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Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.

Betty Edwards

Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
BETTY EDWARDS

Intended Learn Students Teaching
Clearly the work of a master teacher who has deep knowledge of his subject and enormous empathy for his students and his readers.
BETTY EDWARDS

Empathy Teacher Writing
My most urgent suggestions to parents are concerned with the use of words, or rather, not using words.
BETTY EDWARDS

Concerned Most Suggestions Urgent Words
Be clear in your mind why learning to draw well is important. Drawing enables you to see in that special, epiphanous way that artists see, no matter what style you use to express your special insight.
BETTY EDWARDS

Artist Drawing Reality
As parents, we can do a great deal to further this goal by helping our children develop alternative ways of knowing the world verbally/analytically and visually/spatially.
BETTY EDWARDS

Children Reality Years
Our schools do not provide drawing instruction. Children try on their own to discover the secrets of realistic drawing, but nearly always fail and, sadly, give up on trying.
BETTY EDWARDS

Drawing Instruction Realistic Sadly Secrets Trying
Creativity is the ability to find new solutions to a problem or new modes of expression; thus it brings into existence something new to the individual and to the culture.
BETTY EDWARDS

Creativity Culture Expression
In early childhood, children develop a set of symbols that ‘stand for’ things they see in the world around them… Children are happy with symbolic drawing until about the age of eight or nine… when children develop a passion for realism.
BETTY EDWARDS

Age Children Give Up Passion Symbolic
Your goal in drawing should be to encounter the reality of experience… to see ever more clearly, ever more deeply.
BETTY EDWARDS

Deeply Encounter Experience Goal
An individual’s ability to draw is… the ability to shift to a different-from-ordinary way of processing visual information – to shift from verbal, analytic processing to spatial, global processing.
BETTY EDWARDS

Different Drawing Ordinary

Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.

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Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.

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