SchoolArts Magazine

JAN 2014

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 60

Me and My Shadow The Essential Question How can young students demonstrate an understanding of shadows? Objective Students will draw a moving figure and create a shadow for it, combining both in a mixed-media artwork. Materials crayons, 9 x 12"(23 x 30 cm) Manila paper, 9 x 12" construction paper in a variety of colors, 9 x 12" black construction paper, scissors, glue Procedures 1. Show and discuss examples of artworks that feature human figures with shadows. If time allows, take students outside in the sun so that they can look at their shadows. 2. Back in the artroom, have students draw and color their figures as large as possible on Manila paper, using crayon. Encourage students to show themselves as moving figures. 3. When the figures are complete, have students carefully cut them out. Early Childhood 4. Have students lay their cutout figures over black construction paper and trace around them, leaving some space between the cutout and the traced line all around. Students should cut out their black "shadows." 5. Students should assemble their final artworks by using a colored construction paper background, laying the black shadow over that, and finally, adding the original drawing. Encourage students to shift the shadow a bit to the side so more of it shows. 6. Check students' figure placements and then have them glue all the layers together. The Essential Question The "Dreamtime" is a term used in Australian aboriginal culture to describe the period before living memory when spirits emerged to create the earth and all living things. Dreamtime stories are important because they are used to establish cultural patterns and customs. How can students gain a better understanding of aboriginal cultural symbols and their meanings? Assessment Have students share their artwork with the class and explain their intentions for their figures. Materials 12 x 18" (30 x 46 cm) black paper, tempera paint, markers, 9 x 12" (23 x 30 cm) white drawing paper, glue, scissors, circle templates, brushes, Ready to Dream by Donna Jo Napoli (Bloomsbury, 2009) By Nancy Walkup, editor of SchoolArts. Objective Students will create a realistic or fantasy "animal" sculpture from recycled materials. Materials 11 x 17" (28 x 43 cm) drawing paper, pencils, toilet paper rolls, two-liter soda bottles, water bottles, paper cups, masking tape, glue, newspaper, acrylic paint, brushes, buttons and/or googly eyes Procedures 1. Demonstrate ways of experimenting with varied combinations of recycled materials to create an animal shape. 2. Have students begin by sketching their animal on drawing paper. Tell them to plan out which repurposed material they will use to shape each part of their animal. 3. Make sure each table has several rolls of masking tape and varied recyclables. Demonstrate how to attach materials together with masking tape. Objectives Students will learn about aboriginal symbols and their meanings while creating an aboriginal artwork of their own. Process 1. Show students examples of aboriginal art. Point out the use of circles and dots in the artworks and explain that these can symbolize many things, from flowers and clouds to campsites and stars. Recycled Fantasy Animals The Essential Question How can students utilize their understanding of recycling and conservation in the artroom? Aboriginal Dreamings Middle School 4. Have students create their full three-dimensional forms. When they are done, have students set their sculptures aside. 5. Mix all-purpose glue with water, making sure that the mixture is runny, but stiff (one part water to two parts glue). Have students rip newspaper into ½" (1 cm) strips. Model how to dip the strips into the glue mixture and attach them to their sculptures. Once the sculptures are covered in papier-mâché strips, let them dry thoroughly for the next class meeting. 6. Once the sculptures are dry, prepare students to paint. Encourage students to paint their sculptures with detail and care. When they are finished, you might want to spray a clear liquid sealant or glitter spray over the sculpture. Assessment Have students write a sentence or two about each other's sculpture, then read it aloud to the class. By Julie B. Wells, a student at Northern Arizona University, Flagstaff. Elementary 2. Have students use markers in cool colors to create different types of circular designs on the 9 x 12" white paper. Students will use circle templates to design as many different patterns as possible. Encourage the use of concentric circles and wavy lines found in the examples of aboriginal art. 3. Read aloud the story Ready to Dream by Donna Jo Napoli. Students should notice the use of wavy lines and circles in the illustrations. 4. Have students mix tints of cool colors, then paint various wavy lines on the black paper. 5. Cut out the circle designs and glue them onto the painting. Allow students to use the back end of a paintbrush or a crayon to stamp white dots around the circles and lines. By Matt Mazur, an elementary and middle school art teacher at Dealey Montessori Vanguard and International Academy in Dallas, Texas. Collaborative Self-Portrait The Essential Question How can students create a selfportrait that, in a seeming contradiction, involves the collaboration of others? Objective Each student will start and end a portrait in the medium of his or her choice, but, in between, other students will "work into" it. Materials medium-sized supports such as corrugated cardboard, one per student; a range of wet and dry media (permanent marker, white acrylic, colored pencils, charcoal, cut newspaper, etc.); clock Procedures 1. Divide the class into teams of four to six students. Distribute supports. 2. Supervise the selection of media with which each student will work. Each student on a given team must work with a different medium and must work with only that medium for the entire process, except when initially sketching his or her own self-portrait and when resolving it at the end. 3. Explain that when you call "start," each student has fifteen High School minutes to draw him or herself with the medium of choice. 4. After fifteen minutes, students must stop working and pass their work clockwise to the next student. That student has five minutes to "work into" his or her neighbor's portrait using only the medium he or she chose. After five minutes, the portraits are passed clockwise and the process is repeated. Continue until each portrait has been passed once around the circle and arrives back to its original owner. 5. Each student has ten minutes to resolve his or her self-portrait using any medium available in the classroom. Extension Conduct a group critique focused on questions such as, "What is lost and what is gained through this process?" "How did you feel about giving up total control over your work?" By Betsy DiJulio, art teacher at Princess Anne High School in Virginia Beach, Virginia. Image Credit: Betsy DiJulio

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