SchoolArts Magazine

MAR 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 12 of 66

A D V O C A C y The World Wide Color Wheel Project K–4, the best grade to do the project with is the third grade, as these stu- dents should be on campus for at least another year, giving the partnership school plenty of time to respond. Schools can "share" in the technol- ogy exchange by video conferencing or using other real-time applications. Schools in remote areas that may not be as technologically established can record their presentations and e-mail video clips to their partnering school. However, just one person with a smart phone is all it takes for this project to work. Interactive white boards, digital projectors, and the ability to video conference during the school day bump up the use of technology, but aren't necessary. In the Beginning The initial effort of this project occurred in March of 2013 between my third-grade students and fourth- graders at the American School of Monterrey, Mexico, under the direc- tion of Barbara Martinez. Martinez attended my session at the 2012 National Art Education Association conference on the C.A.R.E. Program, which is a similar program and an umbrella for this project. Students' color wheels were highly developed and creative right away. Giv- ing awards such as Grand Champion, Reserve Grand Champion, Most Unique, Most Col- orful, Neat and Tidy, Best Use of Technology, and others also increased students' interest in the project. Some of the more memorable projects were a bicycle tire with paint chips attached, a large freestanding tissue paper flower with hundreds of petals, a tutu, and an acrylic zebra with color-wheel stripes. Others included baseball hats and baseball plates painted to look like color wheels, slide shows, digital photos of a girl doing various stages all share. The project involves one of the most fundamental concepts in art education, the color wheel. Students participate in the project by creat- ing an individual, team, or group artwork that cre- atively depicts a color wheel. Students then partner with students in a school in another country and share their projects and other information. Opportunities to Share A huge variety of cross-curricular extensions and relationships can develop through the sharing of infor- mation regarding students' cultures and interests throughout this project. Since it takes a bit of time to con- nect partnering schools, it's best not to do the project with your highest grade level. For example, if your school is W hen I was a young girl in a rural school, my classmates and I had pen pals in other coun- tries with whom we exchanged letters a couple of times a year. It was very exciting when a letter would arrive after months of waiting, usually with a photo or a drawing included inside. It would find a prized place on the classroom bulletin board. Technology has changed many aspects of the edu- cational environment, but one excit- ing way that it has changed is the ease of communicating with people around the world. Sharing Visual Language The World Wide Color Wheel Project was born out of a desire to combine art and technology in a way that connects art education while also connecting people, cultures, and countries with a visual language we Trina Harlow By teaching our students about the global community, we strengthen our local one. Continued on page 58. 8 CoverTOC3_14.indd 8 1/23/14 11:41 AM

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