SchoolArts Magazine

September 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 58

The Essential Question Can students practice basic cutting craft knives? Objective Students will create the silhouette of a home, house, or structure of their choosing. Materials black construction paper, colored construction paper, pencils, erasers, scissors, craft knives, white school glue Procedures 1. Have students brainstorm dif- fer spaces (e.g., castles, tree houses, and haunted houses). 2. Students should use pencils and black construction paper to sketch the silhouettes of their chosen dwellings, including structural detail. 3. Using scissors and craft knives, students should cut out their silhou- while using the scissors and knives.) 4. Have students glue their com- pleted silhouettes onto the colored construction paper. Assessment Students participate in a group critique and discussion about their - plete a written self-reflection. By Janice Corsino, visual arts specialist at Le Jardin Academy in Kailua, Hawaii. Pick Three High School Shadow Homes Elementary Moving Trains Early Childhood The Essential Question and interpret a moving train? Objective Students will use r to build and paint their own trains. Materials cardboard, corks, caps, sticks, paint, paintbrushes, duct tape, glue, juice carriers Procedures 1. Explain to students that trains are used as transportation for com- muters, cargo, vehicles, and more. Ask them to describe the colors, forms, and movements of a moving , colorful, and humming). 2. cardboard to make the base or shape of their trains. 3. Paint is used to bring the trains to life. Students paint areas for win- dows and other details to show the engines, cabooses, passenger cars, and freights. 4. , corks and caps are added to make a smoke- stack and other details. Juice carri- ers are used to represent the mov- ing wheels of a train. 5. Students can add additional cardboard onto their trains to cre- ate cargo and passenger cars. Assessment Students are able to express a 3D moving form using r materials. By Aileen Pugliese Castro, art teacher in Montreal, Quebec Canada. Images: Alison Driver, age 4; Daniel Castro, age 2. Giant Lollipops Middle School The Essential Question pr e recon- textualized and recombined? Objective Students will pick three pr drawn or painted objects from their sketchbooks and recontextualize eate an entir Materials - ters), white drawing paper, graphite pencils, erasers, pencil sharpeners Procedure Note: This challenge works best when given towards the middle or e of drawings in their sketchbooks to choose from. 1. Students choose three objects from three different drawings or paintings in their sketchbooks. 2. Students extract the drawings and paintings from their original contexts and plan how to combine them in inter eate entir 3. the drawing and/or painting media of their choice on white drawing paper. 4. - - nique and composition. Assessment Students self-assess according to a corresponding rubric or checklist. By Mylinda McKinney, art teacher; written by Betsy DiJu- lio, art teacher at Princess Ann High School in Virginia Beach, Virginia. Image: Christian Braeunig, grade 11. The Essential Question - ments of art and principles of design to create colorful radial designs? Objective , balance, color, shape, and contrast to design lollipops. Materials cardboard circles, 18 x 24" (46 x 61 , glue, white glitter, masking tape, wooden dowels, clear cellophane, ribbon Procedures 1. Show students a video clip of the song "Pure Imagination" from the 1971 film Willy Wonka and the Chocolate Factory. Discuss the col- depicted in the film. 2. Have students research images of colorful lollipop designs. Point out - ing warm and cool colors to create interesting visual effects. 3. Students trace the cardboard circles twice onto large sheets of drawing paper. After filling both circles with paint and allowing , students use per- manent markers to create bold outlines. 4. Using masking tape, students affix dowels to the backs of their cardboard r glue to attach the painted circles to the rounds, front and back, cover- ing the top part of the dowel. 5. - pleted lollipops with glue and sprinkle with glitter , wrap the lollipops with clear cellophane and ribbon. Assessment Wer knowledge of color, contrast, and pleasing and balanced design? By Rachel Wintemberg, art teacher at Samuel E. Shull Middle School in Perth Amboy, New Jersey.

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