SchoolArts Magazine

DEC 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 54

The Essential Question How can we teach students to avoid using ster sunrise and sunset? Objective Using their choice of materials, stu- dents will create a scene depicting sunrise or sunset without r the ster orange half-circle and lines of color. Materials several kinds of drawing or paint- ing material; white sulphite paper, watercolor paper, or canvas; photo- graphs of real sunrises or sunsets Procedures 1. Ask students to draw a sunset or . 2. Show photographs of actual sun- rises/sunsets, then compare them Discuss the similarities and the dif- ferences. 3. Ask students to select one or two photos on which to base their final piece. 4. Students should create a plan and a pr 5. After receiving teacher approval, students should use their preferred medium to complete the work. Assessment Did the student follow directions? Does the student demonstrate a new appr nature? 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 practice creating actual or real texture (versus implied texture) in their artwork? Objective Students will use white glue to cre- ate textured letter designs. Materials white tag board, pencils, erasers, Procedure 1. Distribute one piece of tag board to each student. 2. Instruct students to use pencil to draw a letter in large block form. 3. Students should create interest- ing designs and patterns within the letter and in the background. 4. Once the design is finalized, students should trace it with white glue. 5. , instruct students to paint over their designs textures created. Assessment white glue to create texture? Did he or she cr es? Were these textur integrated into the artwork? By Janice Corsino visual art teacher at Le Jardin Academy in Kailua, Hawaii. High School Textured Letters Elementary Drawing with Twigs Early Childhood The Essential Question How can students explore mark- making with nontraditional objects? Objective paintings and explore making marks with nontraditional drawing imple- ments such as sticks and twigs. The use of twigs and sticks provide when it comes to mark-making. e exaggerated and evident than when children are using conventional paintbrushes. Materials examples of Japanese sumi-e paint- ing, different kinds of sticks and twigs, different sizes and weights of white drawing paper India ink Procedures 1. Share images of Japanese sumi-e paintings. Sumi-e is the Japanese phrase for "black ink painting." In - str eflect images of nature in their paintings. 2. Ask students to take turns descriptive terms such as thick, thin, smooth, r , straight, slow, and fast. 3. Have students work in small groups to collect different kinds of sticks and twigs, while thinking about what kinds of mark each might create. 4. ink and pr weights of white paper. 5. Encourage students to dip sticks and twigs into the ink and make a encourage them to notice how the choose af Assessment Have students reflect on their explorations of the sumi-e paint- the differ created. By Angela Eckhoff, assistant pro- fessor of teaching and learning at Old Dominion University in Norfolk, Virginia. Sunrise/Sunset Middle School The Essential Question How can students learn to create art using r Objective Students will manipulate scrap materials to create a mosaic. Materials sketch paper, pencils, scrap tile and/ or broken ceramics, shallow plastic containers lined with cling wrap, tinted grout or plaster, sponges, (optional) Process 1. Explain that a mosaic is a kind of artwork cr pieces of tile, ceramic, or other materials (called tesserae) into pat- terns or pictures. 2. Show examples of mosaics from Point out that tesserae do not touch each other. Grout or plaster fills the spaces between tesserae. 3. Provide paper to sketch a simple design. Avoid adding details. 4. Offer scrap tile and broken pieces of old dishes and other ceramics. (Note: If smaller tesserae are requir a hammer.) 5. Show students how to arrange the tesserae in the cling wrap-lined plastic container. Glue the tesserae not move. 6. Mix tinted plaster or grout and car Avoid overfilling. 7. excess plaster or grout. 8. night and then car emove from the container. Use a wet sponge to clean the tesserae. Assessment How well were scrap materials manipulated to create a simple mosaic? By Pam Stephens, professor of art education at Northern Ari- zona University, Flagstaff.

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