SchoolArts Magazine

NOV 2012

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/143295

Contents of this Issue

Navigation

Page 32 of 52

Middle School Studio Lesson My Shadow &Me Nic Hahn A s a middle school art houette, or shadow, behind an actual teacher, I have learned that photograph of themselves. The shadow it is difficult to get to know and background reveal something your students in just one personal about each student. I show quarter. At my school, each student students samples of the project from in grades six through eight takes one previous years, and we talk about the quarter of art every year. This means poses of the figures and the shadows I have roughly nine weeks to teach behind them. them content, proper use of tools and media, and art history. Getting a Good Snapshot I feel students can learn everything Students are shy about posing in front I have to teach, but they will have of me. They, too, are getting to know greater motivation if I me as I am working take the time to get to I feel students can learn on learning their know them as people. names. I explain that everything I have to I want them to want teach, but they will have the background will to learn in my class. be created before any greater motivation if figures are added. I try to learn all 150 students' names right I take the time to get to I make it clear that away, and then I try know them as people. there needs to be a everything I can to vertical wall or other get to know who they are. This project object in the background upon which is perfect for teaching content while their shadows will fall. We also pracdiscovering the interests of my inditice different forms of creating value vidual students. such as blending, hatching, crosshatching, and stippling. My Shadow and Me Students draw background enviWe start working on this project ronments of their choice. Some place within two days of the beginning of themselves in a bedroom, outside, or each quarter. Students create a sileven on the moon. Whatever environ30 november 2012 SchoolArts Bailey, grade eight. ment they choose, they must include a horizontal line where the ground or floor meets the wall or other vertical surface; something vertical in the background; and many different shades of value. Understanding the Shadow Once the background is complete, I give students the photos I took earlier, printed out in black and white on plain copy paper. Students cut out their pictures, place them on their backgrounds, and trace them. This is to show where the shadow is to start (at the feet). I ask students to create a diagonal line of shadow from each foot until the shadow meets the horizon line. At the horizon line, the shadow line switches direction and is positioned

Articles in this issue

Archives of this issue

view archives of SchoolArts Magazine - NOV 2012