Peace
inary sketch for their actual mural
panel.
Encourage students to consider
how their design interacts with the
designs of the other group members. Encourage them to orient their
designs so as to create a sense of
movement throughout the design,
to consider increasing or decreasing
the size of their symbols, and to use
a variety of thick and thin line qualities.
Putting It All Together
As each group finishes their sketch,
display the sketches side-by-side
and discuss what changes need to
be made. After any adjustments are
made, distribute pencils and primed
panels, and instruct students to
transfer their sketches to the panels.
Encourage students to link their
design to other group members' by
weaving ribbons of details throughout their panels.
Have students trace over their
pencil lines with thick, black perma-
nent markers, and add color with oil
pastels and crayons. Remind students
to use color effectively to unify the
panels. Unite the panels as a mural
and discuss what changes need to
be made to create a strong sense of
unity. Have students work together to
achieve balance and unity throughout
the mural.
Marie Huseman Lindsay is the author
of Peaceworks: Teaching Art for Social
Change, 2006, in cooperation with Education for Social Responsibility and the
International Child Art Foundation.
marienaomi@cinci.rr.com
NatioNal
StaNdard
Students use subjects, themes, and
symbols that demonstrate knowledge
of contexts, values, and aesthetics
that communicate intended meaning
in artworks.
WeB
liNkS
www.radhasahar.com
www.thesacredsite.com
Objectives
Students will:
• Developdefinitionsof"peace"
that are based on personal
understanding.
• ViewanddiscussworksbyNew
Zealand artist Radha Sahar.
• Createaclassmuralillustrating
personal symbols of peace.
Materials
• 12x18"(30x45cm)white
drawing paper
• 18x24"(45x61cm)white
drawing paper
• 4x5'(1.2x1.5m)
insulation board
• whiteacrylichousepaintfor
primer
• pencils
• thickandthin,black
permanentmarkers
• oilpastels
• crayons
• chalk
• paintroller
• paintpan
• paintbrushes
www.icaf.org
schoolartsonline.com
41
