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 39 of 54

SCHOOLARTSMAGAZINE.COM 35 Stencils and Collaging When students were finished with their designs, I gave them each a transparency. Students used box cutters to cut away all areas of the design that were to be colored. Once students begin cutting away the plastic, there is some difficulty picturing the finished stencil and seeing how it will read once painted. I encouraged students to make test images as they cut. They pinned the stencils to large pieces of cardboard, stepped outside, and sprayed. Students then made a newspaper ground. They collaged a background for their works using newspapers and glue over cardboard. Some chose to use only text, while others used headlines and images. A thin layer of gesso was painted over to mute the newspaper. Once the background was done, students sprayed the sten - cil on top of their collaged ground. Experiment and Elaborate Once the hard work of cutting the sten- cil was done, students enjoyed playing a round with the image, mixing and matching colors, creating a double or inverted image, and even collaborating with other students. I asked them to turn in their best experimental work. We finished the unit with a critique by inviting another art class in for a dialogue about the finished pieces. The visiting class was composed of AP Art students and the critique was very beneficial to all involved. Con - versation seemed easier than during other critiques, with many students speaking. It was clear that students were motivated by their issues. Addressing Concerns Controversial issues can and should be addressed in the artroom. Many of the great masterworks in art his- tory address issues of religion, sex, p olitics, and violence. It would be impossible to avoid these topics altogether. By dealing with con - troversial issues head-on, teachers c an help students deal with and perhaps even solve problems. That being said, one must tread lightly when discussing certain subjects. Some guidelines to follow in addressing controversial topics include: getting support from admin - istrators and parents; making connec- tions to art history, such as using the B ealing with controversial issues head-on, teachers can help students deal with and perhaps even solve problems. CONTINUED ON PAGE 41. Left: Gengyi Li, grade ten. Right: Marquise Hunter, grade twelve.

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