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 49 of 58

Quality · Tradition · Value MADE IN THE USA GENERAL'S ® art and craft pencils come to you from our factory in Jersey City, New Jersey. We believe in quality, tradition, value, and the fun of creating. We take pride in handcrafting quality pencils and artist materials using traditional methods passed down for six generations. Kimberly ® Watercolor Pencils - 700 Series General's ® Charcoal White ® - #558 MultiPastel ® Chalk Pencils - 4400 Series New DVD with Kathi Hanson #7044-DVD Available in #7044-CAP Ultimate Mixed Media Classroom Art Pack SCHOOLARTSMAGAZINE.COM 45 Advertiser Page Advertiser Page ACMI 46 AMACO 52–CIII Bailey 41 Blick CIV Crayola CII Davis Publications 4 42 50 Discussions4Learning 18 General Pencil 45 Handy Art 46 Kiss Off 46 L&L Kiln 2 Mayco 15 NAEA 7 Nasco 17 SchoolArts 13 Skutt 1 Understood 39 United Way 49 The SHOP Art Education 2.0 47 Curator's Corner 47 Davis Publications 47 L&L Kilns 48 Nasco Arts & Crafts 48 Royalwood Ltd. 48 Youth Art Month 48 Advertiser Index HOW DO YOU CONTINUED FROM PAGE 24. is simple to use. The center of the screen is your canvas. The column to the left contains shapes and arrows that can be dragged and dropped onto your canvas. The properties of these objects can be altered using the tools found in the panel to the right. If your students are using this space to analyze an artwork, they can bring the artwork into the program by choosing the "Import from" option. In addition to using as a tool for art analysis, students can also use it for creating useful tools for brain- storming and communicating ideas such as mind maps, infographics, or schematics for circuitry. From Observation to Analysis Using the FTC format, Brian finds that his students move more fluidly from observation into analysis. Having them use the Art-o-matic to structure their own thinking around how meaning is created in art empowers them to think about how they are creating meaning in their own artwork. David Gran teaches high school art and film classes at the Shanghai American School in China and is the author of The Carrot Revolution, a blog about twenty-first century art educa- tion., A nalysis is a necessary tool for engaging students in the meaning and understand- ing of art. In his class at the International School of Beijing, Inter- national Baccalaureate art teacher Brian Reverman has his students ana- lyze artwork with the help of his own unique creation: the Art-o-matic. Art-o-matic is a digital annotation tool that allows students to graphi- cally organize their analysis of an artwork. The template for Art-o-matic can be downloaded on Brian's web- site ( AOM.html) and imported to, a free website for creating diagrams. Once the template is imported, stu- dents can use the tools Brian has cre- ated to deconstruct an image. Before getting started with this powerful tool, it is important to understand how it operates. The Art-o-matic is powered on FTC, an approach developed by Dr. Renee San- doval that looks at art through three lenses: form, theme, and context. When observing a work of art, students first consider issues of form. Similar to Visual Thinking Strategies (VTS), this lens asks students to first consider the formal qualities of what they see, including materials and the elements of art and principals of design. Next, students look at how the formal qualities and subject mat- ter of the artwork together create a meaning that communicates the tone and theme of the piece. Finally, stu- dents consider the context of the art through an examination of place and time that the artwork was made. I.e., what has the artist taken into consid- eration that is specific to his or her culture, society, or environment? Looking at the work through these multiple vantage points gives students the opportunity to better consider the complexity of the thought and process of art-making. On the left-hand side of the Art-o- matic template, you will find tools, or nodes, created to help students explore their artwork through FTC. These nodes take the form of small editable icons that can be selected for relevance and arranged around the artwork. Synthesis questions are pro- vided on the right side of the template to give students the opportunity to make connections around how form, theme, and context connect to create meaning in an artwork. Art-o-matic is a digital annotation tool that allows students to graphicall organize their anal sis of an artwork. CONTINUED ON PAGE 45. writersguidelines ART PEA PEACE LO LOVE

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