SchoolArts Magazine

November 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 Can students learn the power of collaboration while making a con- nection between found objects and personal narrative? Objective Students will collaborate to deco- rate and r ofoam molds from packaging as the backdrop for an assemblage of objects based on personal memories. Materials discar ofoam packaging , paint- brushes, permanent markers, found objects, pushpins, index cards, embellishments (e.g., decorative pipe cleaners, bottle caps, etc.) Procedures 1. Ask students to write down a list of objects associated to that . Show examples such as a movie ticket, or a seashell from a 2. Ask students to bring in their own objects associated to the . 3. Divide the class into groups. Give each gr ofoam mold , students attach their objects to ofoam mold, as well as an index card about the object. 4. The whole class stacks the group-assembled molds on top of one another to create the com- pleted "Tower of Memories." Assessment Did the student participate in the decoration of the group project? Did the student make a connection Was the student able to construct a By Melody Weintraub, art teacher at Briarcrest Christian School in Eads, Tennessee. Expressive Nature High School Tower of Memories Elementary Shaping Up Early Child hood The Essential Question How do we use shapes in art? Objective Students will be introduced to Cubism through the art of Pablo Picasso. Students will demonstrate shapes. Materials 9 x 12" (23 x 30 cm) white drawing paper colors, paint- brushes, teacher samples, images/ posters of Pablo Picasso's art Procedures 1. Show students images of Pablo Picasso' see, what stands out to them, and . Have students find the dif- ferent shapes. Discuss how using shapes helps us to draw. Discuss how Picasso used shapes to make his art. 2. will be doing. (I let students tell me what shapes and colors to use as I cr 3. be making their own Cubist art. Then distribute materials. 4. color paint. (I removed the color black because I wanted students to use bright colors.) Assessment Students demonstrate knowledge of different shapes. Students will learned about Picasso and Cubism By Sheryl Depp, art teacher at Shady Hills Elementary School in Pasco County, Florida. Watercolor Monoprint Middle School The Essential Question What does a selfie/self-portrait r Objective Students will produce a large-scale drawing based on their own pho- tographic composition. Materials , camera, blending stump, 18 x 24" (46 x 61 cm) white sulfite drawing paper, grid Procedures 1. Students plan and take a selfie/ self-portrait using a cellphone, lap - top, or digital camera. 2. Students submit their chosen image to the teacher so that it can be printed in black and white. 3. Using the provided grid, stu- dents create a larger version of their image on 18 x 24" paper. 4. Students start from the top left-hand cor in each square, and add value and contrast once the portrait has been drawn. Emphasize that craftsmanship is a big part of drawing r . Assessment Students write a reflection on communicates about them. By Frank Juarez, art depart- ment chair at Sheboygan North High School in Sheboy- gan, Wisconsin. The Essential Question How can students use r overhead projector plastic in a watercolor painting? Objective Students will draw and paint a simple bird or landscape and trans- fer it to watercolor paper using the monoprint technique. Materials 4 x 5" (10 x 13 cm) r overhead projector plastic, 6 x 9" (15 x 23 cm) watercolor paper, 9 x 12" (23 x 30 cm) construc- tion paper, watercolor paint and , 9 x 12" white paper, paper towels, scrap paper, roller or spoon Procedures 1. Students trace a plastic square on a piece of scrap paper to determine the size of their final image. Put plastic to the side. 2. Show students bird and land- scape paintings. On the scrap paper, students create a simple drawing of a bird or landscape. 3. Students tape their plastic squares over their finished drawings and cover the plastic with a drop of - sitions using watercolors, blending . 4. Prepare a work area for stu- water, white paper to cover the area, and paper towels. 5. Students soak their watercolor least five minutes. Set the plastic watercolor painting on the white paper with the paint side up. Take the watercolor paper out of the f excess water with a paper towel. Students center the watercolor paper over the plastic r the watercolor paper up to reveal their transferred paintings. 6. Students use a piece of colored construction paper to cut a frame for their finished monoprint. Assessment Were students able to success- color painting? monoprint of the painting? By Carrie Trimmer, art teacher at North Prairie Middle School in Winthrop Harbor, Illinois.

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