SchoolArts Magazine

February 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 How can students learn to create three-dimensional papier-mâché sculptures? Objective Students will learn how to create a free-standing armature and use papier-mâché to create a sculpture of a monster, animal, or creature from a movie. Students also have the option to create a character for a fictional movie. Materials r es (tissue boxes, water bottles, chop sticks, etc.), plaster strips, wire, Procedures 1. Working in groups, students brainstorm lists of creatures, mon- sters, and animals from actual or fictional movies. 2. Divide the class into partners and instruct each pair to select which creatur 3. Have students draw a detailed plan of the creatur to cr eate the different parts of the structure. ea- ture will stand up, keeping weight and balance in mind. 4. Students should build their arma- tures, using masking tape to con- nect and shape their materials. 5. Cover the entire armature with night. 6. Have students paint their sculp- tures. Remind them to create tex- ture when painting (fur, feathers, scales, wrinkles, etc.). Assessment Sculptures should be recogniz- able as a movie creature, animal, or monster. The sculpture should be free-standing without balance problems and cr decorated to show texture. Extensions , or are draw a movie poster for their crea- ture. By Cynthia Gaub, art teacher at North Middle School in Everett, Washington. The Essential Question How can students illustrate the con- cept of repetition in an artwork? Objective Students will create an artwork composed of repeating elements (colors, lines, and outlines). Materials white drawing paper, pencils, eras- ers, magazines, scissors, tape, car- bon paper, colored markers Procedures 1. Have students select an image from a magazine. The image should have an interesting shape or con- tour. For example, an image of a basketball, with a simple round shape, would not create an interest- ing final product. 2. Students should cut out the image and tape it onto a piece of white drawing paper. 3. Have students use carbon paper to transfer the image, then use a marker to trace the outline or con- tour of the central image. 4. Repeat outlining the central image with additional markers until the entire paper is filled. Assessment Were students able to demonstrate the use of repetition in their art- work? Were the repeated elements (colors, lines, and outlines) success- By Janice Corsino visual art teacher at Le Jardin Academy in Kailua, Hawaii. Come with Me to... High School Repetition Elementary At Home with Hundertwasser Early Childhood The Essential Question How can students extend their skills with lines and shapes? Objective Students will learn about Friedens- reich Hundertwasser and design a Materials white sulphite construction paper, ed pencils Procedures 1. shapes. Practice drawing shapes inside of other shapes. 2. Show some of Hundertwasser's he used. (There are also wonderful children's books available about Hundertwasser.) 3. Make sketches of interesting buildings. 4. paper. 5. Demonstrate careful coloring and encourage bold use of color. 6. Color the cities using markers, ed pencils. Assessment Are the lines, shapes, and colors - dent relate his or her work to that of Hundertwasser? By Laurie Bellet, art specialist at Oakland Hebrew Day School in Oakland, California, and creative consultant for Tora Aura Produc- tions. Movie Monsters Middle School The Essential Question How can students use their art to persuade others? Objective Students will create a piece of art that succeeds in persuading others travels. Materials white sulphite paper, materials for adding color (per student choice), research materials Procedures 1. . 2. Prepare pr teacher approval. 3. Transfer final sketch to sulphite paper. 4. ed medium, add to entice another individual to visit 5. Work with a peer on a final cri- tique prior to handing in the piece. Assessment Student has rendered the work - tion. Student can describe specific and persuasive choices he or she made when rendering the design. By Laurie Bellet, art specialist at Oakland Hebrew Day School in Oakland, California, and creative consultant for Tora Aura Produc- tions.

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