SchoolArts Magazine

February 2016

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 How can students combine two opposing ideas into a functional, wearable, 3D object? Objective Students will depict two sides of an opposing idea into a sculptural, wearable hat. Materials Materials depend on students' designs and ideas and can include: sketchbooks, pencils, r - rials, paper, tape, wire, felt, glue Procedures 1. Ask students to brainstorm an opposing idea of their choosing. Have them sketch out their ideas for the visual depiction of their opposites. 2. Students should determine the dimensions of their designs and consider the additional functions of "wearable art." How might interaction between their opposing concepts? 3. Of - dents to incorporate into their hats. paper, wire, and felt. 4. Have students check to make sure their hats fit befor adding various materials. Assessment To what extent did students use their understanding of the concept and their illustrations? Did students demonstrate their understanding of the elements of art and principles of design in their work? By Kari Giordano, art teacher at Mt. Everett Regional School in Sheffield, Massachusetts. The Essential Question How can students demonstrate and cool colors? Objective Students will create a simple com- position combining warm colors and cool colors. Materials 9 x 12" (23 x 30 cm) white drawing paper, pencils, erasers, black perma- nent markers, colored markers Procedures 1. Distribute paper, pencils, and erasers to students and have them sketch a large, simple image. 2. spaced lines (horizontal, vertical, curved, etc.) across their papers and thr drawn. 3. Using black permanent markers, have students outline their images 4. Students should assign a color scheme and pattern to their images and backgrounds. For example: cool colors for the image and warm col- ors for the background. 5. Have students color in their designs with markers. Assessment Did students demonstrate a clear understanding of warm and cool colors? Did students ef combine both color schemes into their artwork? By Janice Corsino, visual arts specialist at Le Jardin Academy in Kailua, Hawaii. High School Color Compositions Elementary Inside/Outside Early Childhood The Essential Question eate 3D sculptures from 2D shapes? Objective Students explor eate a multi-unit sculptur eate interest. Materials d cut into var- ious small shapes, scissors, metallic oil pastels or paint sticks Procedures 1. Share images of Olafur Eliasson's Flower Observatory. Ask students explain that the sculpture was constructed from triangular pieces of steel. Emphasize that Eliasson the differences in color from inside to outside. 2. Cut two to three slits into several pieces of tag board and experiment with differ could combine the shapes to form a standing sculpture with several could explore it. 3. Give students time to experi- ment with different combinations e satisfied with their work. Students should make sure their pieces are secur e can stand fr . 4. Using metallic markers or paint - ments to "surprise" viewers. Extension Have students take their sculpture apart and reconfigure it to give it a different appearance. Assessment Students describe their reasons for included embellishments. Have show how their sculpture could be viewed in differ By Grace Hulse, art teacher at Fort Garrison Elementary in Pikesville, Maryland. Sculptural Hats Middle School The Essential Question What does it mean to "decon - struct" something? Objective Students will learn how to manipu- own aesthetics. Materials mixed graphite pencils, erasers, sketchbooks, watercolor pencils, fine-tipped markers, watercolor paper Procedures 1. Have students bring an object fr (deconstruct) entir . 2. Examining their deconstructed objects, students should create seven to ten thumbnail sketches. One sketch should be chosen to develop as a final drawing. 3. Chosen sketches should be out- markers. Students should then add a color scheme to their drawings using colored pencils. 4. Upon completion, have students integrate a title within the composi- tion of their drawings. Assessment Students will complete a self-assess- ment and critique online and email their reflections to the teacher. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin.

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