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 23 of 60

Fabian Hernandez wrote, "When I was creating the piece, I was thinking of the materials from which the cups are made. So I depicted the cups as a mountain to make it one with the earth." Display students' completed drawings. Lead a class discussion with questions and prompts such as: 1. As a viewer, choose a classmate's artwork that you think successfully transformed an ordinary object into something extraordinary. Propose a title for the drawing. 2. Which drawings most effectively use the position of the object or the viewer's point of view to add drama or tell a story? Explain. 3. Which drawings most effectively integrate the setting or surroundings of the object to add drama or tell a story? Explain. 4. Present your work and read your title or story to the class. 5. What part of the process was most challenging for you? Did you succeed? How? 6. If you feel that you did not succeed, what might you try if faced with a similar problem in the future? The activities in this project challenge young artists to think and imagine with flexibility, an essential aspect of creative thinking. It is based on a lesson in the "Point of View" unit posted on the Tempe Center for the Arts online curriculum. The online unit includes an introductory lesson, PowerPoint presentations with step-by-step instructions, and an ele- mentary version of the lesson called, "The Setting Tells the Tale." Mary Erickson and Ellen Meissinger are colleagues in the School of Art at Arizona State University., natIonal Standard Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation. Web lInk 19

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