SchoolArts Magazine

January 2015

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 50

A D V O C A C Y Green represents problem solving, which is an essential element of any good core content class. It's internal - ization of class content for deeper understanding. Meeting in the Middle The black section, where all the cir - cles overlap, is what I strive for. When I do, I see some amazing things hap - pen. Through this approach, students make connections between content areas, explore them with more depth and understanding, and create more meaningful works of art. This is the heart of a great art program, though it is certainly a diffi - cult balancing act. One needs to take the time to plan for both the personal W e know that art educa- tion isn't just about hand turkeys and cotton-ball snow - men. We know that when our students grid, measure, and draw, they use geom - etry. When they make sculptures they explore engineering and phys - ics. When they mix colors they discover information about science. When they create illustrations they learn about literature. When they review the styles of real art - ists they learn about history and culture. When they create works of art, they solve complex visual problems in creative ways. Interpreting the Graphic The infographic shown here rep - resents different facets of today's approaches to art education. Red represents media and tech - nique. Alone, this category includes learning skills and artistry in the use of media and technique. Blue represents core content— math, science, history, literature, writing, cultures, etc., and their inter - disciplinary connections with art. Yellow represents the potential for personal connections and internaliza- tion of information, media, and tech- nique. Purple stands for craft, or "make and take" projects. These are often the decorative items you see lining the hallways during holidays and spe - cial occasions. Orange represents the art program; lots of expression but few connec - tions to core content. It's "art for art's sake." Eric Gibbons connection and the relevant core content information. Following are three different pinch-pot lessons, all of which address the complexities of this approach. Purple Mode (Craft) Show students an inverted pinch-pot turtle, glazed green, with little append- ages coming out from the bottom. Explain all the steps involved in creating the turtle. All students should know that "a good one" looks most like the teacher's sample. Orange Mode (Art) Give students a ball of clay and show them how to pinch a pot. Ask them to turn it into something creative—something that speaks to their personalities. Some could be overwhelmed by choices, but most will do well and have fun creat- ing their personal expressive artworks. Black Mode (Art Education) Have students write a list of ten words they might use to describe them- selves. Have them connect each word to an animal they think best repre- sents the word, then create a sketch of that animal to scale. This is a good place to talk about Oaxacan carved animals, Haniwa animals, or some other culturally or historically connected touchstone as a reference. After finalizing their sketches, show students how to properly pinch a sculpture. They should cut and An Ideal Art Education When students create works of art, they solve complex visual problems in creative ways. Image courtesy Firehouse Publications. Continued on page 40. 8

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