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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After viewing multiple works, the partners selected one piece from each artist to discuss as a class. The works were pulled up on a large display screen and the pairs took turns pre - senting their thoughts on adjectives that could be used to describe the forms and how those forms speak to other aspects of feeling or emotion through the textures/finishes shown. Making Visual Connections Participating in the adjective activity after students had already started working through some of their own ideas helped students use textural adjectives as a springboard for their designs and make visual connections between that process and contem - porary artists who employ highly textured ceramic techniques in their work. This also helped students who were struggling with ideas and needed more visual cues to guide them to design options. Combining Techniques Next, demonstrations of hand-building techniques that included slabs, coils, molds, and armatures were done to help inform the works students wanted to create. In some cases, stu - dents even used a combination of wheel-thrown and hand-building to complete their works. The biggest keys I wanted students to keep in mind was to: (1) think about keep - ing their clay forms hollow; (2) be concerned with how their adjective was taking visual form in their work; and (3) complete it with a finish that helped enhance the work as a whole. Results The results were exciting. Students were engaged in creating work from abstracted concepts like language, starting with a word and creating a piece based on the visual connections made with that textural adjective. In addition to being able to demonstrate a variety of ceramic and sculptural I gave students the room the eeded to explore as artists in their own right. techniques for students to apply in their work, I was able to expose stu - dents to dynamic contemporary art- ists who use clay as their medium to achieve a diverse array of results. Most importantly, I gave students the room they needed to explore as artists in their own right and a path - way to be inspired from language and words to visuals. These connec - tions are so important for our stu- dents to see and use as they continue to explore their own vision. Janine Campbell is an art teacher at Byron Center West Middle School in Bryon Cen- ter, Michigan. janinecampbell@yahoo.com 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 www.bcwmsart.weebly.com www.essaraiceramics.com www.owlcation.com/humanities/ describing-texture-400-words-to- describe-texture Objectives Students will: • select a series of adjectives and create sketches to represent them visually. • select one sketch to transform into a ceramic sculpture using a variety of hand-building techniques. • select and apply glazes to the ceramic form for a finished result. Lauren, textured adjective sculpture. SCHOOLARTSMAGAZINE.COM 29

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