SchoolArts Magazine

OCT 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 58

The Essential Question How can students learn to use color to reflect their environment? Objective Students will make effective use of color to reflect temperature, either hot or cold. Materials paints or pastels, white paper, examples of artworks that commu- nicate temperature well Procedures 1. Review warm and cool colors. 2. and imagine what "cold" looks like and what "hot" looks like. 3. Select some paintings or pho- tographs to look at and guess the "temperature" of the piece. (You avoid other influencing factors or hints.) 4. Students should make a pre- or "cold" composition, then plan how temperature will be reflected. 5. After finalizing their sketch, stu- dents should use paints and/or pas- tels to create their final piece. Assessment Hold a class critique to guess the temperature of each piece. By Laurie Bellet, art specialist at Oakland Hebrew Day School in Oakland, California, and creative consultant for Tora Aura Produc- tions. The Essential Question How can students lear - bols in their work? Objective Students will recognize the use of s work and lear manipulating media. Materials Tar Beach - white tagboard cut into 9 x 9" (23 x 23 cm) squares, liquid watercolors, brushes Procedure 1. Read Tar Beach and discuss how - work. 2. Ask students to select a basic epresents something about them. A circle could repre- sent wholeness, a triangle could represent one's three favorite sports, etc. 3. Have students draw thumbnail fer- select the best sketch. 4. Using oil pastels, students should draw their selected sketch on the square tagboard. Add details to e interesting, then wash with watercolor. 5. The finished squares can be assembled into a class quilt for dis- , or photographs can be taken of the squares, printed onto fabric, then sewn into an actual quilt. Assessment processes were used to create their work. Finished products show com- petent manipulation of media. By Amanda Koonlaba, visual arts specialist at Lawhon Ele- mentary School in Tupelo, Mis- sissippi. Pick Three High School Elementary Collaborative Kente Cloths Early Childhood The Essential Question - tional, multicultural craft techniques to create a collaborative artwork? Objective Students learn about African kente cloths and use their fine motor skills to prepare papers that will become large, collaborative weavings. Materials colored butcher block paper, small sheets of construction paper in tra- ditional kente cloth colors, tempera paint, scissors, glue, The Spider Weaver: A Legend of Kente Cloth et Musgr Press, 2001) Procedures 1. Read The Spider Weaver: A Legend of Kente Cloth. Discuss the common colors found in kente cloths and the meaning behind them. View examples of kente cloth weavings. 2. Cut pieces of construction paper large butcher block paper. 3. Use a selection of common kente cloth colors and paint collab- paper. 4. Fold the paper with the glued-on strips in half and cut into a giant warp. Cut the painted paper into strips for the weft. 5. Show students a video of arti- sans weaving kente cloth patterns. Discuss the "over-under" pattern technique, then let students take turns helping to weave the giant kente cloth. Extensions Have students weave smaller, per- sonal kente cloths. Assessment - tive kente cloth and ask students to describe the technique used to create it. By Melissa LaCour, art special- ist at West Ridge Elementary in Racine, Wisconsin. Hot Outside? Middle School The Essential Question pr e recon- textualized/recombined? Objective Students will pick three pr drawn and/or painted objects from different pages in their sketch- books, then recontextualize them eate an entir Materials varied drawing and painting media, white drawing paper, graphite pen- cils, erasers, pencil sharpeners Procedures Note: Pr , this challenge could not be more straightforward. However, it needs to be given towards the middle or end of the e that students their sketchbooks from which to choose. 1. Students should choose three objects from three different sketch- book drawings or paintings, then extract them from their original contexts and combine them in an inter eate an entir new work of art. 2. Teachers should feel fr size of artwork, theme, a prepared ground or unusual support, etc.). Students should be encouraged to good technique and composition. Depending on the criteria, this challenge could make an excel- lent formative or even summative assessment. Assessment Students self-assess according to a corresponding rubric or checklist. By Mylinda McKinney, art teacher; written by Betsy DiJu- lio, NBC art teacher at Princess Ann High School in Virginia Beach, Virginia. Image credit: Christian Braeunig, grade eleven.

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