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.

Issue link:

Contents of this Issue


Page 28 of 50

RESOURCES L O O K I N G & L E A R N I N G "You are a guest of nature. Behave." —Friedensreich Hundertwasser EXPLORE & RESPOND Beginner Ask students to recall the elements of art. Dis- play an image of a traditional structure, such as a house or a school. Ask students to determine the function of the building. Ask students to point out which elements of art are shown in the building. Encourage correct use of art vocabu- lary and elaboration of ideas. Next, display an image of the District Heat- ing Plant and compare it to the image of the tra- ditional building. How are the two buildings the same? How are they different? Explain that the District Heating Plant works in harmony with nature while giving people a beautiful place to work. Intermediate Ask students to recall the elements of art and principles of design, then ask them to close their eyes. While their eyes are closed, display an image of the District Heating Plant. Tell students that when they open their eyes, they should look directly at the image you have displayed and to remember the first thing they see. After students open their eyes, ask: How did Hundertwasser emphasize the part of the building you noticed first? Encourage the cor- rect use of art vocabulary and require support based upon visual evidence. As students point out important focal points, provide facts about the building. Invite students to offer ideas about how the building might be used. Advanced Tell students that they will be looking at a pho- tograph of an architectural structure to deter- mine what the structure communicates. Remind students that architectural structures can com - municate through symbols, just like traditional artwork. Show the District Heating Plant. Tell students that this is a building designed for a specific purpose. Hundertwasser carefully chose colors and design elements for this industrial structure to express his ideas about aesthetics and human- kind's connection to nature. Lead a discussion about what the structure's various colors might symbolize. Tell students that Hundertwasser's goal was to extinguish what he called "visual pollution." How does the District Heating Plant achieve this goal? CREATE Beginner Tell students that they will create a drawing that expresses their ideas about a place or space they would like to live or visit. Ask: What shapes, lines, and colors will your special place show? How will these elements tell viewers about your special place? Students should use graphite crayons to draw a curved horizon line from one edge of the paper to the other, emphasizing perspective. Still using the graphite crayon, ask students to draw organic shapes and repeated lines on their papers. When the drawings are complete, use brushes dipped in water to paint over the graphite lines. Use watercolor cray- ons to fill in the spaces of the drawings. Paint over the colors with water and allow the artwork to dry. Discuss with students how they have shown curved lines, organic shapes, and bright colors to create a place where they would like to live or visit. Intermediate Tell students that they will be creating an imaginary clay building that expresses ideas about aesthetically pleasing places that honor the natural environment. The structure can be used as a home for an insect or an imaginary creature. Provide sketch paper and pencils for students to plan their houses. Instruct them to design a hemisphere (half sphere, like an igloo) structure. Using a baseball-sized piece of air-dry or regular clay, and demon- strate how to make a house using the pinch-pot method. Using clay tools, incise designs into the surface of the clay. Paint or glaze the clay after it has dried or been bisque fired. When houses are com- plete, ask students who or what would live in the structure. Discuss how the elements of art and principles of design show ideas about aesthetically pleasing spaces and living in harmony with nature. Advanced Tell students that they will be creating a time capsule that will tell peo- ple in the future about the architecture of Hundertwasser. Ask: What goes in a time capsule to inform people of the future about the past? Students will need to create innovative and aesthetically pleasing documents to go inside their time capsules. For example, a biography could be written in calligraphy or as an illustrated letter. If desired, students may bring cardboard boxes to use as time capsules. Another option would be to create a box using a template or by folding an origami box. Cover the exterior with patterns of organic designs that suggest what is to be found inside. After the time capsules are complete, have students place their documents inside and exchange their capsules with each other. Com- pare how the content is the same or different than their own. Special thanks to Dr. Andrea Fürst, archivist, Hundertwasser Non-Profit Foundation, Vienna, Austria. By Pam Stephens, professor of art education at Northern Arizona University, Flagstaff, and member of the SchoolArts editorial advisory board. Pamela. Stephens@ 24 MAY 2016 SchoolArts

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - May 2016