You may select a new search term and repeat your search. Searches are not case sensitive, and you can use regular expressions in your queries.

Enter your search term: by: title, keyword, or contextually

Query was: draw

Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

• Title: Kingdom of Childhood: Appendix to Lecture 5
  Matching lines:
  • draw the
  • triangle again ABC; then draw the square on the hypotenuse ABDE.
  • Proceed as follows: draw the triangle ABC again over here, DBF. Then
  • draw the square over one of the other sides, CAGH.
  • see, I can now also draw this triangle DEI congruent to BCA. Then the
  • figure (2, 4) which you see drawn here and which is actually a piece
  • course it can be drawn more clearly but I think you will understand
• Title: Kingdom of Childhood: Synopsis of Lectures
  Matching lines:
  • school life. Drawing of diagrams, from ninth year. Completion and
  • fourteen astral body gradually draws into physical body, carrying the
  • Drawing. Lines have
  • no reality in drawing and painting, only boundaries. How to
  • teach children to draw a tree in shading, speaking only of light and
  • colour. (Illustration). Line-drawing belongs only to Geometry.
• Title: Kingdom of Childhood: Lecture 1
  Matching lines:
  • occupy. He must draw into it and dwell therein; but in so doing he is
• Title: Kingdom of Childhood: Lecture 2
  Matching lines:
  • life. In such a case you must draw as much as possible out of the
  • draw a mouth, or rather paint it. Let him put on dabs of red colour
  • the M out of the upper lip (see drawing). If you follow
  • “fish.” Let the child draw or paint some kind of fish.
  • gradually get the F out of the picture (see drawing).
  • painting-drawing, or drawing-painting. This is more awkward to deal
  • your drawing-painting and painting-drawing, you allow the letters to
  • letter A (see drawing).
  • drawing). You can really get the vowels from the gesture, the
  • painting-drawing, drawing-painting, that I have spoken of, the whole
  • forget that a plan of teaching has previously been drawn up. In the
  • He must be drawn to truth, goodness and beauty simply because he is
  • drawn to you yourself.
• Title: Kingdom of Childhood: Lecture 3
  Matching lines:
  • have a plant (see drawing) but this alone is not the plant, for there
  • part here (below the line in drawing) lives with it and belongs to
  • the living earth itself has as it were withdrawn into the tree. Under
  • this first kind of animal (see drawing), but modified, not in its
  • and man is the animal kingdom drawn together; all the animals are
  • cut away part of it here (see drawing) and
  • were to draw the olfactory nerve of a dog, which passes through his
  • nose, we should have to draw it going backwards. In man only a little
  • pictures of single personalities and well-drawn graphic accounts of
  • river flowing along like this (see drawing). It has
  • children are brought to a sense of shame in this way without drawing
• Title: Kingdom of Childhood: Lecture 4
  Matching lines:
  • school life. Drawing of diagrams, from ninth year. Completion and
  • What a beautiful analogy one can draw later on by showing how the
  • clumsy at first. For instance you draw this figure for the child (see
  • drawing a.) and you must try in all kinds of ways to get him to feel
  • figure. I will draw it in red; the child could of course do it
  • draw some such figure as the following (see drawing b. left), and
  • (right hand part of drawing). In this way I shall arouse in him a
  • drawing c.). He will see that in one place the lines come together,
  • pass over to the next figure (see drawing d.). I make the curved
  • us say, is the surface of the water (see drawing e.), and here is
  • •see drawing a.). Now we show him, by
  • the green in here inside (see drawing b.); what will you put round
  • and green round it (see former drawing), but if the red becomes
• Title: Kingdom of Childhood: Lecture 5
  Matching lines:
  • we give this to one child, let us say {see lines in the drawing), and
  • will discover something. If you cut it out instead of drawing it you
• Title: Kingdom of Childhood: Lecture 6
  Matching lines:
  • astral body gradually draws into physical body, carrying the breathing
  • and the change of teeth is in a certain sense being drawn out of the
  • being drawn inwards between the seventh and fourteenth year, and when
  • it has been drawn right in and is no longer merely loosely connected
  • now been completely drawn in. The astral body finds its way slowly
  • and gradually draws itself together inside. Before this time it is a
  • kind of loose cloud, in which the child lives. Then it draws itself
  • drawing).
  • itself, goes up through the spinal column (see drawing), spreads out
  • rolls on (see drawing a.). R
  • alone would be like this (see drawing b.):
  • imitated in the consonant (see drawing c.).
  • modern education proves that there is no thought of drawing forth the
• Title: Kingdom of Childhood: Lecture 7
  Matching lines:
  • and letting the children observe how it begins to burn; you must draw
  • example (see drawing a.) the pattern must have a special character
  • because it is worn at the neck. The pattern for a belt (see drawing
• Title: Kingdom of Childhood: Questions and Answers
  Matching lines:
  • Drawing. Lines have no reality in drawing and painting, only boundaries.
  • How to teach children to draw a tree in shading, speaking only of light
  • and colour. (Illustration). Line-drawing belongs only to Geometry.
  • and how should drawing be taught?
  • regard to the teaching of drawing, it is really a question of viewing
  • the matter artistically. You must remember that drawing is a sort of
  • untruth. What does drawing mean? It means representing something by
  • there when I draw a face? Does such a thing as this really exist?
  • is drawn.)
  • What does exist is this: (see shaded drawing). There are certain
  • shade or in the colour do the “drawing lines” appear.
  • instruction in drawing must, in any case, not start from drawing
  • And the teaching of drawing, as such, is only of real value when it
  • thinking by the importance attached to drawing. From this has arisen
  • drawing lines which are supposed to be rays of light. Where can we
  • what is usually drawn as lines in this connection is only imagined.
  • Everything, really, that is drawn, has been thought out. And it is
  • worst thing you can do is to teach the child to draw a horse
  • of the dog, but never a drawing. The outline of the dog does not
  • History, Languages, etc., but worst of all are the Drawing teachers,
  • Maximum number of matches per file exceeded.