SchoolArts Magazine

APR 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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Page 14 of 62

Pattern-Centric Drawing High School Embellished Barding Early Child hood The Essential Question How did artisans in the Middle Ages incorporate principles of design into functional objects? How can stu- dents incorporate decorative aspects into their miniature versions? Objective Students will create 3D miniature additive construction techniques and practicing design thinking. Materials images of horse armor (examples at the Philadelphia Museum of Art, the Met, and various European - , foil, scissors, glue, wire, pipe cleaners, gems, washi tape Procedures 1. Show students examples of bard- ing and explain what it is. (Find examples from various museums [see above] and websites.) 2. While viewing examples of barding, ask students to find examples of balance, contrast, and patter which aspects of the barding are functional (e.g., the chanfron, to protect the horse's face), and which are decorative (feathers or flags). 3. horse and create a rough sketch the barding. 4. After sketching, students choose , foil, wire, and other embellishments to bring their designs to life. (Note: Use a str Assessment Were students able to utilize a eate complete new looks for their horses? Did stu- dents combine functional and deco- rative elements, and exhibit care in planning and good artisanship in achieving their goals? By Sue Liedke, arts teacher at Settlement Music School in Philadelphia, Pennsylvania. Shelter Pet Portraits Middle School The Essential Question What inspires people to make art? Objective - tematic approach to drawing. Materials ballpoint pens, graph paper, sketchbooks Procedures 1. Introduce students to the art of Albert Chamillard. Ask them to - chromatic pen drawings. 2. Students use their sketchbooks and practice drawing their own ed e. 3. Students create their own ver- sion of a pattern-centric drawing in ballpoint pen, using contrast, line, pattern, hatching, cross- hatching, value, and space. 4. Students repeat step three and explore the various techniques to create a series of three 9 x 12" (23 x 30 cm) drawings. Assessment Students will participate in a solo or group critique. (Chamillard joined By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. Drawing by Emma Wilson, grade twelve. The Essential Question Objective Students will create mixed-media portraits of animals that are avail- able for adoption at their local animal shelter. Materials 9 x 12" (23 x 30 cm) painting paper, pencil, permanent markers, watercolor paints, chalk pastels, oil pastels Procedures 1. Introduce students to the work Russo. Examine his work and dis- cuss his use of color, composition, and materials. 2. Students will create a portrait of an animal that is available for adoption at their local animal shelter (using a reference photo- create a watercolor background es (bubble wrap, plastic bag stamp- ing, paint splatters, and paint drips). This will become their underpainting. 3. Using the grid method or image transfer, have students draw their portrait with pencil, then trace with a permanent marker. Discuss how line weight af - s work. 4. Once the portraits are complete, - rials to add color, pattern, and line to create a focal point. Assessment Students should show an under- participating in a small group or class critique and have an aware- ness of how art can create positive . Optional: Ask if the completed local animal shelter. By Kristina Latraverse, art teacher at Hoover Middle School in Indialantic, Florida. The Essential Question how to create movement in a sea- scape and appreciate the work of artists such as Winslow Homer? Objective abstract painting, color blending, and geometric shapes to create an interesting seascape. Materials 12 x 12" (30 x 30 cm) and 9 x 12" (23 x 30 cm) watercolor paper, watercolor paints and cardboard, white scrap paper, glue, scissors Procedures 1. Students begin with the 9 x 12" watercolor paper. Discuss to show the waves of the ocean. Using cool-color watercolor paint, have students create vibrant abstract paintings that show lots of movement. 2. On the 12 x 12" watercolor paper, have students create a grada- tion from r half the page. Show pictures of sunsets/sunrises so students can see changes with light. 3. Discuss the life and artworks of Winslow Homer. Examine his paintings and his use of color and movement. Next, have students tear their cool-colored abstract paintings into strips for waves. Stu- dents can tear the paper in curves for a mor flat lines for a calmer version. (Tear- ing the paper creates a white edge that looks like the waves of the under the watercolor sunset. 4. Have students create sailboats using corrugated cardboard cut into trapezoids and white scrap paper cut into right-angle triangles. Assessment Did students learn what a seascape is? Did students understand and demonstrate how to use lines to create movement? Can students inslow Homer paintings? By Matt Mazur, art teacher at Dealey Montessori Vanguard and International Academy in Dallas, Texas. Seascape Sailboats Elementary

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