SchoolArts Magazine

FEB 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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cle Drawing High School Wall of Raindrops Early Child hood The Essential Question How can students learn about color through material exploration? Objective Students will embellish a cardboard cutout of a raindr of materials in cool colors. Materials cardboard, wooden dowel, string, craft glue, paintbrushes, scissors, hole punch, foil; in cool colors: tissue paper, pom poms, paint, paintbrushes, glitter glue, fabric, cotton, tulle Procedures 1. Cut raindr of sizes from cardboard. Using a hole punch, make a hole at the top and bottom of each raindrop. 2. Introduce students to the color wheel. Explain that warm colors evoke feelings of heat and excitement, and cool colors evoke feelings of calmness. Ask students what colors are present in a rainstorm and wher the color wheel. 3. Set out all of the cool materials on a table and let students choose raindrop(s). Allow students to work uninterrupted on their raindrops e finished. 4. Once the raindrops ar , tie hang them from a wooden dowel. Repeat until all of the raindrops have been used. Hang in the class- room as a collaborative piece of art. Assessment Discuss with students how their raindrops ar complement each other because e all made of cool colors. How are the raindrops different? How ar By Katherine Hickey, children's librarian at the Metropolitan Library System in Oklahoma City, Oklahoma. Weavings To Go Middle School The Essential Question How does life inspire the art- making process? Objective Students will produce an illustration cle. Materials pencil, sketch paper, 12 x 12" (30 x 30 cm) 90# white sulfite paper, pen holder, pen nib, India ink, watercolor, paintbrushes, paper towels Procedures 1. esearching and interpreting what a circle epresent. 2. Students create a series of sketches based on their findings. 3. Students select the sketch that best represents their idea to enlarge as a final design on 12 x 12" white sulfite paper. 4. Students add finishing touches, outlining their drawings with pen and ink and adding color. Assessment Students will engage in a small group critique and discuss what their artwork represents. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. Art by Abbey Xiong, grade ten. The Essential Question Can art be functional? Explain ceive the difference is between art and fashion. Objective Students will learn that art has limitless possibilities and that eate can have functional purposes. Materials cardboard weaving loom, warp thr n, tote bags Procedures 1. Introduce students to weaving, explaining where fiber art origi- nated and how weaving has gained e and contrast modern weaving and weavings made thr . Discuss how art can be functional. 2. Using a cardboard loom or r dboard, teach weaving. These three techniques ar oom setting and allow students to gain a better understanding of the weaving process. 3. For their own weavings, allow students to explore and experi- es n, fabric, plastic, or wool. 4. Once their weavings are com- plete, students car emove them from the loom and sew them reusable bag. Assessment Students are assessed on: following procedures, experimenting with a completion of weaving. Students will participate in a small group or class critique. By Kristina Latraverse, art teacher at Hoover Middle School in Long Beach, California. The Essential Question How can students use highlights and shadows to create a 3D robot? Objective Students will create a 3D robot that demonstrates an understand- ing of value and form. Materials 12 x 18" (30 x 46 cm) colored con - struction paper, black and white tempera paint, paintbrushes, oil pastels, textur Procedures 1. Robots, Robots Everywhere! Flies. Compare and contrast the different r discuss the shapes, lines, and colors students saw in the illustrations. 2. Students create sketches of their own robots and include lots of details, such as bolts, buttons, knobs, and rivets. 3. Choosing their best sketch, stu- dents draw an enlarged version of the robot on colored construction paper. The robots are painted and white paint. 4. , students add white to one side of their robot to create a highlight and a darker . 5. During the final class period, students outline the robot with black, rub a texture in the back- ground, and use oil pastels to color in details on their robot. Assessment Students share their finished robots with the class and explain their functions and design. By Matt Mazur, art teacher at Dealey Montessori Vanguard and International Academy in Dallas, Texas. Art by Olivia Betancourt, grade three. Got Robots? Elementary

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