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.

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Page 28 of 75

Procedures 1. Students plan and enlarge their composition to 12 x 18" watercolor paper using the still life as a point of reference. A blue wash may be applied to the watercolor paper. 2. This project will incorporate the entire color wheel. Instruct the class to use the lightest hues of the color wheel (yellow, yelloworange, or yellow-green) for the highlighted areas. The darkest hues will be the shadows on the still-life objects (violet, red-violet, or blue-violet). Intermediate hues will be used for the in-between shades. 3. To create contrast, the foreground objects can be painted using the warm side of the color wheel, while the background objects are painted in the cool colors or vice versa. 4. Finally, the remaining unoccupied space can be painted in a contrasting color. Assessment A classroom critique is a good selfevaluation tool for students. Midway through the painting, a critique can help students meet objectives that they might have missed or misunderstood. A final critique will help students gain confidence as they analyze various techniques, views, and intentions. Nicole Haworth, grade twelve. Debra Lott is art department chair at Assumption High School in Louisville, Kentucky. NatioNal StaNdard Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. Web liNk fauve/index.shtm Materials • pencils • acrylicpaint • varietyofbrushes • 12x18"(30x46cm)watercolor paper • still-lifeobjects • colorwheel • Matisseartworkreproductions SchoolArts May/June 2007 27

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