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: http://www.schoolartsdigital.com/i/746025
The Essential Question Can students create street art using ning basic stenciling techniques? Objective Students will use stenciling tech- niques to cr scene of outer space. Materials white poster boar surface, round plastic bowls and/ pages from magazines, rubber gloves Procedures 1. Show students videos of artists eate space on sidewalks. Explain that these artists were using stenciling tech- niques. 2. To create planets, students begin ound plastic bowls or lids on the poster board. These ar 3. The bowls are removed and ee colors onto each planet. While the paint is wet, students use pages from a magazine to create textural effects. magazine paper on the wet paint and smooth it down or crinkle the magazine paper first, then place it on the wet paint and lift. 4. When the planets are complete, students replace the plastic bowls over the planets and fill in the rest of the background with black and 5. Students add finishing touches. Stars are cr paint onto the surface of the poster board. When the background is fin- ished, the bowls are removed. Assessment Were students able to ef collaborate and use stenciling tech- niques to create an outer space scene? By Janice Corsino, art teacher in Kailua, Hawaii. Winter Fun High School eet Art Elementary Patterned Tiles Early Childhood The Essential Question What makes up a pattern? Objective Students will develop an under- standing of repetition with shapes, lines, and colors to produce pat- ter Materials craft materials such as tubes, caps, cardboar , kiln, tile ods, rolling pins, glazes, glue, felt Procedures 1. To discover pattern, we started with making sounds of repetition our hands. We discussed how we could use patter repetition. We gathered various craft materials such as sticks, caps, cardboard, and tubes, and dipped them into paints to create patterns on paper to show lines, shapes, and colors. 2. rolling pins to cr between two dowel rods on the table. Using a premade tile as a tem - . 3. Using craft materials, students create impressions. Using their vari- n of lines and shapes. 4. e fired in a kiln, students used glazes to add a pattern of color. 5. When the tiles were refired, stu- dents were able to see bright colors in their patterns. Felt material was glued onto the backs of the tiles to use as a trivet. Assessment Students are able to create and ns that are seen in By Aileen Pugliese Castro, art teacher in Montreal, Quebec Canada. Photo: Pattern Tile by Carmeli, age 6, 2009. Silhouettes and Sunsets Middle School The Essential Question to determine the center of interest? Objective Students will create a painting based on a collage created in their sketchbooks. Materials pencils, sketchbooks, erasers, maga- zines, scissors, X-Acto knives, cutting paint, stretcher bars, raw canvas, gesso, brushes, paper towels, water, canvas pliers, wire, d-rings, medium Procedures 1. Students create collages based on their personal interests. 2. Using viewfinders, students determine a strong composition and focal point in their collages. 3. In their sketchbooks, students draw a sketch of the enlarged focal point, or area of interest, in their collage. 4. Students stretch their own can- vases and gesso the surface. The new composition from their sketch- books should be transferred onto the canvas. 5. color to the painting, and medium for texture. Assessment Students will present their painting to another student and vice-vers to discuss their process and inspiration. By Frank Juarez, art teacher in Sheboygan, Wisconsin. The Essential Question Can students use watercolor tech - eate a painting? Objective Students will observe images of sun- sets and produce a painting using wet-on-wet watercolor techniques. Materials cold press watercolor paper, semi- moist watercolor half pans, wide flat watercolor brush, fan brush, r paint, pencils, newspaper, water, images of sunsets Procedures 1. Show students images of sun - sets. Place photographs of sunsets on each table for students to look through for inspiration. 2. Demonstrate wet-on-wet water- color techniques. Drip water on sections of a sheet of paper and and turning the paper. Show how to add contrasting colors while preventing unwanted color com- eating small barriers . Explain that students e blending the small blank areas on the page with water. 3. overnight. Have them draw the outline of the foreground on their artwork using pencil. Explain how the pencil line acts as a barrier to prevent paint from running into unwanted ar a photo reference or create their own silhouetted landscapes. 4. Students start at their pencil lines with a brush and paint towards the bottom of the page using the edge of their flat brush. Students wet their brush and roll the bristles spread newspaper under their art and use it to practice controlling their brushstrokes. 5. The silhouetted shapes should cover the entire bottom of the page to create a foreground. Assessment Wer of brushes and cr wet-on-wet watercolor techniques? By Rachel Wintemberg, art teacher in Perth Amboy, New Jersey.