SchoolArts Magazine

Summer 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 54

The Essential Question Objective Students will depict a piece of fruit as it changes form. Materials white construction paper, water- Procedures 1. be drawing an object as it changes; . 2. Give each student a piece of fruit, then provide paper and watercolor n their . 3. Students will draw their piece of fruit four times. The first drawing of the whole fruit should be close to the left-hand side of the paper. 4. After about five minutes, have students take a bite or cut a sec- tion from the fruit and draw the object again. 5. from the fruit so that change is seen. When all drawings are com- plete, demonstrate coloring with water water to obtain a watercolor effect. If desired, students can add in the Assessment How well did students depict fruit as it changed form? By Kimberly Taylor Underdown, student teacher at Northern Ari- zona University, Flagstaff. High School Eat Your Fruit Elementary Color Explorations Early Childhood The Essential Question understanding of color relationships? Objective Students will create a mixed-media composition that focuses on a pri- . Materials scrap paper in solid colors, prints and patterns, 12 x 18" (30 x 46 cm) white construction paper, scissors, glue, small paintbrushes, tempera paint Procedures 1. Ask students to name the pri- two colors make orange? Green? - tion paper in each color and ask, "Is een?" Repeat for other colors. If several students are wearing the same color, have them stand up and ask the class to describe the differ observe. 2. From a box of mixed color scrap paper, give each student several pieces to sort into color families. Each table in the room can be a for the papers as students sort them. 3. Demonstrate choosing a color and selecting several papers to use for a collage. Papers can be used as is, cut, or torn to make new shapes. then glue the pieces to the white construction paper. Have students select a color table to work at to create their own collage. 4. For each table, set a palette of tempera colors out that correspond to the colors used for the collages. On a plate or egg carton, put small amounts of the color, white, and a "neighbor color" (a color next to it on the color wheel). 5. Students return to the table with their original color and add paint to their collages. Encourage them to lines, and patterns to the collage. are or mix them to create variations. Assessment Students share their work, describing the differ eated with paint. By Grace Hulse, art teacher in Pikesville, Maryland. Fable Tunnel Books Middle School The Essential Question How do people contribute aware- ness and understanding of their lives and the lives of their communi- ties through art-making? Objective Students will create a social com- essing a per- sonal viewpoint on a topic or issue. Materials 90# white sulfite drawing paper, , erasers Procedures 1. Students create a Venn diagram illustrating potential topics or issues e interested in or pas- sionate about. 2. Students sketch out their ideas in e encour- aged to take their own photos as e to use foreshortening to illustrate their ideas. 3. Sketches are shared with the art teacher and the chosen sketch will be created as a large-scale drawing. 4. Students create an 18 x 24" (46 x 61 cm) drawing emphasizing value and contrast. Assessment Students will participate in a through the project, and then a final critique with the teacher. By Frank Juarez, art teacher in Sheboygan, Wisconsin. The Essential Question How can middle-school students practice creating depth in their art? Objective Students will create a tunnel book depicting the moral of a famous fable. Materials pencils, card stock, X-Acto knives, cutting board(s), colored pencils Procedures 1. Discuss illustration with the class books. Ask students to choose and s Fables and be able to discuss the moral of the fable and the scene that best illus- trates the moral. 2. After students have chosen and researched their fables, give them a demonstration on creating depth in their 2D illustrations. Remind them to illustrate the scene that best exemplifies the moral of the fable. 3. Students create their tunnel books using at least the fore- ground, middle ground, and back- ground of the illustration. Instruc- tions for creating a basic tunnel book can be found on the Web. Assessment W - ied? How well did the student illus- trate the scene that best depicts the - tion to detail in creating depth in their illustration? How well does the tunnel book show craftsmanship, attention to detail, and cr By Kari Giordano, arts curricu - lum leader in Southern Berk- shire Regional School District, Sheffield, Massachusetts.

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