SchoolArts Magazine

MAR 2009

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 School Through the power of fiction, the Jump-Ups did not worry about an inhospitable environment when they visited Mars. If people were really to vacation on Mars, what type of problems do you think they would encounter? Maybe lack of oxygen, extreme temperatures, and violent weather? Tell your students that they will be taking an imaginary vacation to Mars, and ask them to design a shelter that would support them for one week while on their vacation. Remind them to think about the atmosphere on Mars, and what they would need in order to survive (food, water, etc.). more advanced folding techniques to create scenes allow parents and children to interact with each that would literally "pop-up" by themselves when other, while having separate experiences with the opened. Illustrators would work with paper engibook (the adult reads the text and the child watches neers to fully realize the accompanying visutheir creations. The As a historical object, the book gives us a als). Pop-up books make paper engineer would reading more fun and glimpse at what life may have been like encourage children to typically work out the in mid-twentieth-century America. mechanics of the book start reading at an early and then send it to a age. As a marketing tool, factory where each page was printed and cut by pop-up books can be sold as books alone or as a toy. machine. The cut and printed pages were then sent Paper engineers test their design skills by creating to craftspeople who would do the final pasting of more elaborate pop-ups with as little material and the pop-up elements by hand. labor as possible. Illustrators and designers also You may not realize it, but illustrators, authors, create appropriate color schemes and illustrations and paper engineers make several design decisions suitable for their audience. Designers must make outside of the look of the book. All picture books choices when placing and designing text to make it easy to read and relatable to the illustrations. Classroom activities Elementary Experiment with paper engineering: Provide students with construction paper and safety scissors. To create a simple pop-up rectangle, fold your paper in half and make two cuts parallel to each other about one inch apart across the fold (be careful not to cut more than halfway across the paper). Fold the tab you just created backwards and forwards. Now open your piece of paper like a book and push your tab toward you. If you would like to try making a cityscape cut different-sized tabs along the fold to create different-sized buildings. Then place your paper so that one side of the fold is flat on your desk and the other is perpendicular to the table, with the inside fold facing you, and you will be able to see your skyline. Students can draw architectural details on their buildings, add a street, or join their pages together to make one long street or neighborhood. Things to Consider How do we design ways of communicating information to specific groups? Would you design an ad campaign to target middle school boys the same way you would design a campaign that targeted high school girls? What types of design decisions do authors, illustrators, and graphic designers make when they are creating a book for a target audience? By Allison Valchuis, Kim Robledo-Diga, and Erin McCluskey. Valchuis is education programs assistant; Robledo-Diga is professional development manager; and McCluskey is public education manager at the CooperHewitt, National Design Museum. High School Like all picture books, pop-up books were created for parents and children to have a shared experience of reading a story together—the parent is engaged through reading the text and seeing his or her child's reaction to the pop-ups, and the child is engaged through experiencing the pop-ups and listening to his or her parent read. Ask students to think of two groups of people that may not necessarily relate to the same form of media. Now ask students to work in groups to design a method of communicating a story to both groups while also creating a shared experience (like the pop-up book). For example, what type of system would you create to engage a sight-impaired person and a teenager? Would you use something tactile for the sightimpaired person and something digital for the teenager? How would you incorporate these different methods while also engaging the two people or groups with each other? SchoolArtsMarch2009

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