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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Elementary Studio Lesson Defining Marie Huseman Lindsay T ry asking an adult to define What Is Peace? the term "peace." The majorAsk students to define the term ity of people will define peace "peace" and to provide examples of by describing what it is not. times when they have felt at peace. Now, examine the meaning of peace Explain to students that peace is through the eyes of a child. In the dynamic, rather than static in nature. absence of war and fighting, peace is Help students understand that peace a time of safety, freedom, and celebrais the absence of war and fighting tion. Peace is the opportunity to play, and can be experienced in silence and to make friends, and solitude, but it is also to create. a state of existence Students learn that Defining Peace that allows people to peace, like art, does aims to nurture stuenjoy the things they not happen on its own. like to do without dents' knowledge of Peace is created. peace with art-makbeing hampered by ing activities that conflict, prejudice, or enable them to discover the dynamic injustice. Discuss this idea of peace events that can develop within its by providing and eliciting students' presence. Students learn that peace, examples. like art, does not happen on its own. Write the term "symbol" on the Peace is created. The art-making chalkboard and ask students to define activities in this lesson enable stuthe term. Ask them to share symdents to learn how individual, responbols they know. Show Radha Sahar's sible, peace-centered behaviors can peace symbols (see web address under coalesce to create a society that is "Web Links") and discuss how she free from conflict, prejudice, enmity, expresses her desire for peace through and injustice. her paintings. 40 March 2009 SchoolArts Art Production Explain to students that you would like them to create personal symbols to represent their understanding of and commitment to peace. Have students list five activities they enjoy during times of peace. Their drawings can include activities such as reading, riding skateboards, drawing, playing soccer, etc. Have students represent each activity as a symbol. Ask students to combine their five symbols into one design and draw it in pencil on 12 x 18" white drawing paper. Have students trace over their pencil lines with black fine-point markers and add color with oil pastels or crayons. Explain to students that they will work in groups of four or five to create panels for a class mural. Distribute a sheet of 18 x 24" white drawing paper to each group and ask them to work together to divide the surface so that each team member has a space to redraw his or her peace symbol. Explain that this drawing is a prelim-

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