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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Page 45 of 66

was lighthearted and pretty hilarious. Luckily, students were respectful of each other and things worked out. Then we shared our responses as a group and students researched cartoon- inspired portraiture on the Internet. From there, it was time to move on to the art-making process. The Process When it was time to jump into the project, students took selfies using Photobooth on their computers. They had a great time acting out various facial expressions and showing their zany side. Once they decided on their favorite photo, they imported it into Adobe Photoshop to manipulate it. After I demonstrated various Pho - toshop techniques on how to edit the photos, students used the Warp tool to stretch and distort their photos into comical digital representations of themselves. The digital versions could have been a finished project, but we were moving on to bigger concepts. After students completed the Pho- toshop aspect, they subsequently used their photos as a reference for an 18 x 24" (46 x 61 cm) drawing. Students carefully created a light drawing on watercolor paper in pencil. Following this, they used permanent markers and pens to vary their line weight. Once the line weight was com- plete, students used chalk pastels to blend natural colors. The chalk pas- tels on the textured watercolor paper gave the images a fascinating appear- ance. Once the majority of the project was developed, students used colored pencils to create textures for their hair and other remaining details. Presentation Students cut out their portraits and chose one of two methods for pre - sentation. Some painted an 18 x 24" tag board on which to mount their image, while others chose to glue a rectangular or square shape of col - ored paper to white tag board before mounting their portraits. When it was time to critique the finished products as a class, students displayed their unedited photos, their digitized portraits, and their comical drawings. Students respectfully and humorously discussed their class - mates' work. We had a blast examin- ing their artwork, but also discussed how completing the project was a breakthrough for some of them to face their own insecurities. Michael Kerr is an art teacher at Sea- ford High School in Seaford, New York. michael_ kerr@ 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 I chose to have students develop a cartoon-like representation rather than a traditional self-portrait. Previous page: Sheila Olsen, expressive portrait. Below: Student Erin Suchara adds finishing touches to her portrait. SCHOOLARTSMAGAZINE.COM 41

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