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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SCHOOLARTSMAGAZINE.COM 21 As we walked, I overheard students remembering events together. When we returned to the artroom, we dis - cussed how maps use a combination of words and symbols to convey informa - tion about a place. Students finished by inventing symbols for their memo - ries and adding walking routes and a key to their maps. What Is a Map? Our next class focused on the following questions: • What is a map? • What can you map? • How is map-making like art-making? homes and parks in relation to the building, and noting how our school has changed over the years using the application's historical imagery icon. Taking a Memory Walk In their sketchbooks, students drew the shape of our school, the layout of the rooms, and the surrounding area. I explained that we were going to take a memory walk around the building, both inside and out. With sketchbooks and pencils in hand, students labeled places with their past experiences. Maps, like art, are visual forms of communication based on the creator's point of view. We read My Map Book by Sara Fanelli, which helped students to reflect on these questions and visu- alize different places, events, and objects that can be mapped. Mapping Memories I asked students to think about how they were going to map their memo- ries of elementary school. I assumed most would think concretely and cre- ate a traditional map of the building. I couldn't have been more wrong. Some students started with the building's shape, others expressed the desire to map their feelings about school, while others focused on one specific location or event. The best part was listening to students share their ideas with one another during this process. Making Maps Students' maps would be tempera paintings on 12 x 18" (30 x 46 cm) tag board. They began by outlining their ideas in a lightly tinted color. This helped them to visualize their space on the paper, and kept them from getting carried away with too much detail. For our third class, I began with a slideshow presentation, examining CONTINUED ON PAGE 47. Heidi Wheeler Journey Zumalt Lily Dosedel

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