SchoolArts Magazine

FEB 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

Issue link: http://www.schoolartsdigital.com/i/142492

Contents of this Issue

Navigation

Page 12 of 53

Stomp, Print, Draw The Art Problem How can young students engage in successful printmaking? Objective Students will use primary colors to make a print. When the print is dry, students will brainstorm pictures they see in the print and use pastels to draw back into the printed image. Materials 12 x 18" (30 x 45 cm) white sulphite construction paper, tempera paints (magenta, yellow, and turquoise), oil pastels, cups, spoons Procedures 1. Crease the paper down the middle prior to student use. 2. Provide students with small cups of tempera paint with a spoon in each color. 3. Show students how to gently spoon paint onto the paper, encouraging them to use all of the available colors, then place the paper on the floor and fold it closed. Early Childhood 4. Have students carefully "march" on the closed paper. 5. Open the paper and evaluate the print, then add more paint and repeat the process, if desired. 6. When the prints are dry, have students rotate them in all different directions and discuss all the possible images they see in the print. 7. With oil pastels, have students draw designs into the print to create a new picture. Assessment Student followed directions. Student used terminology such as "print," "primary colors," and "oil pastels." Student demonstrates age-appropriate drawing skills and imaginative thinking. By Laurie Bellet, art specialist at Oakland Hebrew Day School and a creative consultant for Torah Aura Productions. Kandinsky's Crazy Colors The Art Problem How can you use art history to help students learn how to properly mix colors? Objective Students will study color combinations in the work of Wassily Kandinsky, then learn how to mix and paint them. Materials 12 x 18" (30 x 45) 60 lb. white drawing paper, high-quality paint in primary and secondary colors, ½" (1.25 cm) brushes, pencils, erasers Procedures 1. Display a Wassily Kandinsky painting that exhibits the use of color and color combinations. We used Kandinsky's Color Study: Squares with Concentric Circles. Point out Kandinsky's dramatic color combinations and ask students how they would go about mixing and painting these colors. 2. Students begin by sketching a rough drawing of their own color study. Middle School 3. Provide each table with a palette of colors, beginning with primary and secondary colors, as well as brushes, an extra palette to mix colors, and plenty of water. 4. Demonstrate how to mix colors by adding one color to another. Apply freshly mixed colors to your demo composition. 5. Have students begin their paintings by adding lighter colors first, then darker ones. 6. When their artwork is completed, have students tape it to the display board to be critiqued. Assessment Conduct a one-on-one critique between yourself and each student. By Julie B. Wells, an art education student at Northern Arizona University, Flagstaff. Impressionist Landscapes The Art Problem How can elementary students successfully experience impressionist painting techniques? Objective Students will create a landscape in the style of the impressionists, demonstrating skillful use of horizon line and inclusion of a light source. Materials white sulphite construction paper or watercolor paper cut to 8 x 10" (20 x 25 cm) pieces, tempera cake paints, sea sponges cut to various sizes, metallic watercolors, small brushes (optional), photographs of landscapes (optional) Procedures 1. Discuss how impressionists went outdoors to paint, observing the effects of light on their subject(s). 2. Show examples of works by artists such as Claude Monet, Camille Pissarro, and Lesser Ury. 3. Brainstorm outdoor scenes. 4. Have students decide which orientation (horizontal or vertical) they prefer, then draw a horizon line on the watercolor paper. Outside the Box 5. Have students lightly sketch outlines of a landscape, either from life or from a photo. 6. After receiving teacher approval, have students apply tempera paints with sea sponges, making sure to frequently use more than one color on the sponge. 7. When the landscape is complete, show students how to lightly sponge metallic watercolors to accent the light on the scene. 8. Optional: Use a small brush to add details. Assessment Student can describe techniques used by impressionists. Student has used horizon line effectively in the landscape composition. Student has successfully accomplished sponge painting technique. Finished work implies the effects of light on the scene. By Laurie Bellet, art specialist at Oakland Hebrew Day School and a creative consultant for Torah Aura Productions. High School The Art Problem How can we encourage students to use innovative thinking while also demonstrating an understanding of strong compositional strategies? Objective Students will create a small, but highly finished and resolved drawing using only cubic and rectangular solids in combination with compositional strategies such as echo lines, eraser haloes, etc. By keeping the objects simple and within most students' comfort zones, students are free to spend their time and energy on beautiful drawing techniques, strong and unique compositions, and innovative incorporation of compositional strategies. This challenge can be completed at a fairly high level in one to oneand-a-half hours, provided the format is kept small. It works especially well as the drawing portion of an exam if assessing basic markmaking/drawing skills, composition, and innovative thinking in a short amount of time is the goal. Materials 10 x 10" (25 x 25 cm) pieces of white tag board, 8 x 8" (20 x 20 Elementary cm) square pieces of white tag board, graphite pencils, erasers, square and rectangular blocks in various sizes and dimensions Procedures 1. Distribute materials and instructions/assessment checklist. Review instructions and criteria, clarifying as needed. 2. Students center the smaller rectangle in the larger one and trace around it in order to create a border. 3. Using only graphite and erasers, students should create their compositions based on an innovative approach to the blocks provided. Extension Students analyze and interpret their work in writing. By Betsy DiJulio, a National Board Certified art teacher at Princess Anne High School in Virginia Beach, Virginia. Image Credit: Tra Mi Voova, grade ten.

Articles in this issue

Archives of this issue

view archives of SchoolArts Magazine - FEB 2013