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 23 of 50 19 • Display visual examples. Albrecht Dürer's Great Piece of Turf and da Vinci's Study of a Tree are two I have used. • I always give students a point where they should begin drawing, usu - ally breaking the drawing into small steps. For drawing a wildflower, draw the stem first, next draw the flower, and finally, add the leaves. Revisiting the Oak Tree Once students have a good under - standing of the basics of drawing from observation, I share my childhood experience with the oak tree to help students see that drawing from obser - vation can involve using more than just t he eyes. Near a tree outside of school, I have kindergartners stand with arms upraised and fingers extended, making the connection between their bodies and the tree. Students draw their trees on 8 x 10" (20 x 25 cm) pieces of scrap drywall, which is perfect for transporting and displaying. Using black permanent markers, students first draw the trunk, then the limbs, and finally the twigs. Back inside the class - room a watercolor w ash is brushed on, effectively adding the thousands of leaves that so befud - dled me more than fifty years ago. Craig Hinshaw is an artist and art teacher who lives in Davison, Michigan. He is the author of Clay Connections (Poodles Press, 2008) and Animals, Houses, and People (Poodles Press, 2013). N A T I O N A L S T A N D A R D Connecting: Relating artistic ideas and work with personal meaning and external context. W E B L I N K Small natural objects are the perfect way to start, since they allow each student to have something at his or her desk to hold and study intimately.

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