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About 114 minutes
Teaching Methods
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Arthur W. Dow opens Composition by declaring his main purpose is to 'set forth a way of thinking about art,' immediately positioning the book as a philosophical guide rather than a mere technique manual. He warns that the principles could be illustrated differently, urging readers to adapt the progressions and materials as long as essentials remain intact. This flexibility reflects Dow's pedagogical approach: structure over rigidity.
The book's ninth edition (1914) retains its original focus on three elements—Line, Notan (dark-and-light), and Color—which Dow treats as interdependent forces. His voice is direct and occasionally combative, especially when critiquing academic traditions like light-and-shadow modeling, which he argues subordinates composition to mere representation.
Dow repeatedly insists that art must be 'a deliberate design' rather than a record of accidental shadows. He dismisses the academic dictum 'Paint what you see and as you see it,' arguing that accurate record may be suitable for studies but 'may be wrong in a picture or illustration.' This distinction between study and finished work is central to his method. He uses the example of light-and-shadow, which he calls 'only one effect or accident,' to argue that flat relations of tone and color are the structural frame, while gradation is merely finish. The language is precise: 'No accidents enter into pictures, but every line, light, and dark must be part of a deliberate design.'
Dow extends this critique to the term 'decorative,' which he finds misleading when applied to flat tone relations. He writes, 'Lines, tones and colors may be used to decorate something, but they may be simply beautiful in themselves, in which case they are no more decorative than music.' His call to 'drop this word from the art vocabulary' underscores his desire to strip away academic baggage and refocus on composition as an independent structural art.
Dow's concept of Notan—harmony of dark-and-light—is presented as a fundamental element, distinct from chiaroscuro. He warns that modeling (light-and-shade drawing from casts) 'tends to put attention upon facts rather than upon experience in structure.' In landscape, he insists that Notan must not be mistaken for light-and-shadow, which is only one effect. He cites historical examples: Giotto's frescoes, Masaccio's 'Tribute Money,' and Piero della Francesca's work at Arezzo, where 'the modelling is subordinate to the greater elements of proportion and dark-and-light.'
Dow contrasts these with the Pantheon in Paris, where Puvis de Chavannes created 'a mosaic of colored spaces' that beautify the wall, while other painters made figures 'stand out in solid modelling, replacing composition with sculpturesque realities.' The result, Dow claims, is that viewers 'turn away unsatisfied.' This comparative analysis reveals Dow's conviction that flat tone relations are structurally primary, and that extreme roundness is a 'fatal defect' in mural painting. His exercises, such as composing a landscape within a border, are designed to train this structural thinking.
Dow's debt to Japanese art is explicit in the chapter on 'Japanese Materials and Brush Practice,' which appears early in the table of contents. The excerpts show that he uses Japanese prints and textiles as sources for color schemes, and he acknowledges permissions from collectors like Dr. William Sturgis Bigelow for photographs of Japanese paintings. This Eastern influence shapes his emphasis on line and flat pattern over sculptural modeling.
In his discussion of Notan, Dow references 'Japanese design books' and applications of two values, suggesting a systematic borrowing from Japanese compositional principles. His voice becomes almost pedagogical when he writes that the student under the spell of academic dictum 'feels that he must put down every accidental shadow “just as it is in nature” or be false to himself and false to art.' The scare quotes around 'just as it is in nature' signal his skepticism. Dow's method is not about imitation but about structural harmony, a lesson he draws from Japanese art's deliberate arrangement of lines, tones, and colors.
Dow's Composition is best read as a workbook: each chapter builds on the previous, with exercises that demand active participation. Readers should have drawing materials at hand and be prepared to experiment with line, notan, and color in sequence. The book's value lies not in its historical context but in its practical, iterative approach to art structure. Dow's voice—authoritative yet open to adaptation—invites teachers and students to treat his progressions as starting points, not prescriptions.
Sometimes a book lingers less for what it teaches than for how it quiets the mind. Dow’s Composition felt that way—harmony found through restraint, not rule. It reminded me of another voice, equally patient, speaking of inner order beneath outer change: The changing world, and lectures to theosophical students. Fifteen lectures delivered in London during May, June, and July, 1909 — Reading Companion. Both left me quieter, somehow more attentive.
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