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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to my slideshow. In the slideshow, I began with a few photographs of reflections in nature, showing simple scenes of trees in still water, then rippled water. I moved to paintings of reflections in nature, and finally to a set of surrealistic artworks showing different artists' treatment of the con- cept. I finished with two photographs in a series by Tom Hussey about the powerful concept of time in which the subjects see their younger selves reflected in mirrors and windows. Many insightful ideas and theories poured out during the slideshow. I asked students to write observations, words, and even quotes or song lyr- ics that came to mind. These would be used as keys to open avenues of thought for creating. Engagement I explained that students would cre- ate a reflection of the future: "How d o you see yourself in about ten years? You will be about twenty-three or twenty-four years old, starting a career, a family, or however you may envision your life." I asked them to share ideas with a partner and write a list of things they might dream of. I emphasized that the dreams must be reality-based—no space aliens or dragons. I showed them my own reflection drawing, created when I was fourteen years old. At first, students were over- whelmed by the seemingly infi- nite possibilities for their future. I reminded them that they could pick just a few things to focus on, again showing them my drawing, which portrayed about three elements of the future. I could even show them which of the things came true (I bought a horse), and which did not. This got them started and, with the addition of small group mini-lessons on drawing the human body and other images, students gained confidence and were on their way. Students rendered their final drawings with the color media of their choice. Individualized Expression I was impressed by students' level of concentration on their work. All Through thinking, quiet discussion, and discover , students' artwork emerged as a lasting vision of a life where the could become their best selves. Carah Haynes. discussion centered around their projects, and strong individual ideas began to emerge. One result of these responses to the idea of reflection was that students began to imagine different ways of express - ing the concept. For example, I had s hown them reflections in pools of CONTINUED ON PAGE 50. SCHOOLAR TSMAGAZINE.COM 41

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