SchoolArts Magazine

DEC 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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Commemorative Drawing High School Dancing Colors Early Child hood The Essential Question How can students use lines to show movement in art? Objective Students will learn about using lines in figure drawing to show movement. Students will learn to cr Materials 9 x 12" (23 x 30 cm) white drawing paper, water in a container, paint- brushes, black permanent markers, - ors (cut into 3" [8 cm] squares), The Color Dance (optional), teacher samples Procedures 1. Read The Color Dance to stu- recreate some moves/dancing posi- tions from the book (using fabric along with the moves is optional). 2. Showing a finished sample, ask es might e moving. Is it e curved or bent? Invite one student to hold a position. Using a black permanent marker, ask students to draw a simple stick figure with curved or bent lines for the arms and legs on white drawing paper. draw an example first. 3. In the book, the children danc- eate the bleeding tissue paper squares with a paintbrush dipped in water over the dancing figures, overlap- ping r and blue on red. 4. , stu- d it. Assessment Students are able to make a simple figure that shows movement. Stu- dents demonstrate knowledge of eate By Sheryl Depp, art teacher at Shady Hills Elementary School in Pasco County, Florida. Before and After Selfie Middle School The Essential Question Objective commemorate through a drawing. Materials 12 x 12" (23 x 23 cm) 90# white sulfite paper , eraser, watercolor pencils, ultra-fine and fine-tipped permanent markers Procedures 1. Each student will create a series of thumbnail sketches illustrating various memories that are special and have personal meaning. 2. Students select their top three thumbnail sketches and choose the one with the most significance/meaning. 3. Students sketch their final drawing onto paper and use hatching and cross-hatching to add details to a specific area of interest. Students then add color to evoke a mood. 4. Students mount their drawings on black tag boar . Assessment Students participate in a group critique and demonstrate how their to a drawing. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. The Essential Question How can students learn the structure of the face and view progress in learning? Objective Students will draw one self- then draw another self-portrait using guidance from the teacher regarding facial proportions. Materials mirrors, pencils, two 9 x 12" (23 x 30 cm) sheets of drawing paper per student, oil pastels Procedures 1. When students enter the room, ections on the board to look in the mirror and draw their face to the best . Give no further guidelines. 2. After giving students fifteen minutes to draw their faces, tell them to sign their work and write the word "Before" at the top of the page. The teacher will collect these drawings. 3. On a new sheet of paper, stu- - ing in the mirror, but this time with guidelines from the teacher regard- ing facial proportions. Students will use the mirrors for unique details. 4. The second drawing will then be painted using oil pastels. Ask oil pastels. 5. The two drawings will then be compared. The "Before and After" drawings will be exhibited together. Assessment Students ar fec- improve their skills in drawing the face pr . By Melody Weintraub, art teacher at Briarcrest Christian School in Eads, Tennessee. Art by Ali Howard, grade six. The Essential Question How can scraps be used to create an original work of art? Objective Students will explore and discover left over from other classmates. Materials two pieces of white paper per student, paint texture tools (forks, bubble wrap, sponges, tooth- scissors, glue Procedures 1. Introduce students to creating textures in paint using various tools (see Materials above). 2. Each student selects one color paint and experiments with different texture tools, painting their entire paper. The same process is repeated on a second sheet of paper, this 3. , introduce students to fabric artist Susan Carlson (www.susancarlson. com). Have students describe the fabric art, noting organic and inor- ganic shapes. As a class, discuss the textures found in her work. 4. Using the first painted paper, lemon or football shape). Each stu- dent places their leftover scraps in the center of the room. 5. Once their fish is complete, each student glues their fish to the blue textured paper. Assessment Compare how the scraps were used in differ it is important to use discarded one student's scraps can be found in multiple works of art. By Kristina Latraverse, art teacher at Columbia Elementary in Palm Bay, Florida. Scrap Paper Fish Elementary

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