SchoolArts Magazine

October 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 students gain an under- standing of form and function in design? Objective Students will use their knowledge of the color wheel to create a beau- tiful and functional curtain out of r Materials pencils, old CDs, drill, small paper- clips, long dowel rod, masking tape Procedures 1. Distribute one old CD to each student and instruct them to write their names on a piece of masking the CD. 2. Have students cover the CD label . 3. Pass out a stencil that has been divided into twelve equal triangles like a pie. Students should place the stencil on top of their CD, then trace each line to the center of the CD, creating twelve equal sections. To incorporate math into this les- son, students could use a ruler and a compass to divide the CD into twelve equal triangles. 4. Instruct students to paint the color wheel on their CDs, reminding them to begin with one color fam- , , and intermediate colors. 5. Once the CDs ar , students should trace four holes equidistant along the edge using a pre-made stencil. Ask them to place the CD on a block of wood, and with teacher assistance, car holes over the stenciled marks using a drill with a ΒΌ" drill bit. 6. The class should link their CDs together with small paperclips, making several long "chains" of CDs. Attach each top CD to a dowel rod to create a curtain, then . Assessment Was the color wheel painted in the correct order? Was each "pie slice" color? By Carrie Trimmer, art teacher at North Prairie Junior High School in Winthrop Harbor, Illinois. The Essential Question - stand the value of using found and r eate art? Objective Students will create beads out of strips of r . Materials drinking straws, r , paintbrushes, glue, small containers Procedures 1. Cut paper into isosceles tri- angles. You will need at least six per student. 2. Fill containers with a small amount of white glue. 3. Provide small paintbrushes and straws. 4. Place the wide end of the paper on the straw. Tape the paper to the straw if desired. 5. T oll the rest of the paper around the straw. 6. When the end of the paper is reached, use the paintbrush to add a small amount of glue to the point. 7. Hold the paper bead until the glue dries and the paper does not unroll. 8. , remove the beads and n. By Morgan Lamont, student teacher at Northern Arizona University, Flagstaff. Sequential Transformations High School Elementary Textured Fall Trees Early Childhood The Essential Question to record their observations about nature? Objective of trees in the environment and in paintings and use their observations to create a tree collage. Materials 12 x 18" (30 x 46 cm) lightweight drawing paper ons with paper removed, textures for rubbing, tempera blocks or watercolor paints, large watercolor brushes, scissors, construction paper in br Procedures 1. Observe fall trees on the school grounds or in the neighborhood ors and textures of the leaves and bark. Show examples of landscapes that pr e trees incent van Gogh and e good examples of color and texture). Ask students to share their observations. 2. tures, students should fill the white textures that remind them of what ees. 3. Have students paint over the tex- ture rubbings using tempera blocks or watercolors in fall colors. 4. Using br tion paper, students should cut several tree trunks and branches and glue them onto a background paper , stu- dents should cut shapes from their textured papers and add them to the trees, mimicking the patterns Assessment Students should share their com- included shapes, colors, and tex- tures that were observed in the real trees and in the paintings. Students demonstrate age-appropriate cut- ting and gluing skills. By Grace Hulse, NBCT art teacher at Fort Garrison Elemen- tary School in Pikesville, Mary- land. Color Wheel Curtain Middle School The Essential Question How can art represent gradual transformations from one subject to another? Objective Students will create transforma- tional drawings investigating the relationship between nature-based and human-based images. Materials white sulfite drawing paper, pencils, erasers, colored pencils Procedures 1. tiple thumbnails of a nature-based object and what that object would look like if it transformed into a human-based image. 2. Students must keep in mind that the pr e to rep- resent a sequential transformation and must be able to be read from left to right. 3. The final sketches are drawn on white sulfite drawing paper. 4. Students add color to their draw- ings using colored pencils in a com- students that their drawings must also incorporate a background. Assessment Students will do a self-critique indicating areas wher well, areas for improvements, and revisions. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin.

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