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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The Essential Question fr Objective images to create a six-level color wheel collage. Beginner students will create a color wheel with the thr colors, while advanced students will include all twelve colors of the tra- ditional color wheel. Materials magazines, tag board or card stock, scissors, glue, circle tracers, rulers, pencils, markers, resealable sand- wich bags Procedures 1. On a piece of tag board or card stock, have students trace a large circle that fills the space. Using a ruler, students divide the circle into six or twelve pie slices. 2. Label each pie slice with the color that will go in that slice. 3. Search magazines for images that contain the different colors of the color wheel. Cut or tear out the colors and save them in a sandwich bag until there are enough for each pie slice. 4. Arrange, overlap, then glue the magazine pictures onto the correct pie slices, filling the entire area. Assessment A successful color wheel will have the slices filled with magazine images that match the labeled color. Colors will be in the correct order. Students will have used more than three different images within each color slice. Adaptations and Extensions Beginner students could include scrapbook paper or construction paper along with or instead of the magazine images. T - dents could create a digital collage color wheel from found images on the Internet. By Cynthia Gaub, art teacher at North Middle School in Everett, Washington. The Essential Question How can students practice creating texture in their artwork? Objective Students will create texture in a composition utilizing texture rub- color resist. Materials 12 x 18" (30 x 46 cm) white draw- ing paper, pencils, erasers, black fine-tip permanent markers, wax ed objects (corrugated cardboard, crumpled foil, etc.), watercolors Procedure 1. Distribute white drawing paper to each student. 2. Have students create a simple drawing composed of large, open shapes. (No shading and no details; much like a coloring book page). 3. Students should outline their drawings with a black fine-tip permanent marker pencil lines. 4. Ask students to place their draw- ed sur- faces/objects, then fill them in using the br should use several different textures in their drawings. 5. Once the rubbings are complete, have students paint each section with watercolors to create a resist. Assessment Wer cr er es were the textures integrated into the artwork? By Janice Corsino visual art teacher at Le Jardin Academy in Kailua, Hawaii. Image credit: Allison Round Robin High School Texture Rubbings Elementary Colima Dog Early Childhood The Essential Question epresent Objective Students will cr or another animal or pet of their choosing. Materials or tooth 4" (5 x 10 cm); cardboard base Procedures 1. Before class, roll and cut small slab bases on which students will stand their sculptures. 2. dog with students. These dogs, which were hairless (related to s Chihuahua), are the most represented figures in the state of Colima, Mexico. The first dog in the Americas, the Colima served as watchdog, bed warmer, and dian of the dead. The date back to around 100–250 CE. Tell students that Colima dogs were so important that people made ceramic figures to honor them. 3. images of ceramic Colima dogs. Some are vessels with the tail as a spout, some dogs are dancing together, and some are sleeping. 4. have or have had. 5. Cr then the head. Shape or roll four legs, making sur e thick , add the smaller details, such as ears, 6. Have students connect the feet helps the dogs stand and provides a place in which students can etch their names. 7. , then bisque fire the dogs in a kiln. Pre- Columbian Colima dogs were not whether or not students should glaze or paint their finished pieces. By Craig Hinshaw, an artist, author, and art teacher who lives in Davison, Michigan. Collage Color Wheel Middle School The Essential Question How can students learn to draw from observation in a challenging, Objective Students will create an expressive drawing that demonstrates good compositional skills and an under- standing of positive and negative space. Materials sketchbooks, black permanent markers, a wide assortment of objects to draw, wide-tip colored markers Procedures 1. Create five stations around the classroom, then divide students into five groups. Place an object on each table. I like to use different versions use different objects entir . 2. Students begin at their stations; drawing the object at their station 3. Stop the music after five min- utes. This signals students to move to the next station. Repeat this pro- cess until each group has visited all five stations. 4. ough, ask stu- dents to take a moment to assess at the remaining stations to end up with a finished piece that meets the criteria. Remind them that the object of the lesson is to fill the entire page in an inter - ping, cropping, variation of size/ perspective/direction, optimal place- ment of focal point, etc. 5. After students have visited all five stations, ask them to return to their seats and assess their compositions 6. , ask students to define the negative space and create greater depth with one or more colored makers. Assessment Students self-assess their composi- tions using a checklist that assesses e. By Betsy DiJulio, art teacher at Princess Anne High School in Virginia Beach, Virginia.

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