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 24 of 54

20 DECEMBER 2016 SchoolArts E L E M E N T A R Y O ne goal that I have set for myself is to always encour- age divergent thinking and unexpected outcomes in my students' artwork. When contemplat- ing a lesson for my fifth-graders, I naturally thought of the work of artist Jean Dubuffet. I have long been an admirer of Dubuffet and his concept of art brut. The artistic movement, art brut, literally translates to "raw art." It is spontaneous, original, and free from accepted artistic models. Dubuffet was an admirer of the art of children, because, in his eyes, their art was untainted by the rules of the art world—truly art brut. Introducing Art Brut I began this lesson by introducing Dubuffet and the idea of art brut to students. The first piece we studied was Allées et venues. This painting, along with many others by Dubuffet, is characterized by curvilinear lines and free-form shapes. He often put parallel lines within these shapes and filled in other shapes with solid color. Students enjoyed observing the paint- ing and pointing out all of the crea- tures, faces, and socks they saw. Starting with 2D After students viewed some of Dubuffet's 2D works, I demon- strated how to draw curvilinear lines across a piece of poster board. These lines would intersect from all four sides of the board to create free- form shapes. I returned to a few of the shapes and drew repeating contours within them to create smaller shapes inside. Students began working on their own poster boards . When they were finished drawing their shapes, I demonstrated how to use black permanent marker to outline the shapes. I then used a pencil and ruler to Art Brut Rita Childress SCULPTURES

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