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 39 of 62

Considering Instruction I discussed with my colleagues that we all had access to free cardboard, which is a great and versatile mate - rial. I asked them to experiment with the properties of the cardboard and to decide the age-appropriate ways students could manipulate the medium. I also asked them to think about how we could scaffold the assignment and how we could differ - entiate instruction for all levels and learning styles. We had from Sep - tember until May to complete the work to unveil the installation at our spring art show, Art Saves Lives. Collaborative Exhibit What started out as an idea to make good use of an abundance of leftover cardboard ultimately resulted in an exhibit that is an exemplar of project- based learning. Unique groups of students were provided with various challenges over an extended time frame to explore all kinds of solu - tions. All stakeholders had immense pride in their participation in the exhibit and eagerly pointed out the parts for which they were respon - sible. The installation has become an oasis of sorts within the high school; a place that transports students and staff to another world filled with visual spectacle, auditory delights, and literary elucidations. Douglas Lack is department chair for fine and performing arts at Holliston High School, and fine arts curriculum district specialist PreK–12 in Holliston, Massa- chusetts. School Community Collaboration As the district fine arts coordinator, I enlisted my Public Spaces classes as well as entities from every other school in the district to employ our art gallery, STUDIO370, to create a large-scale installation. I conversed with the two other high- school teachers, the middle-school teacher, and the two elementary teach - ers to share my vision for the project. I left it up to them to decide which classes or grades should be involved. I chose my Public Spaces class while another high-school teacher chose his Printmaking class. He had the idea to have his students create billboards and signage for the village. The elemen - tary teachers chose their fourth-grade classes because they felt this age group would be the best fit developmentally. I expressed how great it would be for our art community to work together to visualize and build a fic- tional village. We could authentically convey to our students the power of individuals coming together to create something wonderful. Objectives dboard and differentiate the manipu- lation of the material for each grade level. • Investigate all of the properties of cardboard and how it can be manipulated. • Individuals and small groups will design and build: dwell- ings, people, animals, or other objects that could exist . from all of the schools in the building an installation for all to experience. Materials • cardboard • scissors/craft knives (grade- level appropriate) • cutting mats • hot glue/white school glue/ paper cement (grade-level appropriate) • string for hanging objects What started out as an idea to make good use of an abundance of leftover cardboard ultimatel resulted in an exhibit that is an exemplar of project-based learning. Students of all levels collaborated to construct this fictional cardboard community. SCHOOLARTSMAGAZINE.COM 35

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