Patent Application
20090068622
The present invention is directed to a sheet for developing a user's writing instrument skills, more particularly, to a sheet for developing a user's pre-writing skills.
The development of pre-writing shapes is important in developing proper writing and drawing skills. As children and other users learn to write letters and parts of letters, it is important to teach the proper form of the pre-writing shapes, as well as proper stroke direction (i.e. directionality of formation). Moreover, user should be taught continuity of pre-writing shape formation which results in increased legibility and leads to an easier transition to writing.
In one embodiment the invention is drawing sheet assembly including a plurality of drawing sheets, each drawing sheet including sequential instruction indicia. The instruction indicia instructs a user to draw at least part of two pre-writing shapes that cooperate to create a rudimentary drawing. Each drawing sheet further includes a drawing space providing a space in which a user can draw the rudimentary drawing in accordance with the sequential instruction indicia. The plurality of drawing sheets collectively include instruction indicia instructing a user to draw at least part of all nine pre-writing shapes.
The development of pre-writing shapes is important in developing proper writing and drawing skills. In particular, the nine pre-writing shapes 10 shown in
As shown in
Each instruction sheet 12 may include a plurality of horizontally-oriented instruction rows 14, which each row 14 being associated with one of the pre-writing shapes 10. Each row 14 may include a plurality of blocks or spaces 16 that present the associated pre-writing shape 10, and teach the user how to draw the associated pre-writing shape 10. For example, the first block 16 of each row 14 may be a presentation block 16a which presents the pre-writing shape 10.
The next block 16 (in a left-to-right progression) of each row 14 may be an instruction block 16b which presents the pre-writing shape 10 in a traceable format 10′, along with guide arrows 18 (i.e. directional cues) to show the proper writing strokes to draw each pre-writing shape 10. Each traceable pre-writing shape 10′ in each instruction block 16b may be traceable in that it is presented as a relatively thin or light line, a shaded line, a non-black line (the line may be gray, however) and/or an incomplete line which is printed in dotted or dashed format. This allows a user to draw over the traceable pre-writing shape 10′ while easily distinguishing which portions of the traceable version 10′ are pre-printed, and which portions have been drawn by the user.
Each guide arrow 18 may be positioned on top of the associated traceable versions 10′, or may be positioned immediately adjacent thereto. Each guide arrow 18 cues the user as to the starting point of a writing stroke, as well at the direction of the stroke. In the illustrated embodiment, each guide arrow 18 of each instruction block 16b may be numbered, and may also be colored (i.e. a non-white and non-black color, such as red, orange, green, blue, purple, etc.) Each arrow 18 may have a unique color relative to other arrows in that instruction block 16b. For example in the lower instruction block 16b of
Finally, blank blocks 16d may provided adjacent to the cue blocks 16c of each row 14. In this manner, as a user works left-to-right across a row 14, the user receives progressively less instructions to allow a user to learn how to draw each pre-writing shape 10 without direct guidance. In addition, each row 14 provides numerous opportunities for a user to draw each pre-writing shape 10 to learn by repetition.
Each block 16 may be generally square and each can be generally the same size, although the size, shape and position of the blocks 16 may vary as desired. Each block 16 (except, in one case, the presentation blocks 16a) may be filled with a yellow color to attract the attention of the user. The yellow color also decreases visual fatigue, which can be particularly useful with children who are not used to working with paper for long periods of time. A yellow fill color in the boxes 16 is also easy to write upon and provides sufficient contrast with pencils and other writing instruments. However, various other fill colors besides yellow, such as rose, light blue or the like may be utilized in the blocks 16.
As shown in
For example, in the embodiment of
Each block 26 may be identified by a number, and each number or block may be printed in or otherwise associated with a color. For example in
Each drawing sheet 20 may include a tracing area 28 which includes the rudimentary drawing 24 in a traceable version or format 24′. Each line in the traceable version 24′ may be lightened, dotted, etc as described above in the context of the instruction blocks 16b of the instruction sheets 12. The tracing area 28 may have arrows 18 that guide the user in the proper line strokes and order for creating the rudimentary drawing. Moreover, each arrow 18 may be color coded to match the associated instruction block 26. For example, arrow “1” in the tracing area 28 of
However, it should be noted that besides color coding of the arrows, blocks and steps, various other patterns, indicia or the like may be utilized to associate those components. This can be useful in cases where color printing is not desired or practicable, or to accommodate users with color blindness.
Each drawing sheet 20 may include a drawing areas 30 which can be a block or defined space in which the user is encouraged to draw the rudimentary drawing 24. In this case, when using the drawing sheet 20 the user is encouraged or instructed to first trace the rudimentary drawing 24 in the tracing area 28, and then draw the rudimentary drawing 24 in the drawing space 30. The drawing space 30 and tracing area 28 may each be filled with a yellow or other fill colors (described above in conjunction with the blocks 16 of the instruction sheets 12) to provide the same advantages described above.
