SchoolArts Magazine

SEP 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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artwork and the temporal nature of street art. Others articulated ideas about the social messages they saw in the work or expressed concerns about the legality of different types of street art. I was amazed by the energy students had and the level of critical thinking they were able to demonstrate. Choosing a Site After our discussion, we set out to create our own installations. First, we selected a site. This was chal - lenging because there were three different classes participating in the project. After listening to a variety of students' ideas, I decided they would all work together to cover six tree trunks in front of our school. Warm-ups Throughout the process of creating our fabric, students participated in warm-ups in which they reflected on the practice of yarn bombing. One of my favorite warm-ups asked them to explain what they would cover in yarn if they had unlimited resources M y middle-school students enjoy learning about con- temporary art and they love making it outside of our classroom. So, when I saw Magda Sayeg (the mother of yarn bombing) speak at the Texas Art Education Association's annual conference in Dallas, I knew I had to find a way to engage my students with this exciting form of textile art. Magda Sayeg and Yarn Bombing We began this lesson with a discus- sion of Magda Sayeg and the evo- lution of her yarn bombing, from smaller projects that altered the urban environment to large-scale commissioned and commercial works. I asked students to consider her use of color, texture, and pat - tern, and the meaning that is created when those elements are juxtaposed within the urban environment. Students used their understand- ing of Sayeg's work as a jumping-off point for looking at and interpreting the work of a variety of yarn bomb - ing artists. Many of these students had been introduced to street art earlier in the year, so they were able to revisit ideas about site-specific M I D D L E S C H O O L Jennifer Hartman The Art of Yarn 34 SEPTEMBER 2017 SchoolArts

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