SchoolArts Magazine

March 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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The Essential Question How can students demonstrate their understanding of warm and cool colors? Objective Students will cr featuring an image repeated two times—one using warm colors, the other using cool colors. Materials 6 x 9" (15 x 23 cm) drawing paper, pencils, erasers, carbon paper, clear tape, black permanent markers, col- oring supplies Procedures 1. Have students draw a picture similar to a page in a coloring book (i.e., simple design, no color, no shading). 2. image onto two pieces of paper. 3. Outline both drawings with black permanent marker. 4. Use coloring supplies to color the first image with cool colors (e.g., blue, green, and violet). Use color- ing supplies to color the second image with warm colors (e.g., red, 5. Students secure both images together with clear tape to create Assessment Students will participate in a group complete a written self-reflection. By Janice Corsino, art teacher in Kailua, Hawaii. Inverted Drawing High School W Elementary Framed Portraits Early Childhood The Essential Question How do we see ourselves? Objective Students will demonstrate correct parts and proportions of the human face through a printed self-portrait. Materials paper, pencils, black markers, mir- r ed paper, card- board, glue, r make a pattern) Procedures 1. Students identified the parts of their faces through a guided obser- vation in a mirror and drew them in pencil on paper. 2. black marker and taped them face- ofoam. 3. Using a sharp pencil, students poked holes into the marker lines (photocopies can be made to pro- tect original drawings) and through ofoam. The paper was removed and students dragged their pencils over the dotted lines, transferring the image. 4. ofoam print- ing plates. The plate was then car , rubbed, and then removed to reveal the print. 5. Students made frames for their portraits using r such as glass pieces, beads, or tiles. Assessment Students ar and pr By Aileen Pugliese Castro, art teacher in Montreal, Quebec, Canada. Photo: Self Portrait by Trinity Bates, 2008. Magnified Leaf Middle School The Essential Question How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? Objective Students will create realistic draw- ings with value and texture. Materials white charcoal, 18 x 24" (46 x 61 cm) pastel paper, kneaded erasers, blending stumps, paper towels, shirt, Procedures 1. Students design various composi- tions of an article of clothing (for this project, a shirt) in their sketch- books. 2. Students communicate with the instructor on which compositions are the str . A com- position is selected to be made into a realistic, detailed drawing. 3. Students car outline of their shirts using white charcoal. 4. V highlighted areas found within the shirt and using the color of the eate dark tones. Attention should be paid to detail. 5. Students place a sheet of paper underneath their dominant drawing hand to prevent smudging. To fin- smudges. Assessment Students will write a self-critique explaining their pr wer improve on, and which elements incorporated into their drawings. By Frank Juarez, art teacher in Sheboygan, Wisconsin. The Essential Question Can looking at an object under a we see and draw that object? Objective Students will observe and draw the details of a leaf after examining it Materials leaves (laminated or preserved with - ing glasses, compasses, 9 x 12" (23 x 30 cm) drawing paper, pencils Procedures 1. Students examine leaves with the - t notice pr . 2. Show students the video "Struc- ture of a Leaf" (www structures described in the video are visible in the leaves given to them. Explain how to draw different kinds and stem before adding the outline. Have them practice drawing leaves before beginning the next step. 3. Students select a leaf and draw it to fill the entir use a compass to draw a section of . 4. glass over their leaves and erase the part of the leaf that is inside the lens. W that magnified section of their leaf , 5. To add shadow and depth, stu- dents imagine that their leaves are source (light travels in a straight line; wherever the "sun" is not hitting the leaf, those parts should be shaded with a 4B pencil). While adding fin- ishing touches, students shade and create texture for the glass, using an . Assessment Students will share their drawings with the class and discuss whether the details drawn in the magnified section match the details in the leaf. By Rachel Wintemberg, art teacher in Perth Amboy, New Jersey. Photo: Warlyn Castillo, grade seven.

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