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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N othing seems more magical than flying on a carpet high in the sky, looking down over beautiful places. Ever since Disney's Aladdin was released, I've been trying to dream up a way to rec - reate that experience in the artroom. With iPads, a few creation apps, a muslin fabric green screen, and inspi - ration from stop-motion animation, we found a transdigital (both physical and digital) art-making approach to do just that with my third-graders while teaching oodles of art concepts. Magic Carpet Painting My students physically designed and painted carpets that they would ride. The view of our carpets would be from the side, which meant that the designs would need to show perspec- tive. We began with two converging lines heading to a vanishing point to make the left and right sides of the carpet. Then, two parallel horizontal lines for the front and the back to complete the trapezoidal shape. The carpets were layered with tem- pera paint patterns that were larger in the foreground and smaller in the background, inspired by Persian car - pet designs. The finished paintings were photographed and edited in an image-layering app. Students erased the background and saved the file as a PNG, which retains its transparent background (perfect for animation). Landscapes in Stop-Motion Animation This lesson integrates nicely with stu - dents' landmarks of the United States, a social studies project they completed in second grade. Visiting a landmark on a magic carpet in third grade seemed like a reasonable progression. We formed groups, and each group made one landscape that featured a land - mark out of construction paper with a static background (sky) and a moveable middle ground and foreground layer stretching out twice the width of the background paper. I challenged students to consider proportion of the objects in their land - mark as it relates to other elements. For example, how large would the Statue of Liberty be depicted compared to a ship sailing by, with consideration of the viewer's vantage point? The landscapes, with their sliding foreground/middle ground strips, were used for a stop-motion animation to create the illusion of movement. We determined that we would ride our carpets looking to the right side of our screen, therefore our landscapes needed to animate from the right to the left. Each group used one iPad to cre- ate a stop-motion animation. Our goal was to take thirty pictures of the foreground/middle ground making its way across the screen from right to left using an animation app. We exported this at a ten frames per sec- ond rate to make a three-second long movie. This became the background for our final carpet flying video. E L E M E N T A R Y Tricia Fuglestad Students took turns standing, sitting, kneeling, or leaning on the green screen to convince their audience the were fl ing over the United States. MAGI ARPETS Callie, grade three, flies over Chicago. 50 MARCH 2019 SchoolArts 50 MARCH 2019 SchoolArts

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