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 42 of 58

white paper and six small, colored squares. Three of the squares are primary colors, and the remaining three are secondary. I ask students to arrange the squares on their paper in color-wheel order. If any students are having difficulty arranging their squares, I refer them to the color wheel hanging on my wall. Students make a small dot in the center of their white paper. Next, they glue the squares down with one corner of each square pointing to the dot in the center. Starting with that corner and reviewing ruler etiquette, students each draw a line from the corner to the center dot. Perspective Squared We discuss how to make each colored square appear to be receding into the center by drawing lines from the other two corners to the same point in the center, thus achieving one-point perspective. To create the sections on the outer edges, students extend the last two lines to the paper's edge and align the ruler with the final corner and the center point. T rying to cover as much of the curriculum as I can within the confines of a single project is an important goal in my art- room. This was the initial reason for having my students create these com- plex color wheels. The project begins with a pre- sentation on the interactive board about one-point perspective and color wheels. Students learn about what one-point perspective is and its com- ponents. We then review the color wheel, including primary, secondary, and intermediate colors. Working with Paper The creation process is fairly simple: Each student starts with a sheet of Melanie Robinson Patterns with Depth This is when the real fun begins. Stu- dents draw detailed patterns in each of the vanishing sections attached to the square in the same color as the square, creating different patterns in each one, and use a black marker in each of the other sections. We discuss intermedi - ate colors and, using colored pencils, color in lightly the sections between the primary and secondary colors. The results wowed students, parents, and administrators alike. Many of the younger students in the school asked when they would get to do the project as well—a sure sign they're excited about what others are doing in art. Melanie Robinson is an art teacher at Cedar Springs Elementary School in House Springs, Missouri. N A T I O N A L S T A N D A R D Connecting: Relating artistic ideas and work with personal meaning and external context. W E B L I N K perspective 38 SEPTEMBER 2016 SchoolArts E L E M E N T A R Y Students learn about one- point perspective and its components. We then review the color wheel, including primar , secondar , and intermediate colors. O F D E P T H Angel, grade five.

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