SchoolArts Magazine

May 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 50

The Essential Question How can we reuse construction materials to keep them out of landfills? Objective Students will design, carve, and paint sheetrock to look like an ancient store. Materials scraps of sheetrock, watercolor Procedures 1. Use sponges to wet one side of the sheet rock and tear off all the paper on one side. 2. design, filling up all of the space on the sheetrock. 3. Review use of warm colors to attract attention to positive space. 4. Paint the designs using watered- down watercolors to create an old, weathered look. 5. Drill holes and hang with a cord, if desired. Assessment with their paintings? By Pamela Day, an art teacher at Burgess Elementary School in Wichita Falls, Texas. High School Sheet Rocks Elementary Bugs in Their Habitats Early Childhood The Essential Question How can students integrate designs from nature into their art? Objective Students will construct 3D bugs and their habitats. Materials construction paper, scissors, glue sticks, tempera paint, brushes, ofoam, white glue, pictures of bugs Procedures 1. Show pictures of bugs and dis- cuss the three main parts of their bodies: head, thorax, and abdo- men. Explain that insects have six legs and two feelers, while arachnids (spiders) have eight legs and no feelers. Discuss other char- acteristics, such as stingers, man- dibles, and distinctive patterns on individual bugs. 2. Have each student construct the bug of their choice with the con- struction paper and glue sticks. 3. Discuss some places where bugs might be found, such as in a gar- den, in a hive, or in the grass, then have students paint the habitat that corresponds to their bug from the bug's point of view. For example, large blades of grass. The habitats should be large enough to fill the papers. 4. When the bugs and habitats ar - rofoam to the back of each bug and then glue the other side of the ofoam to the paintings. Bend the legs of the bugs to make them appear 3D. Assessment Have students discuss the colors and patter used in creating the habitats. By Julie Voigt, an art teacher from Wilmington, Delaware. When Objects Come to Life Middle School The Essential Question What does the pr Objective Students will create a realistic self- portrait. Materials paper, mirror, blending stump Procedure 1. Have students complete a work- sheet on a three-point, five-point, and seven-point value scale. 2. have taken with a smartphone or digital camera. 3. Students should draw each sec- tion of their digital self-portrait 4. Using their value-scale exercise worksheet, students will determine photo, then add value to their drawings one grid at a time. 5. Remind students to incorporate e that exist within their photos. Assessment Sit down with each student and point out what he or she did well and what areas need to be improved. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. The Essential Question How can students be challenged to inanimate objects? Objectives Students will choose an inanimate object from around the artroom and decide what the object would look like it if came to life. Materials collection of interesting objects, pencils, drawing paper Procedures 1. Instruct students to choose an object and begin to draw it from observation. Remind them to keep value and proportion in mind while drawing. 2. - eton of the object drawn, ask stu - dents to imagine and draw what it might look like if it came to life. Assessment To what extent did the student cre- e-existing character traits of the object? Did - ing of the observational drawing techniques covered in class? By Kari Giordano art teacher at Mt. Everett Regional School in Sheffield, Massachusetts.

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