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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SCHOOLARTSMAGAZINE.COM 33 their designs, and they had to make sure that the background contained designs and colors that would create an optical illusion when the artwork was spun. Students had to carefully consider what would happen when two primary colors were placed side- by-side and spun. (They visually mix and make a secondary color.) Students also needed to consider the shape of their drawn designs since those would also impact how the spinning mandala would look. Through experimentation, students noticed that lines that curved in cre- ated a tunnel effect, while those that curved out appeared to radiate from the center. To their surprise, when spun quickly, the negative space became the positive space and the positive space nearly disappeared. Video Assessment Throughout the project, students docu- mented their progress by taking photo- graphs of each step. At the completion of the project, they made a movie trailer that included their photos, live video of their spinning artwork, and text containing their learning targets. This enabled students to reflect on their work and apply it to a language that they speak fluently: technology. Kinetic Art, Interactive Art This project enabled us to incorpo - rate many different elements of art, but it also allowed for a great deal of personal interpretation and creativity. Some students were very literal with their symbolism and imagery, while others were more abstract. Amaz - ingly, we combined the concepts of cultural art, kinetic art, radial sym - metry, positive and negative space, Op Art, optical color mixing, organic and geometric shapes, science, technol- ogy, literacy, citizenship, creativity, and personal interpretation into one energetic art project. The final display in the hallway was equally exciting, as the student body was encouraged to carefully give the artwork a spin as they walked by. Linda Schober and Anastasia Mitas teach in the Glenview Elementary School Dis- trict 34 in Glenview, Illinois. lschober@, amitas@ 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 mandala image in which the center symboli- cally represents a personal or global goal. Did they want to be a doctor, save animals, be a better student, help the homeless, or save the planet? Their supporting images—those that surrounded the center goal—would symbolize how they were going to achieve their goal. Design Considerations After conceptualizing the theme of their mandalas, students compared and contrasted the natural and organic qualities of the mandala to the human-made characteristics of a gear. Students then combined the qualities of the mandala with those of the gear. The challenge did not end there. Students also had to consider both the positive and negative space in This project enabled us to incorporate man different elements of art, but it also allowed for a great deal of personal interpretation and creativit . Vysagh, grade five.

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