SchoolArts Magazine

JAN 2019

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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Appropriated Subjects High School Nesting Hens Early Child hood The Essential Question How can students use discarded shredded paper to create a textural object? How can students change one geometric shape into another? Objective Students will discover a new use for shr can create a work of art while emphasizing texture. Students will gluing geometric shapes. Materials 12 x 18" (30 x 46 cm) blue back- ground paper; brown paper cut into 6 x 9" (15 x 23 cm), 4½ x 4½" (11 x 11 cm), and 4½ x 6" (11 x 15 cm) (three pieces per student); , red, white, black, and tan paper; shr paper; glue and scissors Procedures 1. Read books and view illustra- tions on hens and nests. 2. Glue a handful of shredded paper to the bottom of the blue background paper for the nest. 3. Cut ovals, circles, and triangles from the brown paper and glue them together to create the hen's . The 6 x 9" paper is the hen's , the 4½ x 4½" paper is the head, two sheets of the 4½ x 6" are the wings, and the third 4½ x 6" sheet is the tail. 4. Spaces can be cut from the e. Cut the color beak, feet, comb, and wattle, and glue to the hen' . 5. Cut the tan paper into ovals for the eggs and glue to the nest. For the final step, glue the hen onto the nest. Assessment Were students able to make geo- metric shapes from other geometric shapes? Wer shapes together? Does gluing the shredded paper to their artwork give the impression of a nest? By Wendy Libby, art teacher at Fruit Street School in Bangor, Maine. I Resemble That Remark! Middle School The Essential Question deeper meaning? Objective Students will take their own refer- ence photo using their cellphones and appropriate their subject using varied media. Materials paper, pencils, colored pencils, various drawing media Procedures 1. Students will take ownership of their own reference photos. Ask students to take photos using their cellphones. 2. Ask students to select the photo 3. Students enlarge the photo as help with this process.) 4. Ask students to think about how the original intent of their drawings can be changed to add new meaning. 5. Students add color using their medium of choice. Assessment Students will write a compare and their drawing. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. Art by Jasmine Sandoval, grade eleven. The Essential Question , adapt, message of an artist? Objective Students will enhance a photo- a particular artist and include a quote from the artist. Materials or Mod Podge, markers and/or col- ored pencils, quotes from various artists, sketchbooks Procedures 1. Ask students to find a quote from the artist of their choosing. 2. Ask students to take a selfie. Or, someone else can take it for them. 3. After the selfies are printed, ask students to cut them out and glue the selfies to a page in their sketchbooks. 4. Now ask students to write or e it looks like their photocopies selfie 5. Ask students to alter the photo and background with markers and/ or colored pencils to mimic the e quoting. Assessment cr their selfie and whether or not the By Melody Weintraub, art teacher at Briarcrest Christian School in Eads, Tennessee. Art by Olivia Hood, grade eight. The Essential Question What will students learn from cre- ating a collaborative assemblage made from computer parts? Objective Inspir Louise Nevelson, students will work together to create a large assem- blage made from r Materials hanging wire attached to the back, discar o- foam packing material, assortment of discarded wooden/plastic/card- board objects, white glue, glue gun, Procedures 1. Discuss Nevelson's assemblages with students and have them brain- storm what other r could be included in their collabora- tive relief sculpture. 2. Working in groups of three, stu- ofoam, computer tower stand, or circuit board for their base. Each group also selects from the discarded materials. Students decide where their parts will go on their base and e sat - isfied with their arrangement. 3. During the next class, students vote on one color to paint their numerous r paint their small assembled sculp- tures. Each group will also paint d. At this time, stu- 4. their sculptures together into one assemblage. Each group pairs with another group that has a similar shaped base. The sculptures and ds are then assembled on 5. After students are pleased with additional paint or other objects and discuss if additional objects are . Assessment learned from working with each other on a large-scale collabora- tive assemblage. By Sara Schmickle Kirker, retired art teacher from Apple Glen Elementary in Bentonville, Arkansas. Photo by Anthony Dale, Bentonville Public Schools. Collaborative Assemblage Elementary

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