A Drawing and Handwriting Course for Kids!

Table of Contents

A tableof contents is like.a map. It guides you to the places you want to visit in a book. Pick a subject you want to draw, then turn to the page listed beside the picture.

For more information on the Draw. Write. Now® series, see page 3. For suggestions on how to use this book, see page 6.

~~~I~~~'~~~~~~~~~~~~~~~~~.~~

.......... .....,.,,~ ..

The Polar Regions Poge 9

~------------------~.

The Arctic Poge 27 28

10

leo

22

4

,

12

18

2'+

2<i> LsoPfT' .

I

Ji:t('

-"--.--~-

30

,

20

32

1'0

r

'1'8

The Antarctic

3<'0

5<'0

Teaching Tips

Page <'03

I ,

52

5Lf

58

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<'02

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·5

A few tips to get started ...

This is a book for children and their parents, teachers and caregivers. Although most young people can complete the: lessons in this book quite successfully on their own, a little help and encouragement from a caring adult can go a long \~,.13y toward building a child's self-confidence, creativity and technical

skills, ~

Ape by Michele Fujii, age 10 {rom Draw.Write·Now@, Book Eight

The following outline contains insights from the 30-plus years the authors have worked with the material in this book. Realizing that no two children or classrooms ate alike, the authors encourage you to modify these lessons to best suit the needs of your child or classroom. Each Draw-Write-Now" lesson includes five parts:

1. Introduce the subject.

2. Draw the subject.

3. Draw the background.

4. Practice handwriting.

5. Color the drawing.

Each child will need a pencil, an eraser, drawing paper, penmanship paper and either crayons, color pencils or felt tip markers to complete each lesson as presented here.

1. Introduce the Subject

Begin the lesson by generating interest in the subject with a story, discussion, poem, photograph or song. The questions on the illustrated notes scattered

6

throughout this book are examples of how interest can be built alonga related theme. Answers to these questions and the titles of several tneme-relatec books are on pages 26, 48 and 62.

2. Draw the Subject

Have the children draw with a pencil. Encourage them to draw lightly because some lines (shown as dashed lines on the drawing lessons) will need to be erased. Point out the shapes and lines in the subject as the children work through the lesson. Help the children see that complex objects can be viewed as combinations of lines and simple shapes.

Help the children be successful! Show them how to position the first step on their papers in an appropriate size. Initially, the children may find some shapes difficult to draw. ff they do, provide a pattern for

them to trace, or draw the first step for them. Once they fine-tune their skills and build their self-confidence, their ability and creativity will take over. For lesson-specific drawing tips and suggestions, refer to Teaching Tips on pages 63-64.

3. Draw the Background

Encourage the children to express their creativity and imagination in the backgrounds they add to their pictures. Add to their creative libraries by demonstrating various ways to draw trees, horizons and other details. Point out background details in the drawings in this book, illustrations from other books, photographs anti works ofart.

Encourage the children to draw their world by looking for basic shapes and lines in the things they see around them. Ask them to draw from their imaginations by using their developing skills. For additional ideas on motivating children to draw creatively, see pages 24-25, 46-47 and 60--61.

4. Practice Handwriting

In place of d ri lis-rows of e'51 r's and so on-··· it is often useful and more motivating to have children write complete sentences when practicing their handwriting. When the focus is on handwriting, rather than spelling or vocabulary enrichment, use

simple words that the children can easily read and spell. Begin by writing each word with the children, demonstrating how individual letters are formed and stressing proper spacing. Start slowly. One or two sentences may be challenging enough in the beginning. Once the children are consistently forming their letters correctly, encourage them to work at their own pace.

There ate many ways to adapt these lessons for use with your child or classroom. For example, you may want to replace the authors' text with your own words. You may want to let the children compose sentences to describe their drawings or answer the theme-related questions found throughout the book. You may prefer to replace the block alphabet used in this book with a cursive; D'Nealian" or other alphabet style. If you are unfamiliar with the various alphabet styles used for teaching handwriting, consult your local library. A local elementary school may also be able to recommend an appropriate alphabet style and related resource materials.

5. Color the Picture

Childrenenjoy coloring their own drawings.

The beautiful colors, however, often cover the details they have so carefully drawn in pencil. To preserve their efforts, you may wantto have the children trace their pencil lines with black crayons or fine-tipped felt markers.

Crayons-When they color with crayons, have the children outline their drawings with a black crayon after they have colored their pictures (the black crayon may smear if they do their outlining first).

Swan by An.drew Thorsen age 4 (rom Draw·Wrlte·Now®, Book One

Pilgrims by Meoan Forward, age 7 (rom Draw·Write·Now*, Book Three

Spotted DO./j by Kate-Limn Brooks, age 8 from Drau=writesNoio", Book One

Color Pencils-When they color with color pencils, have the children outline their drawings with a felt tip marker before they color their drawings.

