SchoolArts Magazine

September 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 58

The Essential Question How can we create an artwork featuring line, color, and value in a cool/warm color scheme? Objective Students will create a still life featur- ing a guitar and at least one other object to demonstrate overlapping. Materials drawing paper (or white or col- ored construction paper), pencils, oil pastels, objects for a still-life arrangement, including an actual guitar, if available Procedures 1. View and discuss the work of Pablo Picasso, including The Old Guitarist and other works from his Blue and Rose periods. 2. Allow students to view and have prepared for observation. Dis- cuss overlapping and how objects lower in the picture plane appear closer to the viewer. 3. Review the Essential Question and discuss warm and cool color schemes. For their still-lifes, allow students to choose cool objects with a warm background, or all cool/ all warm, etc. Remind them that pressing harder or with less pres- sur - tel over other colors to create tints. 4. Students color in their objects over all pencil lines with black because it smears). Students finish Assessment Students use a simple rubric to self- assess their work. All of the project's objectives are listed in the rubric. By Drew Brown, art teacher at Sweet Apple Elementary in Roswell, Georgia. From Food to Fashion High School Still-Life Guitars Elementary Flower Garden Veggie Prints Early Childhood The Essential Question How can students use one object to print and create another? Objective Students will discover how to use an or print a different object (a flower). Materials , peppers, car- rots, okra, broccoli), tempera block paints (various colors), brushes, thin - pera paints, colored paper Procedures 1. Students observe garden paint- n how flowers are brought to life, from r observe colors. 2. Students discuss differ of gardens, such as vegetable gardens, flower gardens, sculpture gardens, and rock gardens. 3. Using a paintbrush and tempera blocks, students use long brush strokes to paint the stems of the flowers in their garden. This is painted onto the color construc- tion paper of their choice. 4. Students look car vegetables on the tables. It is e not eating these veggies, but using the forms of the vegetables. What would a cut pepper print look like? 5. The teacher cuts the vegetables and students take the different veg- gies and dip them into liquid paint that is put onto a damp sponge. - etables in various patterns to create their flower gardens. Assessment Were students able to create a flower gar their vegetables? By Aileen Pugliese Castro, art teacher in Montreal, Quebec, Canada. Photo: Lauralie Ramgulam Trudel, age 2, 2016. Big-Shoe Fables Middle School The Essential Question What sources can designers draw from for inspiration? Objective food packaging as the inspiration Materials shelf-stable foods with interesting/ colorful packaging, pencils, pens, black permanent markers, drawing paper or illustration board, colored pencils and pens Procedures 1. Share the brief background information on T * 2. Explain the challenge: Students packages to create a design for a , etc). 3. Distribute food packages to stu- dents or consider having students bring in non-perishables from eflect their cultural heritages. 4. Ask students to create a small inspir e aspects of their packages. Encourage students to combine colors and motifs from the logos and incorpo- rate them into their designs. 5. Students should draw their designs in pencil, embellish- ing them with pen, permanent marker, colored markers and/or colored pencils. Assessment Conduct a group critique, com- paring and contrasting the range of designs created in response to each package. By Betsy DiJulio, art teacher at Princess Anne High School in Virginia Beach, Virginia. * This project was inspir graduating high school, Xie was hired as a freelance accessories designer. For her port - folio, she used food packaging to inspire her fashion designs. She drew inspiration from American film, pop culture, and the person - par Chinese foods. The Essential Question How can a drawing lesson be com- bined with creative writing? Objective Students will draw their own shoe in a setting where it looks over- sized and write a short fable about the illustration. Materials shoe, pencil, drawing paper, colored pencils, markers and/or watercolors, writing tablet Procedures 1. Ask students to take off one shoe and place it on the table in front of them. Discuss contour line drawing and ask students to draw their shoe using this method. 2. Discuss Gulliver's Travels with the Rackham and ask students to point out how Rackham used overlapping and proportion to establish the set- ting in his illustrations. 3. Ask students to draw a setting for their shoe that makes the shoe look enormous. Students ed pencils, water- colors, or markers to complete their illustrations. 4. When illustrations are finished, students will write their own short Assessment his or her shoe? Does the student use overlapping and proportion of other objects in the illustration to make the shoe appear enormous? color to his or her illustration? Does the illustration depict and By Melody Weintraub, middle- school art teacher at Briarcrest Christian School in Eads, Tennessee.

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