SchoolArts Magazine

April 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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22 APRIL 2016 SchoolArts M I D D L E S C H O O L Quick-Write Exercise Show students examples of street art, such as stenciled work done by the anonymous artist Banksy. Discuss when, how, or if street art is an appro- priate manner of art-making. Then provide a quote to each student about a topic or message that is important to students. (The same quote can be given to multiple students.) After stu- dents have read their assigned quotes, give them five-to-ten minutes to write about what the quote means to them. This quick-write exercise allows for deeper thought and connection to the purpose of the assignment, yielding superb results. Designing a Stencil After the quick-write, explain that students will use their written work as the basis for a stencil. On the quick-write paper, have students illustrate their ideas using one simple design. If they have trouble creating stencils, provide a demonstration that shows how to plan effective stencils with positive and negative spaces. One confusing aspect of stenciling is that positive space on the actual sten- cil becomes negative space when the stencil is used. Have each student use one colored marker to show the width of cuts and the overall effect each cut will make on the stencil. Once a draft has been drawn and colored in, have students transfer the design to tag or poster board. Before students cut out their stencils, instruct them on how to safely use a cutting board and craft knives. Application and Execution A major part of successful stencil work is in proper application. Until the stencil is used, it is impossible to determine exactly how the design will transfer to a surface. Have stu- dents test their stencils on scrap paper. Using the sides of old crayons (paper removed), have students rub across the stencil until all of the cut- away areas are filled in with color. Students can then remove the stencil and determine if the cutaway areas are satisfactory or if they need more work. Flour Art To use the stencils in a public set- ting without defacing property, provide flour instead of paint for the final work of art. Take students to an approved area of the school with a solid surface, such as a sidewalk, TEMPORARY Janay Wiggins Street art can visuall ell stories and state opinions while prompting viewers to look for meaning and purpose. STREET ART S treet art offers multiple opportunities for teachers to engage and infor oung artists. A far cr rom thoughtless vandalism, street art, sometimes called urban art, can tell visual stories and state opinions while prompting viewers to look for meaning and purpose. With this in mind, I recentl eveloped a street art lesson that resulted in a successful product that made a statement with- out damaging a public space.

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