Felt Tip Markers-When they color with felt tip markers, have the children outline their drawings with a black marker after they have colored their pictures.

Your comments are appreciated!

How are you sharing Draus-Write-Noto" wilhyour children or students? The authors would appreciate hearing (rom you. Write to Marie Hablitzel and Kim Stitzer, clo Barker Creek Publishing, P.O. Box 2610, Poulsbo, WA 98370, USA.

7

The top and bottom of the world

are covered with ice and snow. These are the

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The more you practice, the better your handwriting will lookI

8

The Polar Regions

-

9

- -Fhe- -No-dh - P-OIe- js=jo - fh-a - Arcfic

--J-he-Eoufh-P-OIe-js-in-AntaricticQ_

- - -t'1~are -fhe- eaclh-k -coHeSf-=PlocES. =sJJ_e_tJ· aI animalS- H~e-±hel!e

~;. ~.

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.' ... ~ II~I ~ {'SO,.. co a

- ....

~near the . poles?

10

The Arctic and Antarctic

Adelle Penguin 1.

3.

5.

Adelle Penguins live in the Antarctic.

Question answered on page 26

2.

4.

6.

11

Auroras

Teaching Tip on page 64 Question ansuiered on page 26

The Northern and Southern Lights 1.

2.

3.

12 '

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- 14

Icebergs

Question answered on page 26

Orca

1.

2.

3.

4.

5.

6.

Orcas are found in the Arctic and the Antarctic.

15

3.

Ocean Migration

Question answered on page 26

Blue Whale

1.

2.

Blue Whales

migrate to the Arctic and the Antarctic.

--

16

17

-~unyc3J~CLs-rntgriife:------------ome- I¥-north-fu-fhe-~Archc~-

-A~ few -fl,¥-south -fa -fhe- -Anfuiidic-:

- -I-hB'¥ - slay - Ofl- =samm-er-:-

18

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Arctic Loon

1.

3.

5.

. Air Migration

Question answered on page 26

2.

4.

6.

Arctic Loons migrate to the Arctic.

19

Animals that Stay

Question answered 011 page 26

Seal 1.

3.

5.

20

2.

Seals live in the Arctic and the Antarctic.

=Some--animo -- a:-no+-m~±e----I-~-s±ay-in-fEig-COJCF~~ ~Y'-of-fhem-ha'£er--bJU6b_~-,----

-Bklbber:±-aeps-±hem-:::warm.

21

=-_e=aple_=Jj ve __ - _.__._I"O_..__: ~t&e fa~- -notlli-----

=thii-Arcfu-is33iih-hom-a- ---- --

~nple-visi± An±arcfrca~----------An arc TCU--is-ver"J¥-culd-.---

22

Kayak 1.

3.

r

5.

. People

Question answered on page 26'

2.

4.

6.

Kayaks were invented by the Inuit.

23

Draw It'lzat You See

How can your coloring strokes add more than color to your picture?

Strokes that go from side to side give a calm, smooth look.

Strokes that go up and down suggest height and depth.

, ,-

,-""",,"-

. -

24

Curved strokes suggest action.

Why are the coloring strokes ...

... colored toward the' wolf's tail?

/' .... ~ --.,.

... colored toward the musk ox's feet?

Auroras shift and move in the nighttime sky. How can you make your sky look active?

--:=;-7'-.:.: .. ~-..:;..~ _

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1. Lightly draw a line of action.

2. Cross the line of action with color (zigzag

1 ines are active).

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3. Add more colors. Overlap the edges.

4. Color the rest of the night sky. Overlap the aurora's edges.

25

Learn more about the polar regions ...

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,

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The Arctic

27

North Pole t

)'l

I - Arctic Region

-'-'-'"-LOW - -C:Over-~- _____.__._.__~rrrJJ-..~ _ "--"-__.._. ......... _..__.._ ..... ~ __ ~e_sfs - - __ ,--_-=~~ -=- tlTe-

28

Northern Hemisphere

1.

3.

5.

The Arctic

Teaching Tip on page 64 Question answered on page 48

2.

4.

6.

29

PolarBear

Question answered on page 48

1.

3.

5.

30

4.

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-"t.-:~i \ar*bear.s .. ..,k • I' -: p~ .-' ~ ..

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31

-WiiITls-es3ke-in--- ~c E---wI. ~=

--~~-Bwim-~_-t_.__._h~e .. rk ca.. __

=--1- be-¥ =-ijfe=fQ - - ·iB- en- --1e- -sans - 'Il~: - -1-bB)l- rest-orr -±6e- -dt;iftirrg - Tca---

32

..

