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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SCHOOLARTSMAGAZINE.COM 29 in colored pencil on cardboard, each a different representation of what they love to consume. I have also had students do this project using the media of their choice including markers, acrylic paint, ink, and oil pastels. I encourage them to create images that if we saw individually, we might not necessarily be able to identity what it is the students consume and can't live without, but when we see the four of them together, we understand. I remind them that when they finish, the four pieces must work together as a single work of art, and so it is criti - cal that they consider the elements I ask students to describe the different wa s I could represent what it is I love to consume. of art and principles of design when working from image to image. In The End This project is by far one of my stu- dents' favorites. The quality of the w ork is always elevated by the fact that there is a strong personal con- nection to the subject. I find myself sm iling as I see the results of students' creative problem-solving. It makes me appreciate what I do with students. Gwen Lauletta is an art teacher at La Joya Community High School in Litchfield Park, Arizona. gwen.brock@ tuhsd.org N A T I O N A L S T A N D A R D Connecting: Relating artistic ideas and work with personal meaning and external context. W E B L I N K lajoya.tuhsd.org/Electives Top: Lesley Hernandez, protein. Bottom: Victor Jackson, apples. The Shtick "I love coffee," I begin. Smiles and chuckles ensue. "No, I love coffee," I continue, playing up the drama. Stu- dents burst into giggles and guffaws. " You don't understand, I would marry coffee if I could." Now students are howling with laughter. "Just kidding... no really." I ask them to describe the different ways I could represent what it is I love to consume. We talk about the more obvious thingsā€”a cup of coffee, coffee pot, and a famous coffee com - pany, which, for the purposes of this article, shall remain nameless. Then I ask them to dig a little deeper and I hear coffee beans, the coffee plant, a thermos, coffee filters, cream and sugar, and biscotti. Details I tell students that they will be cre- ating four 6" (15 cm) square drawings

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