SchoolArts Magazine

NOV 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 34 of 54

30 November 2014 SchoolArts Middle School Studio Lesson appears to pop up. I use this opportu- nity to introduce linear perspective, showing students a variety of Italian Renaissance paintings where the artist was able to accurately portray windows, doors, tile floors, tables, etc. This transition hooks students in for the challenges ahead. Once students see the benefits of learning perspective, we begin a series of exercises covering the basics. Together and independently, students create a variety of boxes, shapes, and letters in one-point per - spective. When they have the hang of these, we transition to an interior space. Together, we construct a room in one-point perspective. Then, inde - pendently, students add tile floors, fluorescent lights, furniture, doors, and windows. Once they can do this, they are ready for the hall. Drawing Hallways On the day when students are ready to work in the halls, the excitement is palpable. I assign students to differ - ent halls so they are spread through- out the school and can be located quickly if necessary. They are given the freedom to choose what to draw, as long they remain in the hallway and not somewhere out of sight. Finally, they are reminded that they are drawing in one-point perspective, so they should "look for their rect - angle" and face it when choosing a view to draw from. While they work, I roam the halls with my grade book, visiting each student several times, checking for progress and answering any questions they may have. Introducing One-Point Perspective Students begin the unit on perspec- tive by looking at representations of interior spaces from a variety of cultures and time periods. Together, we talk about the various techniques used by artists to create a sense of depth (overlapping, object placement, size, shading, etc.). While looking at these images they will usually point out the things that look "wrong," such as objects that appear to be sliding off a table, or a tile floor that I love teaching linear perspective because I find it really appeals to students who crave structure, and it provides an excellent oppor- tunity for exploring connections between art, math, and science. Per- spective can be challenging, so I try to find ways to make the process enjoy- able and allow for plenty of creativity in the end product. Surreal hallway drawings successfully bring these things together while also raising awareness for my school's art program. SUR REAL Jennifer Hartman HALLS Cassidy Smith, grade seven.

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