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.

Issue link:

Contents of this Issue


Page 41 of 66

library. Students do some research to understand the purpose of emojis. We also spend time interpreting emojis from other countries. Students work to create a sequence of emojis to form a sentence and then have their peers try to guess the meaning of the sentence. For fun, students also try to interpret a song that is made up of nothing but emojis. Planning an Emoji The goal of this lesson is for each student to invent a brand-new emoji that expresses a piece of his or her identity. For practice, students work on combining two emojis to create a new meaning. To help with the brain- storming process, students create a "Me Web" that includes different aspects of personal identity such as: interests, influences, what they often think about, hopes and dreams, nationality, what they value, fam- ily, and behaviors. They generate ideas and topics from this web to create their invented emoji. Build It! Paint It! After students have formed and sketched their ideas, they begin building the structures of their emojis, looking at the elements of form and space. They start their emojis by ball- ing up newspaper, forming it into the basic shape of their emoji, and use mask- ing tape to hold it together. Students are not limited to a sphere form; they can choose any form they like. Once stu- dents have built their forms, they use papier-mâché paste and newspa- per strips to cover the structure to make it strong. Once students have their emojis built, they are ready to paint. They start with a base layer of white tempera paint and then paint with colors. When the paint is completely dry, students seal their work with a gloss medium. Write About It! For assessment, I have students write artist statements to explain their work and how it expresses their iden- tity. In their artist statement, I also ask that they include a description of their process, what they think are their strengths, and areas they would like to improve upon. Extensions When students have completed their emojis (or before they start), you can have them investigate the following topics: • Who owns emojis? • Who creates the emojis we use? • How do you register an emoji? • What do hieroglyphs and emojis have in common? Josephine Langbehn is an art teacher at Monroe Middle School in Omaha, Nebraska. josephine.langbehn@ gmail. com N A T I O N A L S T A N D A R D Connecting: Relating artistic ideas and work with personal meaning and external context. W E B L I N K S april-2017/29 yue-minjun/?lp=true SCHOOLARTSMAGAZINE.COM 37 I want to connect art with a world students can relate to.

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - October 2018