SchoolArts Magazine

October 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 66

The Essential Question How can students use counting and basic shapes to better understand a game of bowling? Objective Students will create a bowling lane, a bowling ball. Materials pencils, scissors, glue, white paper, tan construction paper, colored or marbled construction paper, bowl- ing ball and bowling pin stencils, red and black markers, black scrap construction paper (optional) Procedures 1. gone bowling. Explain how the e needed in or . 2. Distribute white and tan con- struction paper to students. Show how to trace the bowling pin sten- cils on the white paper and how to arrange the cut bowling pins on the bowling lane. (Four on the top, then three, then two, and one in the front). 3. Students should trace and cut out ten white bowling pins and glue them to the tan construction paper in the correct order. 4. Distribute the bowling ball sten- cils, colored construction paper, and black scrap construction paper (or black markers). Students trace their bowling balls on the construction paper and cut three small circles from the black construction paper. (Or draw three small holes with black markers.) Students glue them to the tan construction paper. 5. Students draw stripes across their bowling pins using red markers. arrows at the bottoms of their lanes with black markers. Assessment eate a bowling lane, bowling pins, and a bowling ball? By Danielle Alfafara, art teacher at Lake Linden-Hubbell Public Schools in Lake Linden, Michi- gan. One Liner High School Knock 'Em Down Elementary What Color Is Pumpkin? Early Childhood The Essential Question Are all pumpkins orange? What other colors can students find through observation? Objective color variations on pumpkins and construct 3D pumpkins using papier-mâché. Materials newspaper (full sheets and strips), art paste, water, masking tape, corks, tempera paints, paint- brushes Procedures 1. While walking through a market - ors in the pumpkins—some were green, white, and even blue. I pur- chased several and brought them in for students to observe. 2. After observing the pumpkins, students begin with a stack of newspaper (open flat sheets). The olled into a softball- sized sphere. The sphere is placed newspaper and wrapped like a present. Students continue this 3. After the spheres are built using , students use masking tape (cut into 2" pieces) to tape the sphere secur . 4. Corks are taped to the tops of the spheres for the pumpkins' stems. At this point, students their pumpkins with the papier- mâché (e.g., tall, short, wide). 5. Students use strips of newspa- per and dip them into prepared papier strips to secur - kin forms. 6. When the forms ar , stu- dents paint them, reflecting on the pumpkins (e.g., orange, green, white). Assessment Students are able to form a 3D object with papier-mâché and such as pumpkins. By Aileen Pugliese Castro, art teacher in Montreal, Quebec Canada. Images: Chloe, age four; Talia, age five Collaborative Mural Middle School The Essential Question How can the use of one line create movement, shapes, and space? Objective Students will create an abstract drawing that will encompass vari- ous elements of art and principles of design. Materials 90 lb white sulfite paper, pencils, colored pencils, tempera paint, markers, erasers, rulers Procedure 1. Using pencils, students will find a starting point on their paper and begin exploring their given space, creating various lines and shapes. The drawings are complete once students connect their lines to the starting point. 2. Once the drawings are complete, students determine what kinds of patterns and designs would look best inside the shapes. 3. Students add color using colored pencils, markers, and/or tempera paints. Assessment Students will participate in a dia- through the project, and then a final critique with the teacher. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. The Essential Question on a large-scale project? Objective Students will work together to recreate a selected image into a mural. Materials standard and large-size drawing paper, oil pastels, tape, an original image or painting Procedures 1. As a class, students should select an image or painting to be recreated as a mural. The image should hold some meaning or sig - nificance to students. 2. image or painting. The printed image should be gridded and cut into 2 x 2" (5 x 5 cm) squares. Each student should be assigned one of the squares. 3. Have students transfer their squares onto large 12 x 12" (30 x 30 cm) drawing paper. Once the drawings are transfered, students add color to them with oil pastels. 4. Students assemble their squares into a final composition. Assessment Students will participate in a group complete a written self-reflection. By Janice Corsino, visual arts specialist at Le Jardin Academy in Kailua, Hawaii.

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