SchoolArts Magazine

May-June 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 14 of 54

The Essential Question How can students practice using - work? Objective Students will create a short cartoon or comic strip relating a simple Materials 12 x 18" (30 x 46 cm) drawing paper, draft/sketch paper, rulers, pencils, erasers, black permanent markers, colored markers, colored pencils Procedures 1. Have students brainstorm a elated experience, students often begin limiting the number of characters, details, and events. 2. Have students organize their beginning with a title. Students can be given a comic-strip template to eate their own panels. 3. Using black permanent markers, students should outline their pencil drawings. 4. Erase pencil lines and add color with markers, colored pencils, etc. Assessment Were students able to ef ere ead? By Janice Corsino, visual arts specialist at Le Jardin Academy in Kailua, Hawaii. The Essential Question How can students connect their sci- ence knowledge to art in a nontra- Objective Students will cr Austrian artist Friedensreich Hun- dertwasser that connects to the sci- ence curriculum. Materials 12 x 18" (30 x 46 cm) Manila paper, 9 x 12" (23 x 30 cm) white draw- ing paper, tempera paints, brushes, oil pastels, markers, scissors, glue, pencils Procedures 1. Take students outside to observe garden area to expand science con- cepts outside of the classroom. 2. In the classroom, show examples of Hundertwasser's artworks and epre- sent nature. As a class, create a list of how painting a picture is similar to planting a flower. 3. Using red and orange tempera paint, have students create a line pattern painting. Connect this to the vibrant lines and spirals found in s artworks. 4. , students should add designs and patterns with oil pastels, then paint stems with black paint. Both the designs and the stems should include the spirals that Hundertwasser believed represented life. 5. Students should complete the cles with marker and wetting the paper to blend the colors, then cut out and glue the circles onto the stems. Assessment Can students explain the connec- tion between painting and planting a flower? Can students explain how By Matt Mazur, art teacher at G.B. Dealey Montessori Van- guard and International Acad- emy in Dallas, Texas. The Power of Place(ment) High School Hundertwasser Flowers Elementary Celebrations Early Childhood The Essential Question be depicted in art? Objective Students will express their feel- celebrations through mixed-media drawings. Materials 12 x 18" (30 x 46 cm) white draw- ing paper (the heavier, the better), watercolor cakes, brushes, contain- ers of water, paper towels Procedures 1. Begin with a class discussion about celebrations. Encourage stu- dents to shar meaningful celebrations or holi- e and discuss artworks that depict celebrations, such as those of Carmen Lomas Garza, whose work is based on her child- hood memories. 2. Ask students to each choose , , visit to an amusement park, etc.). 3. Distribute paper and oil pastels. Encourage students to fill papers and add lots of detail. 4. When the drawings are com- plete, provide paints, brushes, water, and paper towels. Students Assessment Have students each write (or tell - tence or two about their artworks - dent work. With the class in front , ask students to share . By Nancy Walkup, editor of SchoolArts magazine. Comic Strips Middle School The Essential Question What r the creation of metaphorical com- positions? Objective Students will create a metaphorical composition of an origami object to - dents will use placement/position of meaning. Materials squares of origami paper, online ori- gami tutorials, computer, projector/ screen, cell phones or viewfinders for isolating compositions, sketch- books or drawing paper, 4 x 5" (10 x 13 cm) template, graphite pencils, erasers Procedures 1. Introduce the challenge, explain objectives, and distribute origami paper. 2. - reinforce directions and/or dem- onstrate to help students keep up. Preview the video to ensure that the level is not too advanced. 3. Divide the class into small groups of four or five and ask them to place their origami objects in the center of the table. 4. Explain that students should work together to create a 3D meta- phor for the social issue of their - casts, discrimination, etc. 5. Challenge students to make a thumbnail drawing of their sculp- ture that captures the essence of the metaphor. Students can use their cell phone cameras or a view- finder to "frame" their composition befor entir om life. Assessment Invite the whole class to interpret the metaphorical meaning of each group's composition. By Betsy DiJulio, National Board Certified art teacher at Princess Anne High School in Virginia Beach, Virginia.

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