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 38 of 54

High School Studio Lesson they have chosen. Provide students with inexpensive supports to paint their samples on, such as plain or ges - soed Bristol paper, or small canvas boards. Encourage students to pin up their collection of samples together to reflect on what they have created and enlist the help of others to get feedback. Choosing an Image Next, ask students to choose one of their sketches from their journals as inspiration for a painting. Suggest that they might distort or stylize their chosen objects to express the verb they have chosen. If object relationships are not clear, suggest the following: Place objects in different relationships, develop different color tensions, or consider new forms that create insight about the subject matter. dent, and two types of acrylic additives for students to try. Keep small, clean rags available. Journal Prompt Have students develop a collection of thumbnail sketches that represent the relationship between two objects in different states, such as steam (gas) coming from a teapot (solid), or melt - ing ice cubes (solid and liquid). Next to each thumbnail students should write the present participle of a verb (for example, "expelling," "melt - ing") that describes the relationship. Have them consider what meaning that relation - ship holds. How can they simplify that relationship visually in a painting? Encourage students to develop painted samples that explore the cho - sen object, the process, and the verbs P lay implies testing limits— exploring style, design, subject matter, purpose, and meaning. In this studio experience, stu - dents play with relationships between objects. They also experiment with using acrylic paints. Many artists like acrylics because they can be applied to almost any surface, dry quickly, and provide bright, even color. You can change some of the characteristics of acrylics by mixing them with a variety of substances, or you can work with them right out of the tube or dilute them. Students explore these possibili - ties in this lesson. Setup Have a variety of complementary color choices available, such as Dioxazine Purple and Naples Yellow, so stu - dents aren't always using hues at full strength. Make sure there are at least two types of brushes available per stu - Representing John Howell White Change Initial line sketch. Underpainting adding complementary colors. Play implies testing limits—exploring style, design, subject matter, purpose, and meaning. 34 November 2014 SchoolArts

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