SchoolArts Magazine

OCT 2010

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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mAnAging the ARtRoom The Hallway Museum on the other. I looked for interesting examples of portraits, still lifes, landscapes, and genre paintings to fill the representational side. Everyone commented on how much they loved the hallway. Adults slowed down to see if they recognized an artist or to see if a favorite was displayed. Children stopped and stared in awe. I decided I wasn't going to miss the opportunity to make this even more of a learning experience. During the first week of school, I did an introduction with intermediate students in the hallway. I told them to imagine that we were in a museum and we discussed rules of behavior. Next, I asked them to take their time to explore the artwork and then stand in front of an artwork that they reacted to in some way. They could like or dislike the artwork, but they each had to tell me why they made their choices. Sheryl Depp W I approached the second year with hat started out as a way a goal to have no more than one day to fill the long hallway of empty wall space between the outside my artroom displays. Even though I didn't have turned into a great student work to display at the beginlearning experience for everyone. I ning of school, was new to the that didn't mean school, and having Even though I didn't have an area to display student work to display at the walls had to be bare. I realized student work was the beginning of school, I had a drawer exciting. that didn't mean the walls full of art reproWith my art ductions that I funds that fall, I had to be bare. never had enough purchased map time to share with my students. This rails—bulletin board strips that are would be the perfect time and place to screwed into the wall. Having these use them. guaranteed that the work would be hung up straight. Choosing Categories During my first year at this school, I took out all my prints and sorted I ended up having a lot of empty wall them first by the categories of represpace between displays. Either stusentational and nonobjective, then dents were not finishing on time or sorted the representational ones by I needed to plan what I was going to subject. I decided that the hallway hang up. Because of this, it occurred would have representational artwork to me to start collecting artwork in on one side and nonobjective artwork advance of a display. 16 October 2010 SchoolArts developing a worksheet Not wanting to waste the opportunity to use the hallway, I developed a worksheet for students to use while exploring the gallery. Students have to match the artist with the title and determine if it is a portrait, selfportrait, landscape, seascape, still life, genre, or nonobjective. I also ask students to choose an artwork to rename, along with reasons for their choices and to compare and contrast more than one artwork. You can create a similar worksheet using questions or puzzles. Reflections This lesson fulfilled many goals I had set for my students. Sharing famous and not-so-famous works of art with them provided an introduction to many artists, styles, genres, and media. Through this process, they learned and used art vocabulary, learned about museums, and developed skills for critiquing and accessing art. Sheryl Depp is an art teacher at Shady Hills Elementary School in Springhill, Florida. sdepp@pasco.k12.fl.us

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