SchoolArts Magazine

September 2018

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 14 of 58

ords High School Maple Medals Early Child hood The Essential Question Objective Students will use fine motor skills to cr three dimensions. Materials white and color , tempera block paints, paintbrushes, water containers, markers, large plastic needles, ribbon, sealant Procedures 1. With the 2018 W taking place in South Korea, we wanted to bring the spirit of the games closer to home. We dis- . We om around the world and what made each unique. We live in Canada and s flag, so we decided to represent that in our own medals to recognize our achievements in life. 2. , stu- dents formed a ball in their hands the size of a small plum. Using an embossing stamp, students formed a print of the maple leaf in their , forming a relief. Students set . 3. , stu- - e then broken off to make beads. 4. Students used large plastic nee- form holes large enough for a rib- bon. Students could shape/reshape their beads using their fingers. 5. , students used tempera paints to add color option to coat the medals with seal- . 6. , stu- dents used a plastic needle to sew their ribbons through their beads. Because of the softness of the mod- , students could make a hole or two dir A slipknot was used to tie the string together at a length that can fit over the student's head. Assessment Were students able to use a relief pr By Aileen Pugliese Castro, art educator in Montreal, Quebec, Canada. Maple Medal by Elliott, age 5. Middle School The Essential Question how can this inspiration be chan- neled into art? Objective Students will create a functional teapot based on a compound word of their choice. Materials , rolling pins, wire cutter, mod- eling tools, sponge, glazes, kiln, brushes, plastic bag, board, loop tools, ribs Procedures 1. Students select a compound word that inspires them and sketch two to three designs of that compound word using the elements of a teapot (lid, handle, spout) with desired dimensions. 2. Reviewing their designs, stu- dents select a final design and . Students either the coil or hollow method to construct the teapot. 3. Remind students to refer to e creating is complementing their work in progress. 4. Leave the leather-hard projects e fired to reach the bisque stage. 5. Once fir ee coats of glaze to the project and fire them one last time to com- plete the project. Assessment Students will do a sharing session e their ideas and show the work thus far during its By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. The Essential Question How can students learn about murals when using r lids? Objective Students will be introduced to mosaic artworks from different cultures such as Native American, learn how art can make a state- ment that encourages positive interactions with others. Materials 10 x 12' (305 x 366 cm) artist canvas boar - brushes, hot glue sticks, hot glue gun, white paper, pencils, rulers, r colors and sizes Procedures 1. of ethnic mosaic art. 2. Students will be given a section of the canvas board to paint using 3. A few students will be assigned to draw one 2" (5 cm) block letter on an 8 ½ x 11 " (22 x 28 cm) sheet of paper, filling the paper to its edges and cutting the letters out. 4. dstick, a few students e and space out the letters on the canvas board and trace the letters. 5. A few students will be assigned to work with the teacher to hot- glue desired plastic lids in and around the letters. 6. A few students will be assigned to work with the teacher to hot- glue desired plastic lids on the rest of the canvas board, keeping in mind the elements of art and prin - ciples of design. Assessment Students will write a reflection explaining their contribution to the class mural, one fact about each of the mosaic artworks studied, and one statement about how art con- . By Carrie Trimmer, retired art teacher from North Prairie Mid - dle School in Winthrop Harbor, Illinois. The Essential Question How can strips of paper be manip- ulated to give the idea of a three- ound? Objective Students will use the idea of abstraction while creating a three- ound. Paper - ing, curling, and interlocking. Materials 9 x 12" (23 x 30 cm) colored paper, strips of colored paper in various widths and lengths, glue, scissors, paper punches, books with pictur ounds Procedures 1. Read books that show pictures ound equipment. Ask stu- 2. Students choose a 9 x 12" sheet of colored paper. Provide each table with a box or bin containing strips of colored paper cut in vari- ous widths and lengths. 3. Students can change the form - to the 9 x 12" om the paper. 4. Optional: Paper punches and on the strips. Assessment Were students able to manipu- late the paper strips to create a 3D form? Were students able to describe their paper-strip sculpture ound equipment , etc.)? By Wendy Libby, art teacher at Fruit Street School in Bangor, Maine. ounds Elementary

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