SchoolArts Magazine

OCT 2013

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 14 of 54

My Collection Early Childhood The Essential Question How can young children come to understand and appreciate assemblage sculptures and the work of artists such as Louise Nevelson? Objective After learning about Louise Nevelson, students will build their own assemblage sculptures. 4. Arrange the wood panels and shapes into a pleasing design, then glue the design in place. 5. Select a single color and paint the entire assemblage that color, taking care to get into all the nooks and crannies. 6. Cover the completed piece in d├ęcoupage glue if desired. Materials wood panels, small wood pieces and shapes, tacky glue or carpenter's glue, acrylic or tempera paints, a variety of brushes, examples of Nevelson's assemblages, d├ęcoupage glue (optional) Assessment Students can use the word "assemblage" when describing their work. Their designs are well balanced, securely glued, and completely painted. Procedures 1. Show and discuss examples of Louise Nevelson's sculptures. 2. Discuss what it means to have a collection of something, then have students create their own "collection" of wood shapes from the pieces provided. 3. Introduce the word "assemblage" and explain that the goal of this project is to create a balanced assemblage. By Laurie Bellet, art specialist at Oakland Hebrew Day School in Oakland, California, and a creative consultant for Torah Aura Productions. Up Close Objective Students will study the life and work of Chuck Close, then create their own photo mosaic. Materials old photographs and magazine pictures, glue, background paper, examples of work by Chuck Close Procedures 1. Discuss the life and work of Chuck Close with intense focus on his picture collage technique. 2. Decide on a collage subject. 3. Cut the photos and magazine pictures into small pieces. 4. Arrange and glue the pieces to create an original photo mosaic. Assessment The student can talk about the art of Chuck Close. Final work demonstrates careful composition of colors and shapes to create the overall effect. By Laurie Bellet, art specialist at Oakland Hebrew Day School in Oakland, California, and a creative consultant for Torah Aura Productions. Elementary The Essential Question How can young students learn about design and architectural elements? Objective Students will design a new structure by completing a collage of architectural elements. Materials photocopies of drawings and photographs (make sure they are all of a similar scale), scissors, glue, construction paper Procedure 1. Decide on a style of architecture you would like students to emulate and the elements they will learn about. Present several photographs of buildings and structures and point out the important elements in each, such as gambrel roofs, chimneys, and overhangs. 2. Give each student several photocopies of structures. The Whole Pen Middle School The Essential Question How can students come to appreciate the art of Chuck Close through their own work? Frankentecture 3. Instruct students to cut out the large elements they like from the photocopies. 4. On construction paper, each student will assemble a new building from his or her cut pieces. 5. Students can go back to their photocopies and search for smaller elements to finish up their building collages. Assessment Did students learn about a new style of architecture? Do students understand the vocabulary? Did students design a new building from existing architectural elements? Extension If desired, students can draw on, color, or paint their collages. By Heather Kostal, elementary art teacher at Garfield Primary and Grant-White Intermediate schools in Forest Park, Illinois. High School The Essential Question How can high-school students explore markmaking in an engaging way? Objective Students will create a unified artwork using all of the ink in a ballpoint pen and a single piece of drawing paper. Materials white drawing paper, black ballpoint pens, masking tape, permanent markers Procedures 1. Number each ballpoint pen using masking tape and a permanent marker. Assign each student a number that corresponds to a pen. 2. Show and discuss different examples of artworks that show strong use of markmaking, such as Renaissance drawings, fourteenthcentury etchings, and Japanese woodblock prints. 3. Pass out a single sheet of drawing paper to each student and the pen with the number that corresponds to his or her name. 4. Have students draw on that single sheet of paper with their pen until the pen runs out of ink. Students may draw whatever they like, but may only use one side of one sheet of paper. Collect pens at the end of the period for safe-keeping. Assessment Did the student use the entire pen and only one sheet of paper? Did the student make a variety of marks? Did the student create a unified composition? Have students discuss how they felt during this activity and how their feelings changed by the time they were finished. By Nikki Turman, art teacher at Del Norte High School in Albuquerque, New Mexico. Image Credit: Zoe Rivlin, grade eleven.

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