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 25 of 54

Hannah and Harrison. came out really well. I did ARTSPARK [a street art event] in Raleigh for many years, so I taught them how to work with chalk on a large scale," she adds. In future years, Sands wants to incorporate more interaction into classroom projects. "I want kids who aren't art students to be able to add to the projects themselves. The chalk mural isn't for students the final art," he to create interactive chalk explains. "The viewer who takes a murals to be displayed photo of someone Teamwork around school. standing in front of After the planthe mural is makning process, Rossi ing the art by taking the photo. The and Sands demonstrated how to use photo becomes the art and the photogchalk on pavements. Both teachers rapher becomes the artist . . . mind: emphasized the importance of teamblown. I know!" work, utilizing each group member's strengths, and incorporating value into their pieces. Students first sketched drawings with white chalk and then layered over them with the final colors. The murals were drawn on the walls of Apex High's courtyard, a high-traffic area within the school. Art students placed signs with instructions on how to interact with their pieces and invited their peers to take photos and upload them to the art department's Facebook page. "Our goal was to get the whole school involved and create awareness for the art department," says Sands. Students also reflected on their experiences on a classroom blog. Throughout the project, students encountered multiple problems. After two days of work on the murals, rain washed away several of the pieces, even those under cover. As a result, some groups had to redraw parts of their projects. After the pieces were completed, each team member evaluated other members on cooperation and performance. Later, teachers graded groups on the use of value and the pieces' level of interaction. Both teachers showed real-life examples of interactive art to their classes. Then, students formed groups and brainstormed ideas for interactive images. Each group, composed of five to seven people, created ten preliminary thumbnail sketches. With the guidance of both teachers, the groups each chose a final picture. Students then individually drew colored The goal was sketches. Sarah Muzzillo, a student at Apex High School, is the features editor for the school newspaper, Legacy. John Santos, also a student at Apex High School, is the news section editor for Legacy. national Standard Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. WEb linkS Aliza. Reflections "Students gained an awareness of what it's like to create a piece of artwork on a team, the importance of value, as well as public art and interaction," says Rossi. "I think [the pieces] 21

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