SchoolArts Magazine

AUG-SEP 2010

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:

Contents of this Issue


Page 11 of 63

Medieval Story Scene Early Childhood The Art Problem Students will recall myths about medieval themes. Objective Each student will create a fantasy medieval scene that tells a story. Materials 12 x 18" (35 x 46 cm) blue construction paper, 6 x 18" (15 x 45 cm) strips of green construction paper, assorted scraps, 3 x 3" (8 x 8 cm) and 3 x 6" (8 x 15 cm) pieces of poster board, decorative papers, tissue paper, aluminum foil, crayons, glue, scissors Procedures 1. Show images of artworks that include people, castles, and dragons. 2. Demonstrate how to tear the green paper to create an uneven horizon, then glue it to the blue paper. 3. Show students how to use geometric shapes to create a castle, then glue the shapes to the background. 4. Use the poster board to draw and cut out a knight, princess, and dragon. 5. Use decorative paper scraps for the princess's clothing and aluminum foil for the knight's armor. Use crayons and tissue to add details to the dragon. 6. Glue the characters to the background and add more details. Assessment How well does the artwork tell a fantasy story? By Emily Winthrop, pre-service art education student at Northern Arizona University, Flagstaff. Dine Heart Series Elementary The Art Problem How can students create an artwork that contains a unified series? Objective Students will use analogous colors to create three paintings that will be mounted together in a series. Materials tempera paints in analogous color pairs and black and white, 9 x 12" (23 x 30.5 cm) 80 lb. white paper, paintbrushes, oil pastels, black construction paper Procedures 1. Discuss pop artist Jim Dine and show examples of his work. Explain how pop artists take recognizable symbols and make us look at them in a different way. 2. Show students how to paint with a "loose" technique. They should leave the brushstrokes showing as they mix the colors they are given. Each table should receive two analogous paint colors, and black and white paint. Students should paint one heart on each of three pieces of paper using the loose technique and a new set of analogous colors for each. 3. Once the paintings are dry, students should lay them out and arrange them however they like, choosing the order they will go in and whether they will be horizontal or vertical. Students should then draw on top of their paintings using oil pastels, making sure to include some elements that will unify all three. Some students may choose to paint each heart in a similar way, while others may choose to tie them all together with the oil pastel drawings. 4. Students mount the three paintings on black construction paper to create a pop art series. Assessment Did students discover new colors while painting? Did students make conscious decisions about how each of their three paintings were made? Did students add a unifying element to each of their three paintings to tie them all together? By Tisha Burke, art teacher at Greenville Elementary in Warrenton, Fauquier County, Virginia. Artwork by Brooke Lillie, grade three. One-Shape Designs Middle School Block Printing with Contour High School Objectives The class will create designs by cutting one interesting shape from construction paper and repeating it across the page. They will show knowledge of overlapping and open composition. The class will choose a two-color theme and then divide the page with one line—straight or curved. The Art Problem Students will study the history of printmaking while focusing on monoprinting and its process. Using an innovative technique, each student will create a pastel/ink-based print that focuses on modified contour line. Materials 12 x 18" (30.5 x 46 cm) tag board, rulers, pencils, erasers, 4 x 6" (10 x 15 cm) construction paper, scissors, markers, stencil shapes Procedures 1. Discuss possible shapes to use based on things that interest students such as upcoming holidays, sports, animals, etc. 2. Cut out each shape from 4 x 6" construction paper. Students may fold and cut on the fold to make their shapes symmetrical. 3. Have students create a rulerwidth border around the edge of the 12 x 18" tag board and divide the space in half. 4. Students should trace their shape seven to ten times across the tag board. They should overlap and run off the page for open composition. 5. Students should choose three colors of markers to begin their color segment of the lesson. Explain to students that they should never color two shapes side-by-side with the same color. The other half of the design will be an opposite of the first half. 6. The third color is added on the second side. 7. When all shapes are colored in, students should use a black marker to outline the shapes. Special Needs A simplified stencil shape can be pre-cut, and the shapes can be traced out in advance, if needed. Assessment Did the student meet all criteria, complete the assignment on time, and show consistent effort? By Marisa Main, art teacher at Huntington Middle School in Huntington, West Virginia. Materials scraps of Plexiglas (sizes must be slightly larger than the paper), waterbased block printing ink (black), pastels, brayer, drawing paper Procedures 1. Utilizing still-life images or selfdirected student photographs, students create a modified contour line drawing on white paper. Encourage them to use good composition and reflect on details of the objects. 2. Once complete, students should hang the drawing on a window and trace the image through the paper onto the reverse side. 3. Students go back to the original drawing and work color into the drawing using pastels. Bright and lighter colors work best so that the black ink will show up over the pastel. Do not allow students to overwork the pastel pieces—detail is not necessary in the pastel process. 4. Once complete, students ink the Plexiglas with a brayer and apply the drawing pastel-side down to the inked Plexiglas. 5. Using the reverse drawing, students use a dull point, such as the end of a paintbrush, and go over the lines of their drawings. As they trace the image, the ink is forced to adhere to the pastel. Hands accidentally rubbing along the surface will create an aged effect on the surface. 6. Pull the drawing and admire the finished piece. Student Extension Create a series of monoprints utilizing the same theme. Works can also be embellished. By Nicole Brisco, art teacher at Pleasant Grove High School in Texarkana, Texas.

Articles in this issue

Archives of this issue

view archives of SchoolArts Magazine - AUG-SEP 2010