SchoolArts Magazine

MAY 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 54

All Are Welcome High School Building Block Re-Fab Early Child hood The Essential Question How can we change the predeter- them more beautiful? Objective Students will change pre-existing blocks with paint and create adapting r Materials cardboard, foam, or wooden build- ing blocks; cardboard tubes and cones (fr n); cardboard rings from masking tape r paint and brushes; colored tape; glue and glitter Procedures 1. Show students images of intrigu- ing and color-rich architecture from around the world. Show buildings Hahn, who re-envision entire neigh- borhoods with colorful palettes. 2. Students select a block to work on and create a custom color scheme and design for it. Allow . 3. details or decoration can be eating collaborative work and shared ownership. 4. Use blocks to create buildings, as well as entire neighborhoods and cities. Assessment Did students use fine motor skills decorations to blocks? Ask students to consider how visual, colorful changes can alter a building or neighborhood. When building, do students collaborate on creating large-scale 3D sculptur dination and social skills? By Sue Liedke, arts teacher at Settlement Music School in Philadelphia, Pennsylvania. Painting with Paper Middle School The Essential Question How do artists and designers create works of art that ef communicate? Objective poster that pr . Materials sketchbooks, pencils, laptops, photo-editing software, tablets Procedures 1. Ask students to respond to the eflect on their own experiences. 2. Students interpret their ideas thr turn into a poster. 3. Students create multiple draw- ings in their sketchbooks and choose one final design that visu- es their idea. 4. Using a tablet and laptop, stu- dents digitize their final sketch into a full-color poster. Ask students to include text in their overall design. Assessment Students will facilitate a group dis- . By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. Digital art by Joseph Pittner, grade twelve. The Essential Question e collage and painting similar? How is color used in a painting compared to how it is used in a collage? Objective Students will learn how to cre- ate and mix colors using various shades of colored paper. Materials various magazines, card stock or collage board, white glue (mixed with water), paintbrush for glue application Procedures 1. Introduce students to the works printed images within their work to produce a successful composition. 2. Using a color reference photo- graph, have students collect the ough magazines. Instead of searching for solid colors, challenge students to ignore the printed images on the page and 3. Students assemble their colors to cr e- ful attention to variations in color. Assessment During a class/individual critique, challenge students to look for images cut from magazines within each completed work. How do the images impact their collage? By Kristina Latraverse, art teacher at Hoover Middle School in Indialantic, Florida. The Essential Question How can students illustrate positive and negative space while using warm and cool colors? Objective Students will create a painting of a tree that demonstrates positive and negative space while using warm and cool colors. Materials 2 sheets of 12 x 12 " (30 x 30 cm) paper per student, pencils, water- colors, paintbrushes, construction paper, glue Procedures 1. Show negative photographs of trees and discuss with students e in "negative" form. Review warm and cool colors. 2. Using a pencil, have students ee on both sheets of paper. Students use watercolors to paint around the green on the other. 3. Once the works are dried, stu- - ing from the trunk and use water- ound and blue over the green background, avoid- ing painting on the branches and trunk. This process is then repeated for the red and violet watercolors. 4. Once the paintings ar , stu- dents cut the corners off of the paper to make it circular and glue the warm painting to a warm color of construction paper, and the cool painting on a cool color. 5. When students are finished, have them discuss the positive and negative spaces on their papers and write about these concepts on the backs of their artworks. Assessment Were students able to create one warm and one cool colored tree without mixing up the two colors explain positive and negative By Melanie Robinson, art teacher at Cedar Springs Elementary School in Jefferson County, Missouri. Elementary

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