SchoolArts Magazine

September 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 58

The Essential Question How can the literal and figurative meaning of idioms be illustrated in three dimensions? Objective Students will illustrate idioms and wor . Materials , paint Procedures 1. Explain to students that an idiom is a phrase or a fixed expression that has a figurative meaning. Examples of common idioms include expres- sions such as "It's raining cats and stomach," and "It's not rocket sci- ence." 2. Ask students to write down as ds that 3. Each student should choose the most interesting idiom on his or her list, then cr e illustrating the literal meaning of the idiom. Assessment To what extent did the student con - ceive of an interesting and unique e? By Kari Giordano, art teacher at Mt. Everett Regional School in Sheffield, Massachusetts. The Essential Question n to express emotion using watercolors? Objective Students will produce an original, expressive composition using the wet-on-wet watercolor technique. Materials watercolor paints, painter's tape, watercolor paper, paintbrushes Procedures 1. Review the color wheel and 2. Have students think of an emo - ess in a painting. 3. Instruct students to place painter's tape dir color paper, creating intersecting lines and interesting shapes. 4. Demonstrate the wet-on-wet watercolor technique and encour- age students to experiment with color blending. Students should colors dir top of the painter's tape. 5. , stu- dents should remove the tape . Assessment Artwork exhibits positive and nega- tive space and is rendered using the wet-on-wet watercolor technique. By Lauren Gould, student teacher at Pinckney Elementary in Mt. Pleasant, South Carolina. Animal Expression High School Watercolor T Elementary Stamp, Stamp, Stitch Early Childhood The Essential Question How can experimenting with dif- fer express visual ideas? Objective Students will experiment with print- making and embr to create an expressive self-portrait. Materials 9 x 12" (23 x 30 cm) newsprint, 9 x 12" pieces of light-colored burlap, black tempera paint, sponges or - n and/ or embr ead Procedures 1. interesting lines and textures using - dents practice stamp-printing a self portrait that shows an expression on newsprint. 2. Have students choose their best practice portrait and recr stamping the shapes onto burlap. 3. On scrap pieces of burlap, dem- onstrate simple embr such as running stitch, back stitch, satin stitch, and couching, then have students practice. 4. Have students use embr techniques to add details and embellish their final stamped self- portraits. Assessment Ask students to share their com- pleted portraits and describe the media to create an expression. By Grace Hulse, NBCT art teacher at Fort Garrison Elemen- tary in Pikesville, Maryland. Middle School The Essential Question How can students ef expr representation in their artwork? Objective Students will answer the question, - tics and relating them to an animal. Materials white sulfite drawing paper, pencil, eraser, drawing nib, penholder, paper towel, water cup, India ink Procedure 1. eat- ing a graphic organizer assessing their own characteristics. 2. Ask students to think about characteristics. 3. Students will create a pr sketch of the selected animal in animal to communicate their own 4. The final drawing should be drawn in pencil on a sheet of white sulfite drawing paper. 5. Using a penholder and drawing nib, students should dip the nib into an inkwell, then make a few lines on a piece of scrap paper to remove excess ink from the tip. 6. the paper using stippling, hatching, and cross-hatching lines. Assessment Students will write a paragraph , then share with the class in the form of pr By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin

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