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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Caption. Below: Caption. SCHOOLARTSMAGAZINE.COM 25 table to watch and encourage the rest of their classmates. I circled the room, pointing out when students needed to slow down or work with both hands, or that they were getting too wild with scribbles and not focused on deliberate mark making. By the end of class, most stu - dents were catching on. I saw fewer attempts at making a subject and many successful abstract compositions. I was proud of students' work and excited to continue with the next class. The Third Class On our third day, I gave students each a 12 x 18" (30 x 46 cm) sheet of paper and asked them to once more cre - ate using the artist's style. Students experimented more with the charcoal after seeing the work of their peers. Some were interested in blending the charcoal, while others used more line variety. With a better understanding of how the artist moves and creates, students felt more comfortable trying out different movements and drawing techniques. The work improved and I noticed few students struggling. A Collaborative Drawing Game For our final day of this unit, I asked students to partner up for a Hansen- inspired drawing game. Students taped their papers down across from one another, and I asked them to mimic the movements of their part- ner. When their partner made two large spirals, they were to follow their lead and create them simultaneously. The task was a little challenging at first, with students working out of synch and getting frustrated. They eventually figured out a rhythm and created beautiful works of art. From the four days studying Han- sen's art, students created their own artwork using a variety of paper sizes and art media. I asked students to choose one of their artworks that best represented their understanding of Hansen's art. I assessed the work based on symmetry and abstraction. Almost every student was able to turn in an art - work that demonstrated these concepts. CONTINUED ON PAGE 55.

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