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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THE ORIGINAL K iSS-OFF ® Stain Remover Before you throw it away... try Kiss-Off! Ideal for Classroom, Travel & Art MADE IN THE USA KissOff.com Removes: Oil Paint · Grease · Makeup Blood · Lipstick · Coffee · Red Wine Grass Stains & More "I had gotten blue oil paint on one of my orange fall coats the semester before I even found out about Kiss-Off ® . As soon as I picked it up, I felt like I should give it a try and lo and behold no more dried on oil paint! My jacket was saved." ~Malissa SCHOOLARTSMAGAZINE.COM 45 Choice 9: Student Flag Project Draws Controversy in Maine Read the article, "Student Flag Pro- test Draws Controversy in Maine." ( See Web Links). Consider the ques- tions at the end of the article and a nswer them on a sheet. Paste the article in your journal. With a partner, discuss the issues of freedom that were brought up in this article. Heather Leah Ryerson Fountain is an assistant professor of art education and crafts at Kutztown University of Penn- sylvania. She is the author of Differenti- ated Instruction in Art which is avail- able in digital or print formats through Davis Publications. fountain@kutztown. edu W E B L I N K S www.normanrockwellvt.com/Four- Freedoms_history.htm www.cbsnews.com/news/a-museum- honors-the-glory-days-of-graffiti-art www.diegorivera.org/man-at-the- crossroads.jsp www.scottmcd.net/ artanalysis/?p = 818 banksy.co.uk foxnews.com/story/2008/04/17/stu- dent-flag-project-draws-controversy- in-maine.html Quality products, reliable service since 1974. Explore the layers of the watercolor world with our exceptional washable liquid watercolors. Check out our catalog and vendors page online! www.handyart.com Vivid, concentrated liquid dyes. Ideal for watercolor paintings and tinting and dyeing craft materials. Certifed AP Non-Toxic. All Handy Art ® products are proudly made in the USA CONTINUED FROM PAGE 14. M A N A G I N G T H E A R T R O O M A Choice Board for Freedom A fter overhearing a student make a flippant comment about how "it's a free coun- try so I can do whatever I want," I decided to develop a lesson around the idea of freedom. I wanted students to consider the concept of freedom and the ethics, costs, and benefits related to it, and also as it applies to art. The choice board in this example helped students initially explore the concept of freedom before moving on to a project related to civil rights. By requiring students to make three choices, one from each of the three categories, I was able to ensure that all students responded through creat- ing artwork, reading and writing, and considering the ethics of freedom. Choice 1: The Four Freedoms View and read about Norman Rock- well's series of paintings titled the Four Freedoms. Are these the four freedoms you would have chosen? If yes, describe why. If no, write about or sketch what four freedoms you believe that all people should have. Choice 2: Personal Freedom Describe in words and an artwork one freedom you wish you had that you currently do not have, or a freedom that you wish all people had in our world. What are some ways that this freedom can be achieved? Choice 3: Watch Two Short Newscasts on Graffiti Artists (Links to videos in Web Links) If freedom is "the right to do what you want," should graffiti artists have the right to create their art anywhere, even Heather Leah Ryerson Fountain on someone else's property, without it being against the law? Write a persua- sive paper to justify your point of view. Choice 4: Benefits/Costs of Freedom Create a 3D work that displays your consideration of the benefits of free- dom and the costs. Choice 5: The Rockefeller Controversy Read the "Rockefeller Controversy" (See Web Links) and debate the fol- lowing issues of freedom: Did Diego Rivera, as the artist of the mural, have the right to refuse to repaint the face, as requested by Mr. Rockefeller? Did Mr. Rockefeller have the right to destroy the mural? Justify your answers. Choice 6: The Problem We All Live With Read about Norman Rockwell's The Problem we All Live With. Does our freedom give us the right to treat other people any way we want? Does it give us the freedom to say and do whatever we want, even if it hurts others? Choice 7: Freedom to Appropriate Art Artist often get ideas from other art- ist's work. How would you feel if someone took your ideas and used them in their own work? What if they took your work and made fun of it by changing it into something different than you intended? Choice 8: What Does Freedom Mean to You? Create a podcast that expresses your ideas. Be sure to add a minimum of ten images and a clear expression of your ideas. You may use narrative voiceover, additional sound such as music, or rely on images alone, as long as your point of view is clearly expressed. CONTINUED ON PAGE 45. I wanted students to consider the concept of freedom and the ethics, costs, and benefits related to it, and also as it applies to art. 14 JANUARY 2016 SchoolArts INSPIRE? HOW DO YOU www.schoolartsmagazine.com/writersguidelines

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