SchoolArts Magazine

MAR 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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Denim Drawing High School Rockets in Space Early Child hood The Essential Question How can students connect their sci- that activates their imaginations? Objective Students will demonstrate their knowledge of planets and solar ough different painting and collage techniques. Materials 9 x 12" (23 x 30 cm) watercolor paper, watercolor paints in various colors, 12 x 18" (30 x 46 cm) black construction paper, white tempera, scraps of construction paper, scis- sors, glue, cotton swabs Procedures 1. We reviewed the color wheel and discussed how to create different colors thr intermediate, etc.). Students were encouraged to experiment and cre- colors on the watercolor paper. 2. During the next class, I read How to Catch a Star Jeffers. We looked at examples of differ satellites, spaceships, and even artist renderings of aliens to jumpstart students' imaginations. 3. Students then used circle trac- several planets and glued them onto the black paper. 4. Show students how to create a rocket using simple cut shapes such as rectangles, triangles, circles, and squares. Arrange the pieces on the black paper and attach with glue. Add warm-colored strips to the e. 5. Students finish the artwork throughout the composition with a cotton swab. Assessment about what is happening in their artworks. Asking questions such as "Who is in the rocket?" or "Where is the r spark their imaginations. By Matt Mazur, art teacher at Dealey Montessori Vanguard and International Academy in Dallas, Texas. Middle School The Essential Question How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? Objective Students will create a realistic drawing of a shirt. Materials white charcoal, 18 x 24" (46 x 61 cm) pastel paper, kneaded eraser, blending stump, paper towels, Procedures 1. - ious compositions in their sketch- book. Students communicate with the teacher on which compositions are the str . One composition is selected to be used for the final drawing. 2. Direct students to draw the outline of their selected shirt with white charcoal on pastel paper. 3. - ing the highlighted areas found within the shirt and using the cr to all details. 4. Placing a sheet of paper under- neath the dominant hand can pre- vent smudging. Assessment Students will write a self-critique explaining their pr wer improve on, and which elements incorporated into their drawing. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. Drawing by Hannah Cawthon, grade eleven. The Essential Question How can drawing and color be Objective Students will make a unique mask with their own hand-drawn design. Materials , glaze, pencils, sponges, plastic knives, paper towels Procedures 1. the internet. After some research, students do a sketch in color and upload it to our shared online digital portfolio. When students have their sketches to refer to. 2. Students r a large circle. I use the top of a big container for the template. 3. Students view the following gXxWtdRdNHi16dEEMMuD-5osd. After students watch the video, e r As students work, I walk around and help one-on-one as needed. 4. After the masks have been fired, e fired again. I often leave about nine different colored glazes for students to choose from. Assessment Students will upload finished art- work to our shared online digital portfolio and write a two-to-four sentence self-assessment about their project, covering what was successful and what could be improved. By Annemarie Baldauf, art teacher at Riverview Middle School in Bay Point, California. The Essential Question a self-portrait that expresses a per- sonal or emotional connection? Objective Students will cr Warhol–inspired self-portrait that expresses a personal or emotional connection. Materials white paper (4 x 5" [10 x 13 cm], 4 x 6" [10 x 15 cm], 5 x 6" [13 x 15 cm], and 18 x 24" [46 x 61 cm]), colored markers, colored pencils, colors, containers of water, brushes, tempera paint, glue sticks, scissors, assortment of collage materials, 18 x 24" (46 x 61 cm) colored construction paper Procedures 1. Intr Warhol's Campbell's Soup art. One of the reasons Warhol cre- ated this series because the soup was one of his favorite meals. This leads to a discussion of students' favorite things. 2. Students select the size of their paper, the direction it will go, and the media. The drawings are sent to our school district print shop and multiples are color-printed. (If a ofoam printmaking can be utilized for mul- tiple prints.) 3. Students select a 18 x 24" col- ored piece of construction paper. artwork on the colored construc- tion paper, W a glue stick to adhere their colored prints on the construction paper. 4. After a discussion of what to include in a self-portrait, students choose watercolors, tempera, mark- ers, or collage materials. On the 18 x 24" white paper eate their self-portrait. 5. Students cut out their completed back of their self-portrait and cen- ter it on top of their multiple prints. Assessment Were students engaged and able to communicate a personal or emo- tional connection in their portrait? By Sara Schmickle Kirker, retired art teacher from Apple Glen Elementary in Bentonville, Arkansas. Photography by Anthony Dale, systems specialist, Bentonville Public Schools. Elementary

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