SchoolArts Magazine

February 2017

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 learn to make relief sculptures using unconven- tional materials? Objective Students will create colorful low- relief designs. Materials 5 x 12" (13 x 30 cm) card stock, n, pipe cleaners, hole punch, pencils, cotton swabs Procedures 1. Explain to students that a low- relief sculpture is made when a om a background. T e- ate their own low-relief sculptures of their name using foil. 2. Give each student a piece of card stock. Ask students to write their names so that much of the card stock is covered. 3. Provide students with pipe clean- n to glue over their pencil designs. This creates a raised surface to work from. 4. Press aluminum foil over the entire piece of card stock and glue around the edges. Then use cotton swabs to press the foil around the raised low-relief name design. 5. Instruct students to embellish their designs with color using per- manent markers. A hanging plaque can be cr the top cor n through the holes. Assessment How is the knowledge of low-relief the use of nonconventional materials? By Jasmine Powell, art education senior at Northern Arizona Univesity, Flagstaff. Whimsical Creatures High School Embossed Name Plaques Elementary Two Hearts Early Childhood The Essential Question all sides? Objective Students will translate 2D shapes into 3D forms using Jim Dine's heart sculptures as inspiration. Materials , skewers, sand, felt markers Procedures 1. Students examined the 2D and 3D artworks of Jim Dine for inspira- tion. 2. Students pushed sand into the texture, much like Dine's sculptures. e able to see and feel tex- tur . 3. eate a marble texture. 4. Students then modeled the forms of two hearts using Dine's sculptures for inspiration. 5. pressed the exposed skewer end hearts stand upright. Assessment Students are able to see and feel the textures develop on their 3D forms. Students are able to use shapes. By Aileen Pugliese Castro, art teacher in Montreal, Quebec, Canada. Photo: Two Hearts by Jocelyn Kee, 2009. Four Seasons Middle School The Essential Question eading affect Objective Students will create their own eature based on excerpts from various publications. Materials sketchbooks, pencils, pen holders/ pen nib, India ink, scrap paper, eras- ers, 90# white sulfite paper Procedures 1. Ask each student to read a pas- sage from a book that he or she selected and imagine what this passage would look like if drawn on paper. 2. Students create various sketches in their sketchbooks and consult with the teacher as to which sketches would be ideal for the project. 3. Students draw the final sketch of their creature on #90 white sulfite paper, with a 1" (2.5 cm) border. 4. Using India ink and a pen nib, students add stippling, hatching, and cross-hatching to create con- trast, value, details, and repetition within their drawings. It is impor- tant to note how much ink is on the nib; excess ink can be dabbed on a piece of scrap paper. 5. Students complete their draw- ings on white sulfite paper. The drawings should include texture, contrast, use of space, and good artisanship. Assessment Students will write a paragraph on the development of their final drawing and explain how reading can inspire cr . By Frank Juarez, art teacher in Sheboygan, Wisconsin. The Essential Question How can students express how a landscape changes throughout the four seasons? Objective Students will use the elements of color, texture, and line, and the principles of repetition, pattern, and space to create four landscapes depicting the seasons. Materials x 30 cm) oak tag, scissors, 12 x 18" , ent liquid watercolor paint, tempera cakes, toothbrushes, 9 x 6" (23 x 15 cm) drawing paper watercolor brushes, fan brushes Procedures 1. and affix it to a piece of tag board. 2. Students car leaf shapes. The background paper can be used as a stencil. 3. Students arrange their cut-out leaves and stencils on paper. Discuss the differ be arranged to depict the four sea- sons. Discuss how students might use the negative space of the sten - cils to create positive shapes with paint, or the positive cut-outs to create negative leaf prints. 4. Students use tempera and a toothbrush to splatter over the sten- with diluted watercolor can be used over the leaves to create patterns (For win- ter, students can create snowflake stencils and use speckled blue and violet paint). 5. paint and paintbrushes to create trees and grass. Remind them that ess . Assessment Students will share their work with the class to see if viewers are able - choices and use of line. By Rachel Wintemberg, art teacher in Perth Amboy, New Jersey. Artwork: Chantal Tejada Done, Alondra Reynoso, and Gilma Espinoza Canas.

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