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.

Issue link: http://www.schoolartsdigital.com/i/426131

Contents of this Issue

Navigation

Page 44 of 50

40 SchoolArts For more information: EVMS Graduate Art Therapy Program P.O. Box 1980, Norfolk, Virginia 23501-1980 Telephone: 757-446-5895 www.evms.edu/arttherapy eastern virginia medical school GRADUATE ART THERAPY & COUNSELING PROGRAM Master of Science in Art Therapy & Counseling Prepared to seek License Professional Counselor [LPC] credential Internationally renowned faculty Strong academic and clinical program Internships with over 60 Community Partners Simulated Patients Art Therapy- Projective Imagery Assessment Psycho-imagery Family Art Evaluation Art making throughout the curriculum 125 M a d e i n t h e U S A S i n c e 1 8 8 9 General Pencil Company · Jersey City, NJ years Kimberly ® Watercolor Pencils are the only watercolor pencils I use in my watercolor paintings. The range of huses that these highly pigmented pencils can create is amazing. Whether I'm applying soft tints or stroking bold color in an area, the colors are always fresh and pure! ~Kathi Hanson General Pencil Company ~ Factory: Jersey City, NJ ~ www.GeneralPencil.com JOURNEYS OF ART & SOUL Hit the road with SchoolArts this summer for one (or both!) of these amazing travel opportunities: Folk Art and Culture of Oaxaca Oaxaca, Mexico, June 26–July 2, 2015 A Celebration of Pueblo Art & Culture Santa Fe, New Mexico, July 12–19, 2015 www.SchoolArtsMagazine.com/travel weigh lumps of clay to get a quarter pound each, then cre - ate their pieces. The project concludes with a critique and a few written lines about what they did best, worst, and what they would improve. Even if time is short, one core skill can be added to a project to get it into that central, integrated mode, whether it's a little writing, measuring, or historic content. Studies show that students who take four years of art in high school score 100 points higher on their SATs than their peers. That's awesome, but in 2013 my own students scored 155 points higher on average. I credit that to my integrated approach. Those kinds of numbers, if shared with your administration, can save your program, save your budget, and get you the respect you deserve. Eric Gibbons is an art teacher at Northern Burlington Regional High School in Columbus, New Jersey. LOVSART@ aol.com - www.artedguru.com W E B L I N K S www.firehousepublications.com Continued from page 8. 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 connection and the relevant core con- W e know that art educa- tion is not 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 tent 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 appendages coming out from the bot- tom. Explain all the steps involved in creating the turtle. All stu- dents 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—some- thing that speaks to their personali- ties. Some could be overwhelmed by choices, but most will do well and have fun creating their personal expressive artworks. Black Mode (Art Education) Have students write a list of ten words they might use to describe themselves. Have them connect each word to an animal they think best represents 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 con- nected 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 schoolartsonline.com

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - January 2015