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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on an area (this often results in little to no negative space). After sketching at least three ideas, students select a solu - tion to develop into a final piece. Value, Pattern, and Reflection For their final pieces, students are provided with a variety of sizes and shapes of drawing paper. I assist them in cropping the paper to meet the needs of their work. Students will often need to enlarge their drawings on the final paper. At this point, discussions about value and pattern often emerge. I give students a worksheet with a series of boxes to practice a value scale. They also create many pattern ideas using lines, shapes, textures, and values. The worksheet becomes a tool stu- dents can use as they add values and patterns to their final drawings. As part of responding to art, I ask students to conference with me about their solutions. As we talk and I probe their thoughts on the sketches, other points of discussion may emerge. This can also be done in writing if you don't have time for one-on-one confer- ences. We may have a gallery walk at some point in the unit to view what others have done. This activity allows students to share and use ideas in each other's work. A more formal critique may be used to help artists and view- ers focus on praise, questions, and sug- gestions. Observation is a wonderful means for making art. When developing observation skills, it is key to allow students to explore a variety of sub- jects and objects so that they can be successful and eventually build on that success and expand their knowl- edge with more complex items and tools. Bob Reeker is visual art and integrated technology specialist at Eastridge Ele- mentary School in Lincoln, Nebraska. N A T I O N A L S T A N D A R D Creating: Conceiving and developing new artistic ideas and work. W E B L I N K 27

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