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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36 DECEMBER 2015 SchoolArts A L L L E V E L S Pam Stephens to hold art T race Glau is an artist who grew up in Prescott, Arizona, and now lives in Flagstaff. Her life as an artist is balanced with her love for reading and books, so it was only natural that both inter - ests eventually merged. The result is tiny books—artwork to hold. When Glau creates a tiny book, she sometimes begins the idea with a word. After the word is chosen, she contemplates other words to effec - tively describe the first. A recent book was inspired by the idea of "open" and explores what "open" can suggest: air, fresh, space, and eyes. Other times, Glau begins with a visual idea. Blue shapes flow like sites. What messages are expressed through the images and words? Creating Tiny Books 1. Distribute materials to students. 2. Demonstrate how to tear the paper into strips that are approximately 3 to 5" (8 x 13 cm) wide. 3. Instruct students to paint non- representational shapes along the strip of paper. 4. After the paintings dry, fold the strip into equal portions to cre - ate pages. This is best achieved by first folding the strip in half. Unfold the paper and then fold the ends to the center fold. Continue this process until the desired num - ber of pages is made. There should be an odd number of folds and an even number of pages. 5. Ask students to contemplate the colors and shapes of the paintings. What ideas or words do the colors and shapes suggest? 6. Choose one word to begin the tiny waves, and the word association relates to water. A tiny book filled with burgundy, yellow, and orange shapes connects seemingly unre - lated words (ambrosia, time), encour- aging the viewer to make a personal connection with the text. Tiny books easily integrate art with language arts and can be taught on a variety of grade levels. Students learn techniques using various media as they apply water - color in nonrepresentational shapes. With the addition of written text, a meaningful bridge to language arts is made. Add another layer of interpretation and students meet the objective of contemplating messages found in visual and textual media. Understanding Messages Explain to students that messages can be sent through art and text. Show an assortment of images from contemporary media such as magazine ads, book covers, and web - Tin ooks easil ntegrate art with language arts and can be taught on a variet of grade levels.

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