SchoolArts Magazine

MAY-JUN 2007

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

Issue link:

Contents of this Issue


Page 13 of 75

pink pooDle Early Childhood The Art Problem Students draw with a curved line and create a drawing of a poodle. Objectives Students will be able to identify a curved line, create a drawing of a poodle using curved lines, and integrate art with phonics. Materials 9 x 12" (23 x 30 cm) pink construction paper, crayons Guided Practice 1. Show students a curved line and have them identify objects that have curved lines in the classroom. 2. Have students practice drawing curved lines in the air. Show them how to create a circle shape using curved lines. 3. Guide students to make the "p" sound in words such as pink poodle. absTraCeD Value 4. Using different sized circles, have students create a drawing of a poodle, using three large circles for the body, one medium size for the head, small sizes for the tail and legs, and miniature circles for the ears and nose. Add details like grass or clouds to the drawing. Assessment Ask students to explain what a curved line is and show how they created curved lines in their artwork. By Kay Adamson, an art teacher at Ginnings Elementary in Denton, Texas. Middle School The Art Problem This lesson provides students with a chance to practice various value techniques prior to working on a still-life drawing. Students interpret a set of directions in a personal way to create an abstract composition that demonstrates variety and balance. Students incorporate the value techniques of gradation, pointillism, cross hatching, and parallel lines. The elements and principles of color, balance, and contrast must also be demonstrated. Materials 8 x 11" (21 x 28 cm) toned paper, fine-line permanent markers, colored pencils, rulers, circle templates Guided Practice 1. All students initially work from the same set of instructions to draw their design, but are encouraged to interpret them as widely as possible. (e.g., draw four lines beginning and ending at an edge of the paper; draw five circles; add two more shapes, etc.) Directions can vary according to the teacher. 2. Students outline their design in marker. 3. Students fill in an odd number of shapes with a dark marker to create contrast. White or another light color is added in the same manner. 4. Teacher demonstrates each value technique and shows how it is used in artwork created by other artists. Students apply the value techniques to their design a minimum of three times each with colored pencil and marker. 5. Students add extra patterns, value techniques, and shapes until the design is finished. Assessment Evaluate the originality of the design, competency and effectiveness of value techniques, artistry, and effort. Since this project can serve both as a means of creative practice or a stand-alone project, grade weight can vary. By Mary Coy, art teacher at Spry Middle School in Webster, New York. MirÓ Collage Elementary The Art Problem Students examine the anamorphic forms in Joan Miró's paintings and create a collage of an imaginary creature in its environment. Materials 9 x 12" (23 x 30 cm) black construction paper, assorted colors of construction paper, scissors, glue, Miró artwork reproductions Guided Practice 1. Lead students to observe and identify the shapes in Joan Miró's Women and Bird in the Moonlight. 2. Define geometric and organic shapes. 3. Ask students to interpret what the painting is about. Read the title aloud to provide clues. Explain that artists often create works of art that are inspired by dreams or fantasies. Miró used simple shapes to create new, imaginary worlds. 4. Distribute assorted paper scraps, scissors, and a sheet of black 9 x 12" paper. Lead students to cut geometric and organic shapes in all sizes. 5. After students have compiled shapes, have a brief discussion about tall tales, imaginary creatures, and make-believe places. 6. Allow ample time for students to arrange their shapes in a colloage of an imaginary world. Encourage students to try more than one composition before gluing. Have students cut and add smaller pieces for details. Assessment Ask students to take turns pointing out their geometric and organic shapes, and explaining their imaginary worlds to the class. By Shannon Sweney Stephens, who was a student teacher at W.S. Ryan Elementary in Denton, Texas when she taught this lesson. TransparenT Designs The Art Problem Students will create a mixed-media collage that utilizes transparent images in their design. Students will focus on how to create a cohesive design using found objects that narrates a story of a specific person in their lives. Materials white or light-colored scraps of mat board; found objects; transparent materials such as clear tape, old transparencies, old film, old slides, etc.; collections of flat found objects; glue, tape Guiding Practice 1. Have students collect a small bag of found papers, tags, cards, receipts, tickets, clippings, etc. 2. Ask students to sift through the materials they found and write a short narrative about the people that these items belonged to. Who are they? What do they do for a living? What types of friends do they have? What do they enjoy? 3. Once they create this description, ask students to arrange a High School layout that creates a cohesive and unified design using the objects. They must look closely at where their focal point lies and how the viewer's eyes will travel across the artscape. 4. Ask students to begin to organize their piece on the scrap of mat board provided. It is important that they remember that some of the elements must be transparent, and that because some layers will show beneath the surface, it is imperative that they pay attention to artistry. Student Extension Once students create their mixedmedia collage, have them create a painting based on the small section of their collage. Enlarge and alter the color for a more expressive mood. By Nicole Brisco, TAEA secondary division chair, contributing editor for SchoolArts, and teacher at Pleasant Grove High School in Texarkana, Texas.

Articles in this issue

Archives of this issue

view archives of SchoolArts Magazine - MAY-JUN 2007