig. 120, A) is represented by a single
species T. tannensis Bertr.[39] which usually occurs as an epiphyte on
the stems of tree-ferns in Australia, New Zealand, and Polynesia.
Psilotum, with two species P. triquetrum Sw. (fig. 118) and P.
complanatum Sw., flourishes in moist tropical regions of both
hemispheres, growing either on soil rich in organic substances or as
an epiphyte. Both genera are considered to be more or less
saprophytic.
Fig. 118. Psilotum triquetrum (½ natural size).
A. Synangium.
B. Sporophyll after removal of the synangium. (M.S.)
TMESIPTERIS
The genus Tmesipteris[46] agrees with Psilotum in general habit
and in its epiphytic and probably in some degree saprophytic mode
of life. Its brown rootless rhizome, which grows among the roots of
tree-ferns or rarely in the ground, gives off pendulous or erect shoots
reaching a length of two feet and bearing lanceolate mucronate
leaves 2–3 cm. long (fig. 120, A) attached by decurrent leaf-bases.
The sporophylls, replacing the upper leaves or occurring in more or
less well-defined zones alternating with the foliage leaves, consist of
a short axis terminating in a pair of lanceolate lobes and bearing on
its adaxial surface an elongated bilocular synangium attached to a
very short stalk (fig. 120, B). Reference has already been made to
the divergent opinions as to the morphological nature of the
sporophylls or sporangiophores, but recent investigations distinctly
favour the view that a sporophyll is best interpreted as a stalked leaf
with two sterile laminae and an almost sessile, or in some cases a
more obviously stalked, synangium; the whole sporophyll is
characterised by the possession of a ventral and a dorsal lobe[47].
The drawings reproduced in fig. 120, D and F, illustrate some of the
frequent variations described by Thomas in plants which he
observed in the New Zealand forests. The sporophyll shown in fig.
120, D and F, has branched twice and bears three synangia.
Fig. 120. Tmesipteris.
A. Foliage leaves.
B. Sporophyll and bilocular synangium.
C. Diagram of transverse section of stele. px, protoxylem.
D, F. Abnormal sporophylls. (From drawings made by Prof. Thomas
and generously placed at my disposal. A.C.S.)
E. Portion of C enlarged.