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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completing the mural as a choice- based center in the artroom. Local Organizations and Artists Just as Zagar works with local art organizations, I collaborated with Young Audiences of Maryland and a local artist, Amanda Pellerin, to cre- ate three-dimensional outdoor garden totems with my fifth-grade students. Personal Symbolism In science class, students were study- ing genetic versus acquired traits, so we used this concept as a spring- board for students to identify traits and develop symbolism about them- selves. Before designing their tiles, students studied the symbolism in Zagar's artwork and discussed his choices to represent personal con- nections to his life. The clay tiles students created represented traits from their lives or community. Leaving a Mark These projects, completed last year by my fourth- and fifth-grade students, gave them the opportunity to under- stand what it feels like to work in collaboration. Just as Zagar leaves his mark throughout the streets of Phila- delphia, these elementary students left behind a legacy artwork for the school commubity to enjoy. Tricia Kennedy is an art teacher at Gaithersburg Elementary in Montgom - ery County Public Schools, Maryland. patricia_m_ kennedy@ N A T I O N A L S T A N D A R D Creating: Conceiving and developing new artistic ideas and work. W E B L I N K S about-isaiah-zagar/ with an outline. He trusted us to work together and make choices in our work as we filled in mosaic walls. I transferred this approach of collaboration with guided design in my artroom by allowing a few willing students to create the out - line of a mural. Students chose to create a geometric circle/bubble design. The next group of stu - dent volunteers planned a color scheme. Small groups of fourth- and fifth-grade students took turns I have strived to incorporate Zagar's mosaic techniques as well as his approach to seeing and creating into m lasses. Making Mosaics • I started our mural project as a rotating center so all students could be involved and receive assistance with various tasks, such as cutting glass. Other students sorted color families of glass or engaged in self-directed centers. • Students began with a sketch. Two students created overlapping circles inspired our Dot Da artworks. Using a pencil, the drew directl n the mural surface. The pencil lines were painted blue and the painted blue circles were used as an outline to cover with mirror tile. This is a technique Zagar uses with his murals. • After our outline was finished, each circle was assigned a color scheme. Glass pieces were sorted into color groups and adhered to the mural surface with PVA, close together but not touching. • After twent -four hours, students were able to grout the mural. To involve the whole class, groups of students took turns mixing the grout. I use sanded grout, which comes in man olors. Students slowl added water to the grout and mixed it until it was the consistenc of peanut butter. • After about thirt inutes, we took turns buffing the surface of the grouted mural using inexpensive cloth gardening gloves over thick rubber gloves. Zagar does this to prevent cuts from sharp protruding pieces of glass. Once the grout was buffed, the beautiful glass surface was revealed. SCHOOLARTSMAGAZINE.COM 27

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