SchoolArts Magazine

February 2018

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

High School The Great Color Hunt Early Child hood The Essential Question How can we create a color wheel without paint? Objective Students will work in teams to look through magazines (or sort through clippings) and create a color circle. Materials magazines and/or magazine clip - pings, large cardboard circles, scis- sors, glue sticks Procedures 1. Divide the class into small groups. Each group is assigned a color: r , green, blue, or purple. 2. - zine and showing all the colors that are found on a single page. Show students how to car one color and glue it to a color wheel (cardboard circle). 3. Students work together to hunt for their assigned color. (You could also pr e-cut search through and add to their are hunting for colors, not pictures. 4. Have students glue their assigned can no longer see the cardboard. Assessment Students' finished work should demonstrate knowledge of color. Each team or table brings their completed wheel to the center of the room. Have students discuss pr could also be an introduction to By Kristina Latraverse, art teacher at Columbia Elementary School in Palm Bay, Florida. Middle School The Essential Question As artists, do we need a plan to create art? Objective Students will create their own Abstract Expressionist painting using nontraditional tools. Materials large sheets of paper, palette paintbrushes Procedures 1. Discuss with students the differ- ence between a planned painting and an intuitive painting. 2. Students will do a series of small exer - brush to create a painting without looking at their paper. 3. Next, students will repeat step two to create another painting, this time using a nontraditional tool 4. Ask students to compare both processes. What are the differ- ences? What are the similarities? 5. learned to create a large-scale Abstract Expressionist painting. Assessment and encourage staff and students to comment on their work using , student artists will discuss what others wrote. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. Art by Emma Andersen, grade twelve. The Essential Question How can students capture an artist's eate original art? Objective Students will create a Dr. Seuss- Materials paint, markers, colored pencils, con- struction paper, scissors, glue Procedures 1. Read the book, I Had Trouble in Getting to Solla Sollew . Seuss. Discuss how no one knows what . 2. Ask students to work in groups to elements in Dr. Suess's drawings. 3. Students cr - ing concentric circles and mixing color tints in gradients from dark to overlap, and glue the circles at the top of a large sheet of construction f the page. Next, students cut out a piece of black construction paper to form a hori- zon line and glue it down, overlap- ping the bottoms of the circles, and saving the leftover black paper. 4. To create 3D-looking buildings, students should draw a curved arrow pointing upward and extend the lines at the ends of the arrow down - ward. Angle the windows parallel to the lines at the top of the building and shade in the top and far edge of each window. Encourage students to 5. Students create and cut out two , col- or , and outlined in black. One side of each building is shaded is shaded using pencil and colored e being cut out as one piece. 6. Students glue down the second - glue the leftover black paper to form the foreground. Assessment Wer the defining characteristics of Dr. Seuss' learned to their own creations? By Rachel Wintemberg, art teacher at Samuel E. Shull School in Perth Amboy, New Jersey. Art by Diana Soto, grade eight. The Essential Question come to an understanding of the - gliani while experimenting with mixed-media design? Objective Students will create a Modigliani- . Materials Modigliani, white sulphite con- struction paper (cut to 10 x 16" [25 x 41 cm] to allow for matting later), tempera paint, brushes, ed pencils/oil pastels Procedures 1. Practice drawing elongated faces and necks. Then decide on an individual to draw. (You must .) 2. Beginning with a long U shape, draw an elongated face. Continue ow neck and sloping shoulders. 3. ows that extend into the line for the nose. Complete the rest of the face and the hair. 4. Decide on the materials to use: If the face is done in paint, the background must be in a drawing medium (not markers). If the face is done with a drawing medium, the background must be done with paint. 5. this person well enough to "see into . 6. Complete a simple background and title the artwork. Assessment Did the student follow the instruc- tions and use the materials prop- the individual in the portrait and defend the decision to add pupils, By Laurie Bellet, art teacher at Oakland Hebrew Day School in Oakland, California. Do I Know You? Elementary

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