Each sheet 12 may also include an illustrated drawing and associated text 32 (i.e. a drawing of a rainbow and the text “rainbow”) printed thereon which corresponds to the associated rudimentary drawing 24. The illustrated drawing 32 may be more complex and provides a more aesthetically pleasing appearance than the rudimentary drawing 24 to capture the interest of a user. The illustrated drawing and text 32 also helps a user to further identify and create the rudimentary drawing 24.
The embodiment of
The instruction sheets 12 shown in
Each instruction sheet 12 and/or drawing sheet 20 may include or carry thereon at least one hand cue 34 upon which a user can place his or her hand to manually stabilize the associated sheet 12/20 (particularly when the sheet 12/20 is separated from a pad and used alone). Each hand cue 34 may include or take the form of a visual cue 36. In the illustrated embodiment, the visual cue 36 takes the form of a visual representation (i.e. drawing, design, photograph or the like) of a hand to cue or encourage a user to place his or her hand on the hand cue 34. However, the visual cue 36 can take the form of other indicia besides a hand. For example some other indicia 36 (by way of example, a star, or the letter “H,” although nearly any sort of indicia can be used) may be provided on the sheet 12/20. A user may be taught (i.e. by the sheet 12/20, associated instructions/packaging, by a teacher, or parent, etc.) that the indicia 36 is to be associated with hand stabilization. In this case, when a user sees the visual cue 36 the user is prompted to stabilize the drawing sheet with his or her non-dominant (i.e. non-writing) hand.
Teachers typically have difficulty ensuring that their students properly stabilize their sheets 12/20 during use. Accordingly, the hand cues 34 serve as a constant reminder to the user to encourage proper stabilization and use of the sheets 12/20.
Each hand cue 34 may be positioned at or adjacent to the outer perimeter of the drawing sheet 12/20 to ensure proper hand placement. In particular, encouraging a user to place his or her stabilization hand at or adjacent to the outer edge of the drawing sheet 12/20 ensures that maximum stabilization force is exerted while ensuring that the stabilization hand does not interfere with writing operations on the drawing sheet 12. Thus, at least part of each hand cue 34 may be located within about 3 inches of the outer edge of the drawing sheet 12, or within about 10% or 20% of the height or width of the drawing sheet 12 of the outer edge. Each hand cue 34 may be relatively small, and, for example, cover less than about 10%, or less than about 5%, of the surface area of the associated sheet 12/20.
The drawing sheet 12/20 may include a hand cue 34 on both the left and right sides of the drawing sheet 12/20 (with the “left” and “right” orientation being taken from the perspective of a user reading the drawing sheet 12/20 as shown in the figures). The use of two opposed hand cues 34 ensures that a hand cue 34 is sufficiently presented and available for both left-handed and right-handed users. Both hand cues 34 may be located in the upper half of the drawing sheet 12/20 since stabilization in the upper half of the sheet 12/20 is most effective and allows full access to the drawing sheet. Moreover, the hand cue 34 on the left side of the sheet 12/20 (utilized by right-handed users) is positioned below the hand cue on the right side of the sheet 12/20 (utilized by left-handed users). Due to the layout of most drawing sheets, as well as orientation of writing desks, etc. it is desired to place the hand cue 34 for left-handed users higher on the sheet 12/20 than the other hand cue 34.
The drawing sheet 12/20 may be packaged for sale along with a set of instructions that instruct a user (or a user's parents, teachers, etc.) to use the sheets 12/20 in the manner described herein, or the instructions can be printed on the sheet 12/20.
Proper writing habits includes making vertical and diagonal lines from top-to-bottom, making circles from the top and drawing counterclockwise toward the left, and making horizontal lines from left-to-right. Teaching a user to develop these habits prepares a child for proper letter writing. Moreover, learning to follow a visual sequence is important in learning to follow multi-step directions. In addition learning a particular sequence in shape and letter writing can increase legibility and writing fluency (speed and accuracy).
Finally, learning to use various lines and curves to construct an object, especially learning to use continuous strokes (rather than unnecessarily lifting the writing instrument) further aides the user in the development of the underlying skills needed for proper letter formation and drawing skills. Thus the sheets 12/20 teach a user various useful skills for writing skill development.
Thus the sheets 12/20 encourage a user to develop visual motor control skills (eye-hand coordination), visual motor integration skills, sequencing skills (by following the sequenced instructions), visual discrimination skills (by noting differences from one instruction to the next), visual closure skills (by determining where to add the next part or line of the drawing), bilateral coordination (by using both hands), visual closure skills (recognizing what the picture is before it is completed), and visual spatial relationships (determining what orientation to place the next line or part of drawing).
Having described the invention in detail and by reference to the various embodiments, it should be understood that modifications and variations thereof are possible without departing from the scope of the invention.
