SchoolArts Magazine

November 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 14 of 54

The Essential Question Japanese origami in their artwork? Objective Students will create a simple 3D composition that incorporates Japanese origami paper-folding techniques. Materials various sized sheets of paper (e.g., 6 x 6", 8 x 8"), basic origami instructions, watercolor paints, white school glue Procedures 1. Have students choose an origami design to create. Instructions for various designs can be researched and found in books or on the Web. 2. Students should practice folding their designs on scratch or r paper before beginning. 3. Students take their various sized sheets of paper and decorate them with watercolors and colored mark- ers. 4. Students fold and arrange their origami into interesting composi- tions. 5. Students secure their finished origami works to a base with white school glue. Assessment Wer recreate the origami designs? Were students able to create interesting compositions with their origami? By Janice Corsino, visual arts specialist at Le Jardin Academy in Kailua, Hawaii. High School Art of Origami Elementary Drum Drum Drum! Early Childhood The Essential Question sounds repeat? Objective Students will develop an under- standing of repetition and pattern ollers and handprints to repeat shapes. Materials containers with plastic lids, foam pattern rollers, tempera paints, con- struction paper, glue, stur awl, chopsticks Procedures 1. I read the children's book Hand, Hand, Fingers, Thumb and Gur - epetition of the words and actions; students tapped on the book with their their drums. 2. Using foam rollers with cut shapes, students rolled paint and made patterns of shapes that repeated onto construction paper that I had pr containers. Students personalized their work with a print of their hands using excess paint from the r ed the feel of the paint. 3. The cut paper was wrapped around the containers and students used glue to tack the ends in place. 4. I used an awl to poke a hole on each side of the container, making sure the hole was in the middle. I then looped a string through the holes and tied it off on the inside of the drum. Now the drum could be used on either the plastic lid side or the tin side for different sounds. 5. With their hands or chopsticks, students could repeat their own sounds to cr ns. Assessment Students are able to create and epeating patterns that are seen and heard. By Aileen Pugliese Castro, art teacher in Montreal, Quebec, Canada. Photo credit: Drum by Daniel, age 1, 2014. Slotted Sculptures Middle School The Essential Question How does life inspire the art-making process? Objective Students will produce a larger-than- life painting based on goods pur- chased fr . Materials oil paint, paintbrushes, turpenoid, canvas, rags, palette, stretcher bars (various sizes), canvas pliers, stapler, gesso, gesso brush, pastries Procedures 1. V pur 2. would like to use as their subject matter and sketch various compo - sitions in their sketchbooks. One sketch should be chosen for their larger-than-life painting. 3. Students are to stretch their own canvases and gesso them. 4. Students draw their chosen sketch onto their canvases and - gr of their choosing. 5. Craftsmanship is a large part of painting r . Ask students to , from the swirl of the frosting to the patterns in the dough. Assessment Students will engage in individual small-group critiques. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. The Essential Question Can students use bold outlines and bright colors to make their designs "pop"? Objective to cr balanced group sculpture. Materials corrugated cardboard circles, pen- - manent black markers Procedures 1. In groups of four, have students Pop artist Romero Britto. (Preview samples in advance, as some of Britto' .) 2. Ask groups to answer the ques- tion, "What makes a Romero Britto a Romer distinguish his work from other artists? Write student responses on the board; see if the class can find commonalities between each group's observations. 3. Explain to students that their art- work will be used in a collaborative sculptur to decorate the fronts and backs of their cardboard circles. Each stu- dent should take a circle and draw a simple picture of their choosing in should divide their circles, includ - ing their backgrounds, into simple shapes. Students then outline their drawings with permanent marker. 4. Students paint both sides of their cir , outline with permanent markers. Outlining before ensures that students will see their shapes through the paint; outlining after will enhance the completed design, creating crisp boundaries between colors. 5. Students will cut two slots into each cir to fit their circles together to create a 3D freestanding sculpture. Assessment Were students able to work collab- eate a group sculpture inspir By Rachel Wintemberg, art teacher at Samuel E. Shull School in Perth Amboy, New Jersey.

Articles in this issue

Archives of this issue

view archives of SchoolArts Magazine - November 2016