SchoolArts Magazine

December 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 23 of 54

SCHOOLARTSMAGAZINE.COM 19 "Getting a Head" Students used foam heads as the sur- face to form their hats over, and they would display their finished products on them. They were excited to get the foam heads—our version of a blank canvas. Problem-Solving through Drawing Students began with six thumbnail drawings of hat designs. We found a great website showcasing a visual his - tory of hats (see Web Links); I made it clear that not all of them were ideal for the project, but there were some amazing inspirational hat shapes to use as a starting point. Students took their best two thumbnail sketches to the next level by drawing what the fronts, backs, and sides would look like. Once ideas were finalized, it was time for students to figure out how to make them happen. Each day, I spent a great deal of one-on-one time with students, guiding them and helping them problem solve. Complex Construction Each design had a unique construc- tion process. Some required only folded paper and glue, while oth - ers needed papier-mâché forms underneath as a base. Some students applied papier-mâché over bowls and others used plastic wrap and applied the papier-mâché over the foam head itself for a tighter fit. Finished hats even included details of tulle, feathers, or lace. Due to all of the different needs, I filled a cart with cardboard, tagboard, light drawing paper, poster board, and anything else that might be useful to students in the construction process. Hats Off! From inspiration and requirements to planning and production, I watched students experiment and discover design and texture ideas. I observed them take a simple sketch and real - ize that it was more difficult than they thought to construct it in three dimensions. Maybe Lady Gaga or Nicki Minaj should stop by my artroom for their next fashion statement! Wendi Sparks is an art teacher at Fairfield Junior Senior High School in Goshen, Indiana. wsparks@ 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 S gallery-chapter-1.html. institute-and-ralph-puccis-paper- push-3400266/ From inspiration and requirements to planning and production, I watched students experiment and discover design and texture ideas. Design and Balance • The hat must be an original, artistic design with asymmetrical balance and a focal point. Elements and Principles • The hat's shapes should repeat, overlap, and vary in size to create harmony and variety. • The hat should feature creative textures and 3D folds. • The hat should exhibit the elements of space and form. Keep in mind that this is a sculpture in the round to be viewed from all angles. Technique • The hat should demonstrate good artisanship, free from choppy cutting, oozing glue, or visible tape. Reegan Behles, grade ten.

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