SchoolArts Magazine

December 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 - rated into a portrait lesson? Objective Students will create a self-portrait Materials coal, mirrors, Procedures 1. Show students examples of art- oportions of the human head. 2. Using mirrors, students will draw paper using char attention to proportion, shadows, and values. 3. to cr . This - ings, images, and text with signifi- cant meaning into the piece. 4. focusing on the background and Assessment T the proportions of the face and the corr By Kari Giordano, art teacher at Mt. Everett Regional School in Sheffield, Massachusetts. The Essential Question Can students create sculptures out of r few guidelines and suggestions? Objective Students will create sculptures out of cardboard boxes, toilet paper rolls, water bottles, caps, and other materials. Materials cardboard boxes, plastic water bottles and caps, toilet paper rolls, hot glue gun, white glue, scissors, Procedures 1. Have students select which mate- eate their sculptures. Ask them to think about will develop their sculptures. Ideas - ings, and vehicles. 2. Ther trouble coming up with ideas. Show them examples and images of vari- ous sculptures. 3. Be sure to walk around the room to aid students in the process as eate their sculptures. Reiter- begin using the hot glue gun. 4. When sculptures are complete, have students discuss their artwork and share their pr - dents' sculptures in the artroom, on a bulletin boar . Assessment Is there a strong focus on detail in this project? Did students consider were using for their sculptures? How did students solve the chal- eating the sculptures? By Julie B. Wells, art teacher at Morey Public School Academy in Shepherd, Michigan. Passing of Time High School es Elementary ns Early Childhood The Essential Question How can students show an under- Objective Students will demonstrate their eating repeating patterns with rulers. Materials 12 x 12" (30 x 30 cm) drawing paper, 3" (8 cm) squares of trac- ing paper, paint, brushes, markers, rulers, art posters (I used Parade Jacob Lawrence and Flags Johns.) Procedures 1. Show students examples of dif- fer - nating, and random. Use teacher samples along with art posters. 2. Give students a planning sheet. I traced six, 3" squares on paper and made copies to give to students. 3. Students will plan several differ- ent motifs and choose one for their assignment. 4. Demonstrate how to make a 3" grid on the 12" square of white drawing paper. Students will use a ruler to create straight lines. 5. Students will choose a motif from their planning sheet and trace it onto the 3" square of tracing paper. 6. Demonstrate how to use trac- ing paper to transfer motifs to the drawing paper. Remind students of the differ placing their patterns. 7. Discuss with students how their use of repeating colors will help cr - dents will paint and later use mark- ers to add details. Assessment Students demonstrate knowledge , and can explain the differences in their com- pleted assignments. By Sheryl Depp, art teacher at Pasco County Schools in Florida. Middle School The Essential Question change or progression in seasons? Objective Students will create a drawing that illustrates their favorite season. Materials sketchbooks, pencils, erasers, 12 x 18" (30 x 46 cm) tracing paper, cellophane tape, colored pencils, markers, fine-tipped black perma- nent markers Procedures 1. Ask students to think about their season. 2. Students should sketch three to five ideas in their sketchbooks. Have them divide the drawings with objects in the foreground, middle ground, and background. 3. Students should choose an idea from one of their sketches and draw each section on a sheet of tracing paper. 4. After their ideas have been transferred, students should use colored pencils and markers to add color. 5. When projects are complete and r tape each drawing on top of one another, with the foreground being . Assessment Students should photograph each section of their illustration and cre- ate a PowerPoint presentation to present their project to the class. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin.

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