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 42 of 54

Early Childhood Studio Lesson BeautifulStuff Cathy Weisman Topal A nyone who has ever had a Engage toddler knows that they Explain to students that artists see often prefer to play with possibilities for expression in everyday things taken from kitchen objects and experiences. Share and discabinets rather than commercial toys. cuss the work of artists such as John A child's desire to manipulate and Dahlsen, Bernard Pras, and Sarah-Jane experiment with objects is a great van der Westhuizen, who use found motivator for the artroom. This is a materials in their work. guiding principle of Reggio Emilia, Italy schools, which put their focus on Explore the interests of the individual child As a way to see what they have and and process, not product. to get organized, tell students that To facilitate playing with found they are going to explore collections materials, continually collect nonof objects as a group. Give each table toxic objects such a bag or box of as bottle caps, objects and ask A child's desire to plastic containstudents to set manipulate and experiment out the materials ers, buttons, yarn, with objects is a great small toys; natural on their tables in motivator for the artroom. such a way that objects such as nuts, branches, others can apprecileaves, and rocks. Find out if your city ate them. Have students look at all the or town has a recycling center that materials and think about ways they will provide teachers with such matecould be sorted. rials. Ask your students' parents to collect items, as well. You could post Create a list of possible materials on your With the class, brainstorm a list of school website. Now start playing categories (particular colors, shiny around with materials! stuff, metal stuff, wood stuff, plas- Objectives When sorting and working with found materials, young artists will: • see potential in everyday discarded objects. • select and arrange objects using their natural aesthetic preferences. • experiment with different arrangements. • use the language of visual arts to explain their arrangement. • practice reusing and recycling. • practice interpersonal skills and communication. Materials • clean found and discarded materials • 12 x 18" (30 x 46 cm) white paper • clear, white, or black containers or boxes • index cards • pencils • fine-line markers Continued on page 38. 34 the painting on the paper was a selfportrait. Teachers also asked questions K during the sharing of the completed Continued from page 8. artworks and led a reflective discussion at the end of the lesson to assess student learning. Six of these paintings were exhibited at the annual Twin Ports K–12 student exhibit at the Kruk Gallery at the University of Wisconsin-Superior. Viewers enjoyed the display of the paintings as an installation in the middle of the exhibit. MEETING INDIVIDUAL NEEDS Free to Be Me Objectives High school students with profound and multiple special needs will be able to: • iÞÌiëÀ>Ìv a fun and creative book >`Ã}ÌÌiÀÞÌv the text in the book. • ÕÃiVÀ>`iÃÌiÌV ÛiiÌÌ`iÌvÞ parts of their bodies. • ÃiiÌiÃiÛiÃvi Ãâi`«>Ì}ÃÌiÞ create. • ÕÃi>À}iLÀÕÃiÃÌ move color around the «>«iÀ>ÃÌiÞVÛiÀÌiÀ images with paint. October 2013 SchoolArts Continued from page 34. tic stuff, etc.) for sorting. Ask each student to choose a category, get a container, and start collecting. Students sort until all the materials are collected. Next, have students each make an arrangement of their objects on the 12 x 18" white paper or on the table. Once students are pleased with their arrangements, take a photograph of each one, or have students draw or photograph them. A dab of blue here, a splash of red there, a goopy smear of green . . . everywhere. —Karen Beaumont Pam Clark and Kathy Hubbard aren Beaumont's book, I Ain't Gonna Paint No More! (Houghton Mifflin, 2005), inspired this lesson for high-school students with severe disabilities. The heart of this experience was the creation of a splashy, drippy paintings. Students mixed primary colors to make many others and used large pieces of butcher paper to paint life-sized self-portraits. body parts (red for the head, green for the neck, yellow for arms, etc.). Next, each student stood in front of a large sheet of butcher paper that was hung on the wall of the classroom as peer mentors outlined their bodies with black permanent marker. Newspaper was spread out to protect the floors and the butcher paper outlines were laid on the floor on top of the newspaper. Drawing the Body To start the lesson, we read the book aloud to students, emphasizing the parts of the body that are painted by the little girl in the book. Singing the song "It Ain't Gonna Rain No More," students identified various parts of the body referred to in the book and selected different colors for different Playing with Color With the help of peer mentors and university students, each student used large paintbrushes and acrylic paint to color the shapes inside the body's outline, using the permanent marker color outlines on the butcher paper as a guide. The paint was poured on the paper in big drips and glops—red, yellow, blue (the primary colors), a tiny bit of black, and most of all, white. This activity was set up like a dance, with the teachers pouring paint and students and mentors moving the paint until the body image was covered. When a portrait was finished, it was lifted up carefully and hung on the wall to dry with newspapers placed underneath to catch any dripping paint. The globs of paint that ran down the paper created interesting drips and dribbles. Assessment Teachers observed student work in progress and asked questions during the lesson. When finished, each student was able to identify that Continued on page 38. 8 Pam Clark is a certified special education teacher at Superior Senior High School, in Superior, Wisconsin. Reflect Have everyone step back and take a look at these interesting collections. Ask for volunteers to share their categories and explain how the display is organized. Remind students that these objects were going to be thrown away. Ask students to think about this process of sorting and organizing materials. Collect materials for later use. Cathy Weisman Topal is the author of Creative Minds Out of School (Davis Publications, 2012), and Explorations in Art, Kindergarten (Davis Publications, 2008). NatioNal Web Kathy Hubbard is an assistant professor of art education at the University of Wisconsin-Superior in Superior, Wisconsin. NatioNal StaNdard Students explore and understand prospective content for works of art. Web liNk i-aint-gonna-paint-no-more 38 October 2013 SchoolArts StaNdard Students explore and understand prospective content for works of art. liNkS studioblog/?cat=16

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