SchoolArts Magazine

NOV 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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Looking & Learning collaborating explore create Beginner Show students the images of the Pennsylvania Academy of Fine Arts and Rush to Rest. Have them identify what the images have in common (size, scale, etc.). Prompt them to imagine standing in front of each work. Ask, "How would you feel if you were standing next to this artwork?" Explain that each work was created by artists who were collaborating, or working together. Ask, "How many artists do you think worked on the building? What about the sculpture?" Beginner Gather together a variety of materials such as wooden blocks, cardboard tubes, boxes, and paper or plastic containers. Explain that as a class, students will work together to create a large collaborative sculpture in the artroom. Have students begin working in small groups in different areas of the room. Explain that as they continue to work, their separate sculptures should combine to create a single installation that fills the space. Carefully document the process and finished piece before working together to break down the sculpture and put the materials away. Use photos of the process as evidence of student work, and display them alongside more traditional works in your school display cases, website, or blog. intermediate After a brief introduction to both works and their creators, place students in small groups to compare and contrast the Pennsylvania Academy of Fine Arts and Rush to Rest. Have them create a list of the similarities and differences. Next, ask them to imagine how the artists planned to create each work and what steps they followed to create them. Have them share their thoughts in a class discussion. Advanced Ask students to write their own definitions of collaborating in their sketchbook or journal. Have them list examples of ways they have collaborated with others and answer the question, "What have you learned from collaborating with others?" Next, show students the Pennsylvania Academy of Fine Arts. Individually or in small groups, have them list every part of the design or construction that could not be completed by a single person. Repeat this activity with Rush to Rest. Ask, "How is it possible that only two artists created these works?" Have students write or draw the steps they imagine were followed when creating Rush to Rest. resources Frank Furness Kavanaugh and Nguyen 26 November 2013 SchoolArts intermediate Begin by having students write ideas for possible collaborative projects on slips of paper and place them in a box. Encourage them to choose a wide range of possibilities, including multimedia or online projects. Explain that you will select four or five ideas from the box and that students can choose from any of them. (You may wish to preview their ideas before picking in order to eliminate any inappropriate or impossible projects.) Limit each group to five or six students so that each group is roughly equal. Have each group create a plan for their sculpture, including materials they will need, steps needed to construct the artwork, and specific roles for each member of the group. Once you have reviewed, discussed, and approved the plans with each group, allow them to begin working. Allow each group to document their process and share it online. Advanced Each student will participate in at least two collaborative projects: one that they have proposed, and one or more that other students have proposed. First, they will create two or three ideas for projects that cannot be completed by one person working alone. Encourage them to explore ideas for projects that reflect what they already know or have learned through collaborating, and skills they know other students have that they do not (playing an instrument, mechanical skills, computer programming, sewing, DJing, acting, dancing, athletics, etc.). The proposed projects can be in any combination of media (within reason) or discipline, including performance, installation, digital media, and traditional media. After a discussion with you, each student should choose a final proposal, write it up, and post it in a visible place in the classroom or on a class website. The proposal description should include the artist's idea, number of collaborators needed, and what kind of skills their collaborators might need. Next, have students sign up for the project on which they would like to collaborate. Remind them that they will need to manage their time carefully if they choose to collaborate on multiple projects. When all groups have been chosen, create a schedule for displaying or performing each project. Be sure to document carefully with film and video, and consider allowing students to document each collaboration in a blog or Tumblr site. Written by Karl Cole, curator of images at Davis Publications; and Robb Sandagata, digital product manager at Davis Publications.

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