SchoolArts Magazine

DEC 2008

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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Page 11 of 63

Ice Paintings Early Childhood The Art Problem How can young artists learn about value, tint, and shade? How can they understand states of matter? Objectives Students create a full range of value in a monochromatic painting. Materials ice cubes (three per student), colored construction paper with matching color of tempera paint, black paint, white paint, paper towels Procedures 1. Hold an ice cube in your hand so the class can see. As it melts, discuss the water cycle and states of matter. Let it puddle on the floor. 2. On construction paper put a quarter-sized drop of paint the same color as the paper. Students use the melting ice to smear the paint around the paper. 3. Add a small drop of white to the top of each paper. Discuss what happens when the colors mix. Define tint and value. Repeat with black tempera on the bottom of the paper. 4. End class by trying to find the puddle on the floor made by the melting ice. Define evaporation. Extension Use chalk or oil pastels to draw on top of the dry painting in a subsequent class. Assessment Is artistry evident in the execution of the project? Can students identify tint and shade? By Denise Clyne-Ruch, an art specialist at L.A. Nelson Elementary in Denton, Texas. Line Type Designs Middle School The Art Problem This lesson provides students an opportunity to review and practice color pencil skills. This is a great abstract art review lesson. Materials 9 x 12" (23 x 30 cm) white paper (or draw directly on the cover of a white folder or art portfolio), pencils, erasers, color pencils, circle stencils, and black permanent markers Procedures 1. Review the line types, variation of line width, color wheel, and pencil techniques including blending two colors, blending from one color to another, and three-dimensional shading. 2. Each student will begin by tracing a circle stencil somewhere on the 9 x 12" white paper. They must show the entire circle. 3. Progressing through all seven line types, students will add each one, anywhere and at any size. They may overlap lines. 4. After all the lines are drawn, students should draw a parallel line to create variations in line width. 5. Students will choose their own color scheme, but encourage them to choose similar colors to blend into each other. Each student should attempt at least one area of each of the following techniques: three-dimensional shading, blending from light to dark of one color, and blending from one color to another color. 6. Optional: When the entire space is colored in, students will go over each line type with a black permanent marker. Assessment Did students show all seven line types, blending of light to dark, and blending of two colors, as well as try to create a three-dimensional effect? Did students show consistent participation in the discussion and hands-on progress? By Marisa J. Main, art teacher at Milton Middle School in Huntington, West Virginia. Snowmen in a Snowstorm Elementary The Art Problem Represent snowmen in a mixedmedia artwork. Objectives Students will use different watercolor techniques and collage to create a stormy winter scene with snowmen. Materials watercolor paper, masking tape, watercolors, brushes, plastic wrap, construction paper scraps, glue, toothpicks Procedures 1. Discuss stormy winter skies and demonstrate techniques. 2. Tape watercolor paper to the table and paint with a wet-on-wet technique, mixing colors with blue, violet, and black. Vary the color and brushwork on the lower half of the paper. 3. Remove the tape and set aside to dry. When dry, flatten overnight with heavy books. 4. Make crystallized snow paper on a second piece of watercolor paper, using only blues and violets and plenty of water to create light tints. Apply plastic wrap to the painted paper and set aside. When dry, flatten with heavy books. 5. Assemble the collage. From the previously painted paper, tear pieces for the ground and the snowmen bodies and glue the collages together. Add details such as scarves, buttons, hats, noses, brooms, and eyes, from construction paper scraps. 6. Tear strips of the snow paper to use in creating the illusion of snowdrifts. Use toothpicks dipped in tempera to paint stick arms. 7. Use white and light blue tempera and toothbrushes to splatter on snowflakes (the heavier the splatter the worse the storm). Assessment Display the work for the class and ask students to point out effective images and watercolor techniques. By Renee Eiken, a K–12 art teacher for Spring Grove Public Schools in Spring Grove, Minnesota. Expression with Line High School The Art Problem Explore the expressive properties of line. Objectives Students will create an abstract composition based on lines drawn to illustrate five chosen pairs of contrasting words. Materials large drawing paper, vine charcoal, white chalk, permanent markers, India ink, brushes Procedures 1. Students are shown a series of drawings by artists who use lines in very contrasting ways such as Vincent van Gogh, Rembrandt van Rijn, Alberto Giacometti, Albrecht Dürer, and Ben Shahn. They come up with words to describe the artists' lines, such as "nervous," "graceful," "strong," and "energetic." 2. Students are given a handout with a list of verbs, such as "swimming," "dancing," and "wagging" as well as a list of describing words, such as "timid," "powerful," or "intense." 3. Students are asked to come up with five word pairs from these lists, such as "powerful jumping." They are asked not to draw recognizable "things," but demonstrate the idea using expressive lines. 4. Students are given a large piece of drawing paper and a variety of drawing tools. Their assignment is to create an abstract composition based on lines drawn to illustrate their five chosen word pairs using these guidelines: one line must be very large and dominate the composition; one must be very small but repeated throughout the composition; at least one must be diagonal; and the composition must include overlapping, repetition, a great deal of contrast, while remaining balanced. By Carol Horst, who teaches art at Tehachapi High School in Tehachapi, California.

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