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.

Issue link:

Contents of this Issue


Page 39 of 60

researching, and sketching ideas. I strongly encourage them to reinterpret the myths into their own creations. ing Adam and Eve from the garden. Other examples from the Met's collection include the Indian sculpture, Shiva as Lord of the Dance (Nataraja), African Yoruba sculptures, and a box drum from the Native American tribes of the Northwest Coast. reading and research Next, students read and research creation stories found on This site provides a good overview of cultures and myths from many cultures. Students begin to think about what myths appeal to them and what images come to mind after reading the stories. I also encourage them to look at their own family backgrounds and perhaps choose a myth that represents their heritage. Students spend several class periods reading, Working with clay Once students have decided on the myths they want to portray, they need to consider how best to represent the story three-dimensionally in clay. Prior to this lesson, students have learned the traditional handbuilding techniques of pinch, coil, and slab. Looking at their sketches, we talk about which technique would be the best to form a particular myth in clay. Sometimes it is only one technique, but many times students use a combination of pinch, coil, and slab. This lesson is an opportunity for them to think creatively and solve technical problems with the clay as they work through their ideas. summarizing and reflecting Once the work is completed, students each write a paragraph summarizing their chosen creation myth in their own words. I ask them to think about what intrigued them when they were researching the stories and what chal- lenges they found when they were in the process of creating their ceramic pieces. Many interesting conversations arise as students work. Many of them are curious about the work of others and the stories behind their classmates' ideas. As a teacher, I enjoy seeing how students have come to understand how alike we are as people, and how we share similar beliefs and traditions. Mercedes Faunde is an art teacher at River Dell Regional High School in Oradell, New Jersey. nationaL standard Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. Web Links Rebekah Ha, grade nine, Japanese Creation Myth. 35

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - JAN 2014