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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ing math terms such as vertical line of symmetry, horizontal line of symme- try, parallel lines, and diagonal lines. After the paper is divided into sections, the fun and creativity can begin. Students start with a shape or a line, then fill one of the sections with their chosen shape (oval, circle, triangle, square) or line (spiral, check, asterisk, wavy, zigzag). Students will begin to notice that the smaller and closer together the shapes or lines are drawn, the darker the value. When the shapes or lines are larger or farther apart, the texture appears lighter in value. Understanding Texture An "aha" moment occurs when a stu- dent looks at his or her work from a distance and no longer sees the many little shapes individually, but sees the area as texture with value. A gradual value change happens when the size of the shape changes as the section is being filled. Stippling or pointillism is a technique that depends on the close- ness of the dots and the white of the paper to create value change. Granted, this can be a very labor-intensive assignment, but my students are always surprised and impressed by the finished product. At this point, I introduce examples of artwork that illustrate texture. To practice recognizing textures, I then send students on a scavenger hunt for textures in their textbooks or in the artwork around the room. Students keep their completed texture reference pages to use for drawings that show implied texture. At this point, stu- dents realize that it is texture that can make someone look at a drawing and say, "Wow, how did they do that?" Kathy Raines Graham is an art teacher at Alderman Elementary School in Greens- boro, North Carolina. artykathy@ gmail. com 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 how-to-draw-textures 33 Helen, grade seven.

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