SchoolArts Magazine

October 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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Stronger Together High School Splatters and Scribbles Early Child hood The Essential Question How can we experiment with col- ors and movement of paint? Objective Students will develop fine motor olling their movement of paint through the drizzle and splatter techniques inspir Jackson Pollock. Materials sheets of cardboard, cardboard ed-down tempera paints, round bristle paintbrushes, smocks Procedures 1. First, I read the book Art Is... (Bob Raczka's Art Adventures) (Millbrook Press, 2001), which intr of artists and art media. Some of the artworks were more realistic and others more abstract. We lock. Students looked at his work and commented on how it looked like splatters and drizzles of paint. Some said it looked like scribbles. 2. painting like Jackson Pollock. We materials we would need. 3. We used cardboar and inserted a flat sheet of card- board inside. This allowed students boards without touching the inside of their "canvas." This also helped to keep the paints contained and off the tables. 4. Adding a little bit of water to the tempera paints and using brushes with round bristles allows the paint to drip from the paint- brush ef . 5. e reusable as the cardboard can be lifted out and , students were able to look at their work and turn them to see what could be seen, like seeing shapes in the Assessment Students are able to use brushes to contr their paints. By Aileen Pugliese Castro, art educator in Montreal, Quebec, Canada. Art by Daniel, age 4. Pop Art Design W Middle School The Essential Question How can we use art as a medium for change? Objective Students will respond to what is happening in our social and politi- cal landscape and create a series of prints that reflect their thoughts. Materials aspen wood, wood carving tools, bandages, paper towels, paper, burnishers, pencils, black permanent markers, erasers Procedures 1. will r are concerned about and create a series of prints expressing their hopes, dreams, and outcomes. 2. In small groups, students discuss and brainstorm social issues, taking notes and sketching ideas in their sketchbooks. 3. Students sketch a final chosen design onto a 12 x 12" (30 x 30 cm) block of aspen wood and then outline it with a black permanent marker. 4. Students use wood carving tools to carve out the negative spaces within their design. 5. Adding the desired colored ink surface of the wood. 6. To finish their print, students place paper onto the inked sur- face and with a burnisher pressure. (Before removing the paper, make sure that the paper . Assessment Students will write two to three their image will communicate to others and how it has had an effect on their lives. Students will have five minutes each to share their art. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. The Essential Question How can students learn about ough a Pop Art arhol? Objective object and see the connection between their work and the scr arhol. Materials photo refer object, 4 x 4" (10 x 10 cm) square template, sketch paper, pencil, ballpoint pen, gel pens, mark- ers, colored pencils, glue sticks, 4 x 4" squar ed construction paper, scissors, black poster board, image of Andy War- hol Self-Portrait, 1969 Procedures 1. arhol's screen- prints and show the self-portrait. Discuss Warhol's use of color with emphasis on how the background of the paper adds to the visual impact of the screenprint. Ask students to discuss what makes this Pop Art. 2. Students trace a 4 x 4" square template onto a sheet of sketch paper. Ask them to draw a familiar e. 3. Ask students to turn their paper over and cover the underside of the square template with pencil. 4. Students select nine pieces ed construction paper, cut into 4 x 4" squares. of the construction paper and trace over the lines with a ballpoint pen, transferring their drawings to the construction paper. 5. Students use markers, colored pencils, and gel pens to color in their designs with colors that contrast or complement the paper color, giving it the appearance of a Warhol screenprint. Students then align and glue their nine squares onto a piece of black poster board. Assessment , filling in the space of the paper as instructed? Did the student demonstrate knowledge of a connection between their design arhol? By Melody Weintraub, art teacher at Briarcrest Christian School in Eads, Tennessee. Art by Elizabeth Everett, grade seven. The Essential Question How can students create a bal- anced, unified sculptur ing small wood pieces? Objective Students will create a 3D sculpture from small wood pieces. Patterns will be incorporated into the paint- ing of the work. Materials small wood scraps, glue, rectangle dboard (cut from a box about 4 x 4"), tempera or Procedures 1. Show students reproductions of sculptures, including the relief work of Louise Nevelson. 2. Discuss support in structures and how pieces can be arranged . 3. Glue wood pieces together onto a small piece of cardboard. 4. Paint the wood using patterns. Assessment Is the work balanced? Do the painted colors and patterns enhance the artwork? By Wendy Libby, art teacher at Fruit Street School in Bangor, Maine. Wood Sculptures Elementary

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