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Walrus

Question answered on page 48

1.

e)

2. C)

4.

5.

7.

33

Arctic People

Question answered on page 48

.

1.

34

2.

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=- - - -""""""~- me: =wIn - lr~S- - art:r -ve-ry - <:-0 - - --

-Pe-ople--dr-ess--in-'WCJlTICCfoi Le:s:.--- ,

35

.... ". ~~ .

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-Arcfic-tIeop~e-hUil-d-warm-homes:

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- 8ITce; -many - pe~:""__--11001£_- ~L.I-I~~~_

- Jgloos-are- --shel±erii-madE Of-snow:

36

Igloo 1.

3.

5.

Arctic Homes

Question answered on page 48

2.

4.

6.

37

The Arctic Tundra

Question answered on page 48

Arctic Poppy 1.

2.

4.

5.

3.

6.

7.

38

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:O~,. ,~.," - ,''' .-0·'-'1

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on-dJ'"'a:::js- friozEn- in - w~-

- -1- h-e- -SQ_UW -and

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=-Sunfs-- b~oom--and- - insecfs- -hafCh.-

39

-MUSk-Dxen-B~-on-the-±cn:il~- -"_ ~-~-n~-fDgatber--in-ber-ds~----3-biij-form=_j . -~ci~de-£Or-Ba£efy-= ~-- -abies 9E -=kr-fhii-ce-nf-er:---

40

1.

MuskOx

Teaching Tip on page 64 Question answered on page 48

2.

41

Wolf

Teaching Tip 01'2 Page 64 Question answered on page 48

1.

3.

5.

42

2.

a

a

4.

o

6.

- Waives - -Hve -:in - the -Arcf-ic: - - - - - --

-5ome-3iYe-neJ:lF-fhe=--£ore-st-s:-----

-e±her~_S-3ive-fQrther=-north:------- .

-- -1- her -northern -wolves- ur__e-whtFe~

" -

..;,,::::'':'

43

- R:eiOdaer- ive -in-ASin-arrd - hlrop_a

--I-h-ey-mtg· afe- cy -e-- um,....~~.,__

=-R-eindeBP - hsza - i1iE9r-dS- -~Qme-=peopla_JJIJ1e~_.__~

44

1.

3.

5.

o

2.

4.

u

u

6.

Reindeer

Teaching Tip on page 64 Question answered on page 48

45

Draw Your World ------------

Outlining can change the look of your drawing.

This side is outlined.

This side is not outlined.

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46

More coloring tips ...

Seas, lakes and ponds are like mirrors. They reflect the color of the sky.

grey sky, grey water blue sky, blue water

(see pages 13,22,31 and 32)

white with grey added white with blue added

(see pages 21, 31 and 36)

Hills appear rounder when a darker color is added along the edge.

•. _ ~ - i .,:'

sunset

White appears brighter when a little blue is added.

hill hill with shaded edge

(see pages 10, 35,44 and 57)

• <

(see pages 18, 21 and 53)

sunnse

The location of the sun affects the color of the sky.

47

Learn more about the Arctic ...

The Antarctic

--- --

49

South Pole -f--

-1-

Antarctic Region

__._. __ ·~-_-SJJr'r=o:ao- ~-an-:-Qcenn:----I-h-e--oc:ean neezes-jn-wiiffe ----

Southern Hemisphere

1.

3.

5.

The Antarctic

Teaching Tip on page 64 Question answered on page 62

2.

4.

6.

51

Emperor Penguin

Teaching Tip on page 64 Question answered on page 62

1.

4.

52

2.

3.

--perrgains-:are- OJ:! S------

~B¥-:arn- -fEi--~-·

53

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,'.- . .-,' . ~- . · ; roony ".\ A 'by . do s~ -: i~""

v;v.. . . .: I tne·

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th . Gcean.; •.

Sou _e_rn. <: ~ --

54

Krill

Question answered on page 62

1.

2.

c c

3.

4.

5.

6.

7.

8.

55

Icebreaker

Teaching Tip on paqe 64 Question answered on page 62

1.

2.

..

-

3.

4.

5.

•

-,, _ _.____,D'¥ ~e-- -Ice

--Eha-ships-push-jOiu-fber-rc-e-----

--Eb-ey-liieak--fhe-ice--@u-pi_eces.-

58

1.

3.

5.

Scientists

Question answered on page 62

2.

4.

6.

59

Draw From Your Imagination Pretend you are in the Antarctic ...

.. .looking out the window of an undersea vessel

... doing research!

