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77 pages, Paperback
First published March 29, 2011
[O]ne can be a good instructor despite not necessarily being a great talent in that field. A good teacher, essentially, brings out good work from the students, or rather points the students toward wringing good work from themselves.
[W]hat is cartooning, ultimately, but a consistent and identifiable system of communicative marks expressing our unique experience of life?
When drawing characters quickly from memory, one can be quite inaccurate, almost as if one is inventing new characters, and these "mistakes" can serve as the basis for new character designs. This allows students to see their own styles more clearly. A page full of these doodles can help a student discern certain qualities that are consistent within his or her set of drawings. These qualities are a clue as to what makes one's particular visual handwriting different or unique, and these should be embraced by the student.
Art Spiegelman once told me of a quote by Picasso: "Style is the difference between a circle and the way you draw it."
[W]e must not force [style] upon our artwork, but rather let it grow of its own volition, from the totality of our influences and abilities (or inabilities, as the case may be). When style is not the natural outcome, the outgrowth, of all these things, we have instead a repugnant, off-putting mannerism.
From Walter Murch's In the Blink of an Eye: "Always try to do the most with the least - with the emphasis on try...Suggestion is always more effective than exposition. Past a certain point, the more effort you put into wealth of detail, the more you encourage the audience to become spectators rather than participants."
Admittedly, art is somewhat like spit. It does not repulse or even worry us while it is still inside of us, but once it exits our body, it becomes disgusting.