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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SCHOOLARTSMAGAZINE.COM 37 (C) What lines best represent the rhythms you hear? (e.g., wavy = calm, zig-zag = excited). Composing and Painting Next, I gave students a three-page handout with illustrations of vari- ous types of instruments and 6 x 8" (15 x 20 cm) sheets of drawing paper. I asked them to choose one of the three songs from the listening activ- ity and compose a drawing using their writings and handouts as references. The composition needed to consist of one or two instruments and musi- cal symbols and include lines in the background to represent the mood or rhythm of the song they chose. Stu- dents transferred their designs to 9 x 12" (23 x 30 cm) heavyweight paper in pencil. Next, they traced the pencil lines with a fine-point permanent black marker. Before students began painting, we reviewed the vocabulary terms tint, shade, value, and monochromatic. Using tempera paint, I demonstrated color mixing and showed examples of artwork with monochromatic schemes. I limited student choices to cool colors (blue, violet, and green). Students were given just one base color at first, and I instructed them to paint multiple sections with that color, making sure that the painted sections did not touch. Once this was successfully done, I introduced white paint so students could make at least three tints of their color and repeat painting the sections. Black paint was provided afterwards to create shading in their work. Mat and Display After the paintings dried, students retraced their marker lines to cover any stray paint marks left on the out- lines. They mounted their work on 11 x 14" (28 x 36 cm) black construc- tion paper for final display. Students enjoyed the project and were able to understand how music translates to visual art and vice-versa. Audrey Crosby is an art teacher at North Columbia Elementary School in Appling, Georgia. N A T I O N A L S T A N D A R D Connecting: Relating artistic ideas and work with personal meaning and external context. W E B L I N K www.nga.gov/kids/zone/beardencg.pdf I decided that music would be a great avenue to explore, because ever one loves music and can make engaging connections with that art form. Above: Jackson Dupree, grade five. Below: Natalie Miler, grade four.

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