What is the final step listed in the 'preliminary steps' for setting up to draw, just before you start drawing the full composition?
Explanation
This question tests for careful reading of a specific, enumerated list of procedural steps provided in the chapter.
Other questions
In the context of drawing, what are the terms traditionally used for the main object (like a bighorn sheep) and the surrounding area (like the sky and ground)?
Why does the author suggest that learning to see and draw negative spaces is so important for a beginning drawer, particularly when drawing a complex object like a chair?
What analogy is used in the text to help clarify the concept of negative spaces being real shapes?
In drawing, what does the term 'composition' mean?
What is the most serious compositional problem for beginning art students, according to the text?
What are the two important functions of focusing on negative spaces in drawing, as summed up in the text?
What is the definition of a 'Basic Unit' in the context of starting a drawing?
Once chosen, what is the Basic Unit always called when establishing proportions?
What did the artist Henri Matisse feel when he saw a slow-motion film of himself unconsciously establishing the relationship between his subject and the paper size?
In the 'Your Negative Space drawing of a chair' exercise, what are you instructed to choose as your Basic Unit?
What is the process of transferring your Basic Unit from the small format of the Picture Plane to the larger format of your drawing paper called?
According to the text, what happens to the positive forms if care and attention are lavished on the negative spaces?
Why does the author state that the word 'negative' in 'negative spaces' is unfortunate?
What is the key difference identified between the compositional awareness of young children and that of individuals approaching adolescence?
In the negative space drawing of a cart and slide projector, what was the primary error in the student's first drawing (Figure 7-16)?
What is the author's stated aim in the chapter regarding the perception of spaces?
How does drawing the edges of the negative spaces around a chair result in drawing the chair itself?
What does the text claim is the role of the format in a composition?
According to the list in the text, which of the five basic perceptual skills of drawing is 'the gestalt, the "thingness" of the thing'?
What is the key takeaway from the quotes by Samuel Beckett ('Nothing is more real than nothing.') and Alan Watts ('The inside and the outside go together. They're one.')?
What is the common consequence when students inadvertently draw the first shape (the Basic Unit) too large?
In the preliminary steps for the chair drawing exercise, what is the suggested subject for the drawing?
When you are drawing the negative spaces of the chair, what does the text advise you to do if you have a problem with any part of the drawing?
What does the author suggest is a likely reason that negative-space drawings of even mundane subjects often seem beautiful?
According to the author, using a Basic Unit to start a drawing answers which two serious problems that plague beginning students?
What does the text suggest is the reason L-mode might 'drop out of the task' when focusing on negative spaces?
In the comparison between a six-year-old's composition (Figure 7-4) and Spanish artist Miro's composition (Figure 7-3), what is the main point being made?
What is the relationship between the chair-form and the space-shapes within a format, as described in the text?
When beginning to tone the paper for the chair drawing, what kind of tone is the goal?
How does the author advise you to use your mental faculties during the process of drawing the negative spaces?
How does the text describe the method that most experienced artists use to start a drawing?
What does the author suggest you do with your eraser after you have finished drawing the edges of the spaces in the chair drawing?
How does the drawing of a nude by Dürer (Figure 7-5) exemplify good use of negative space?
What is the reason drawing negative spaces can help resolve the 'mental crunch' that occurs when perceptions don't match conceptions, as seen in the cart drawing example?
What does the text say happens if you try to fit the same tree into each of the different formats shown in Figure 7-2?
What advice does the text give for copying the drawing of 'Child Seated in a Wicker Chair' by Winslow Homer?
What is the recommended method for transferring the Basic Unit from the Picture Plane to the toned paper during the chair drawing exercise?
What does the text say you are looking for when you choose a Basic Unit for the chair drawing?
The author states that one could guess at a psychological meaning for certain drawings, but that it is quite likely that young artists are simply trying an idea to see if they can make the drawings what?
What will happen to the drawing, according to the author, once you have the first negative space-shape correctly sized and placed?
What is the key to unifying a composition, as stated in the principle of 'Unity'?
How will you experience the 'beautiful logic of drawing' during the chair exercise?
During the chair drawing exercise, what does the author repeat that you will be drawing?
What is the mental mode of drawing described as feeling like?
In what way are art teachers said to often laboriously try to teach their students 'the rules of composition'?
What is the author's view on the counter-intuitive idea that focusing on spaces improves the drawing of objects?
What tool does the text suggest you will use later on, after discarding drawing aids, to form a rough 'viewfinder'?
When checking your Basic Unit, the text advises checking it three ways. What are those three things to compare?
What does the text claim is a result of students paying close attention to negative spaces in their drawings?