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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SCHOOLARTSMAGAZINE.COM 17 direct. This translates into my pas- sion and commitment for art and te aching, and reflects my continued personal growth. Th e suitcase represents a will - ingness to travel and is a survival kit, as you have everything you need with you. The wheels on the suitcase show fluidity of movement as they change directions easily. This supports the idea that our lives have fluidity and w e have the ability to adapt. Introduction Begin by sharing and defining with students these words: • Comparison: looks at the similari- ties existing between two things. • Contrast: looks at the differences existing between two things. • Metaphor: A figure of speech con- taining a comparison in which a wo rd or phrase ordinarily used of on e thing is applied to another. Example: "Mark is a night owl." • Simile: A figure of speech in which two unlike things are explicitly compared. Example: "He is hungry as a horse." • Accordion: To fold into pleats resem- bling the billows of an accordion. Step One Have students begin to think about and reflect on metaphors, similes, and comparisons found in their personalities as they relate to oppo - sites. Ask them to pick an object fr om nature and an object that is manufactured. Students are to con- sider two very diverse objects as this a p proach allows for a more personal and engaging story and provides many subjective interpretation pos - sibilities. Encourage students to have fo ur or five similarities to both the organic and inorganic objects they have chosen. Step Two: Accordion Book Process 1. Begin by brainstorming possibili- ties, and then think through ideas that offer the most potential. 2. Make a list of the qualities that each object has. 3. Create a visual image of the two obj ects you have selected in an accordion book that includes a ti tle page, two pages for images of the selected objects, followed by two pages of text. One last page sh ould include a closing thought an d the name of the student. This co uld also be a page that visually bl ends the two opposite words the student has chosen into a cohe - sive artistic image. You can opt to h ave the last page a philosophy statement or an image that blends the two opposite subjects you have chosen. Use any media of your choice. Evaluation When the books are complete, ask students to consider: Do these two opposites you chose show a wide range of personality traits? What are three or four ways that you are like the objects you selected? How Accordion books by Christina Liu (left) and Daphne Perotta (right).

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