SchoolArts Magazine

MAR 2013

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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Middle Studio Lesson Galleria Mía Mary Coy S haring one's enthusiasm for all things art is just as important as teaching skills and technical expertise. After teaching art for many years, the requisite two-point perspective drawing project comes around faster and faster each year. It's become quite a challenge to find new ways to creatively apply the "basic box" we initially practice. To share my passion for visiting museums and galleries, I asked my eighth-grade students to design the interior of an art gallery and fill it with a variety of paintings and sculptures. To help students prepare for this unit, I created a PowerPoint presentation detailing museums I have visited in the United States and Europe, highlighting ones in our state (New York) and those they would likely see or Nandini Verma, grade eight. 24 March 2013 SchoolArts visit on their upcoming school trip to Washington, DC. Eight one-hour classes were devoted to this unit. The following is a general schedule of our activities: Day Two I reviewed and retaught the basic process of drawing a cube before students applied their skills in a practice version of a room interior. Walls were situated, a few paintings were drawn, and different floor and lighting styles were discussed and practiced. Students were given time to practice independently. As they worked, I continually checked for understanding, offering kudos and corrections. To help students remember the general process, diagrams were posted on the interactive whiteboard and in resource packets kept at each table. Day One Students viewed a PowerPoint presentation introducing them to perspective and observed the growing ability of artists throughout history to realistically depict accurate perspective in their work. Vocabulary related to the project was included in a class packet, and students practiced drawing a variety of cubes at different eye levels using a graph beveled transparent Days Three through Five ruler. When students align the short Students were introduced to the horizontal lines on the ruler with the formal requirements of the project top or bottom edge of their paper, they were able to draw accurate vertical lines. Brendan Sackett, grade eight.

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