60

...playing with penguins

Imagine the colors of the Antarctic.

the Southern Lights

slippery ice

summer sunshine

deep,

dark oceans

clean water

beautiful skies

61

Learn more about the Antarctic ...

,

I

¥

Teaching Tips

-

63

The Polar Regions

AURORAS (page 12) - People who see auroras describe them in different ways. Some people describe them as "curtains hanging in the sky, ' Some say they are "ribbons streaming across the sky,"

Others ca1! them "lights dancing in the night sky." Photographs of the earth taken from space show tall halos encircl ing the top and bottom of the world. Show the children photographs of auroras and ask them to describe what they see in their own words, Encourage them to draw what they have described.

The Arctic

by Maggie Baker age .9

THE ARCTIC (page 29) - The Arctic includes the Arctic Ocean and parts of North America, Europe and Asia. Point out that the North Pole is in the center of the Arctic Ocean. Explain to the children that, while most of the Arctic Ocean is permanently covered by a thick layer of ice, the region is arid-only about ten inches of snow fall annually. Expand your- discussion to include the magnetic North Pole, the Arctic Circle, the tree line that borders the tundra and the range of the winter sea ice. As the children draw the continents, don't expect them to draw every detail. You may want to predraw the outer circle and guidelines (step 1) for the children.

WOLF (page 42) - Help the children visually estimate the length of the wolf's legs. After drawing the head and body (steps 1 and 2) , look at the finished drawing (page 43) and compare the length of the legs to the width of the body. Have the children draw the feet (step 2), then ask them to consider the placement. Will the legs be the correct length? If not, have them move the feet. Once they are happy with the placement of the feet, have them add the legs (step 3),

REINDEER (page 45) - Help the children visually estimate the length of the reindeer s legs as you did in the wolf lesson. After drawing the head and body (steps 1 and 2), look at the finished drawing (page 44) and compare the length of the legs to the width of the body. Have the children draw the hooves (step 3), then ask them to consider the placement. Again, will the legs be the correct length? Are the hooves too far forward or too far back? Once they are happy with the placement of the hooves, have them add the legs (step 4).

The Antarctic

THE ANTARCTIC (page 51) - The Antarctic includes the continent of Antarctica and the ocean surrounding it-commonly called the Southern Ocean or the Antarctic Ocean. Point out that the South Pole is in the center of Antarctica (step 2). Explain that, while a thick layer of snow and ice permanently covers 98% of Antarctica, the continent is arid. Expand discussion to include the Ross and Weddell ice shelves, the Antarctic Circle and the range of the winter sea ice. As the children draw the continents, don't expect them to draw every detail. You may want to pre-draw the outer circle and guidelines (step 1) for the children.

EMPEROR PENGUIN (page 52) - Emperor Penguins are huge birds that stand up to four feet tall. Try drawi ng I ifesize Emperors, J f you have children that are close to four feet tali, have them serve as penguin-sized models. Ask the children to imagine these swift-swimming birds as they leap out of the ocean-up to seven feet in the air-and land upright on the ice.

64

Hundreds of children helped write this book! ~ 1IIIj~JJlfl~l~~~m~~'~il~

Explore the world with Drato» Write·Now®-a collection of drawing and handwriting lessons developed by an elementary school teacher and classroom tested by over 800 children.

• Colorful, easy-to-follow drawing lessons. • A child-friendly format.

• Text for practicing handwriting. • And countless ideas to spark children's

• Theme-related questions, answers imagination and creativity!

. '~

and book lists. ?-

Here's what parents, teachers and children say:

"The combinationof colorful artwork and thoughtprovoking text makes the Drauowrite-Noio» books irresistible. My children will sit for hours working on a lesson, or they'll use something from the books as a starting point and take off on their own creations. Book Four has helped us learn more about our new home, now that we are living near the Arctic Circle."

-Jane Ward, parent • Ketlaoik, lee/and

"This is the drawing and hjndwriting series that has taken the horneschooling community by storm." =-Home Education Magazine

"These books are wonderful. The lessons have been a tremendous incentive for my students

to improve their writing."

=Denise Doerfler, teacher • Newport, Oregon

liMy child who used to like drawing the least now draws the most! He is so proud of

his work."

=Linda Hanson, parent • Santa Rosa, California

" ... highly recommended ... !' •

-Children'S Bookioatch, The Midwest Book Review

' ..... "

=Practicol Homeschoolinp Magazine

"The Draw.Wrile·Now® series covers a broad range of sui and is easily integrated into existing curricu lum. It has .gr enhanced my thematic units .... and my students absolutely love doing these lessons."

-Kayle Ruggierl- Vande Pu tie, teacher and author of Thematic Learning Centers • Poulsbo, Washington

9780903931174 SliDe 96

DRAW WAITE NOW BOOK 4POlAA J

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in the Draw. Write .Now® series.' See page 3 for more information.

... ,

~

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