SchoolArts Magazine

SEP 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 16 of 62

Goals The goals for this activity were to: • provide a memorable activity. • emphasize going beyond cookie- cutter projects. Teacher Planning To model this lesson, we shared inspiration from the philosophy and artwork of Austrian artist Frieden - sreich Hundertwasser (1928–2000). Significant to Hundertwasser's philosophy is the reduction of opti - cal pollution in the human-made environment. This concept readily connects to architecture and world history. For example, at the end of E ach semester, our preservice art educators are encouraged to find inspiration for their lessons from various sources, including works of art, world and art history, quotes, and stories. After identifying personal inspiration, students are directed to look for teacher-tested ideas they can replicate or adapt to suit their lesson-planning needs. At this point, resources such as SchoolArts are shown. This approach provides insight into art content and pedagogy while meeting visual arts standards and allowing for adaptability, rigor, connections, and flexibility in learn - ing outcomes. Modeling an Engaging Art Lesson Pam Stephens and Elisa Wiedeman M A N A G I N G T H E A R T R O O M World War II, there was an explo- sion of quickly built, depersonalized housing in bombed-out European cities; the design of these construc - tions are in direct opposition of Hundertwasser's architectural ideals of individualism, curved lines, and spontaneous vegetation. We created a slideshow of architectural examples that conformed to Hundertwasser's ideals and ones that did not. We next sought an activity that would allow students to make per - sonal visual statements about a humane and artistic urban environ - ment. We decided to combine drawing with a three-dimensional component. We settled upon an unembellished online template for students to create a 5¼ x 5¼" (13 cm) "house." Student Process 1. To begin, students defined and pro- vided examples for the following terms: optical, environmental, pol- lution, urban, and living spaces. 2. Students watched the slideshow and were asked to identify and compare Hundertwasser buildings to other buildings: Rooftop gardens, curvilin - ear forms, varied shapes of windows, and bright colors were compared and contrasted with prefabricated concrete plattenbau apartments with straight lines, repetitious window shapes, and lack of personalization. 3. Students were told they would be making a small model of a house they could modify to fit their own idea of what it means to reduce optical environmental pollution; that is, a place they would like to see or live in. 4. House templates, railroad board, and necessary art tools were provided. CONTINUED ON PAGE 49. Students were asked to reflect upon how adaptabilit , making connections, and flexibilit contribute to significant learning through the visual arts. A cut paper house from a preservice art educator. 12 SEPTEMBER 2019 SchoolArts

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