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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students about observational drawing and encourage flexibility and confi- dence in arranging and composing a rtwork. To that end, we used a variety of strategies and techniques to help students grow their artistic voices and draw in a more expressive style. Students experimented with pen, ebony pencil, black and white colored pencils, ink, and markers. They sam- pled six different drawing styles with the materials and even combined styles to create line personality. Pre-Assessment Before the drawing portion, we con- ducted a pre-test to analyze students' o bservational drawing skills and to help us individualize the lesson based on skill level. Students who scored strongly with proportion and accurate observational drawing skills were encouraged to take more risks with arrangement, line style, and creative expression. Students who scored in the middle or lower range were encouraged to focus more on the skills they needed to improve upon, such as developing strong contrast, focal point, or composition arrangement. Part Three: Collage The project spanned two weeks with intermittent progress checks and in-progress critiques. Students were reminded of the rule of thirds to cre- ate a focal point as well as the impor- tance of balancing the positive and negative spaces. During the collage portion, stu- dents made compositional choices a nd arranged their media before gluing anything to their paper. The collage and drawing materials in this lesson were simple enough to manipulate yet address a wide range of creative approaches. The use of two to three dry media was empha - sized, yet students had creative f reedom to experiment with acrylic and watercolor paints as part of the composition. Reflect After the project, students evalu- ated their experience in a blog- s tyle post on their online digital portfolios. Self-evaluation is a great way to document their over - all artistic growth and mindful- ness about their own process. T his three-part experience was a combination of creative think- ing, collaboration, and composi- tional strategy. It helped students r ealize that when you build with confidence and flexible think- ing, anything is possible! Laura Lester and Christina Van Hamers- veld teach art at Richardson West Arts and T echnology Magnet School in Richardson, Texas. laura.lester@; christina.van - hamersveld@ N A T I O N A L S T A N D A R D Creating: Generate and conceptualize new artistic ideas and work. W E B L I N K Alexis, a close-up study. SCHOOLAR TSMAGAZINE.COM 41

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