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 46 of 63

art You From? mer students were distributed to help students realize that there are many ways to portray oneself. Adding Details Students began their self-portraits by drawing the shape of their head with a black marker. Each feature was added after we thoroughly discussed each student's characteristics and placement. When the head was completed, students added a neck, shoulders, clothing, hair, and a hat, if desired. Details such as patterns, buttons, collars, and jewelry were added. During the next class, students added color with markers, cut out the self-portraits, and glued them to 9 x 12" (23 x 36 cm) construction paper in the color of their choice. Some students elected to add details to the background that corresponded to their former state or country. When the self-portraits were completed, we displayed them and students described the memories they evoked. These geographical self-portraits now have a different meaning to students. These self-portraits have helped them understand that their past is a part of them. Hopefully, these geographical self-portraits have helped students gain insight into their lives, remember their past, and accept each other as they grow. Sara Schmickle Kirker is an art teacher at Apple Glen Elementary School in Bentonville, Arkansas. skirker@bentonville. NatioNal StaNdard Students select and use subject matter, symbols, and ideas to communicate meaning. Web liNk default.aspx 45

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