SchoolArts Magazine

March 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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Response Sculptures High School Seascape Collage Early Child hood The Essential Question How can students use shapes and texture to create a collage? Objective Students will create a seascape using painted paper, newspaper, magazines, and r . Materials ed paper, newspaper, magazine pages, and scrap paper), 9 x 12" (23 x 30 cm) white paper, blue tempera, glue, scissors, fork, 2 x 12" (5 x 30 cm) pre-cut blue rectangle (a different shade than the tempera) Procedures 1. Show students the work of Elizabeth Rosen and discuss how she uses shape and texture to cre- ate a collage. 2. Demonstrate how a fork can be used on wet tempera paint to create lines (texture). 3. Students begin with a 9 x 12" sheet of white paper and paint the entire paper a shade of blue. Using a fork, students add texture. Compare the difference between a painted paper and a painted paper with textur 4. Give students a 2 x 12" pre-cut rectangle to cr papers and model how simple shapes can be cut from the paper to create fish (circle and triangle), boats (rectangle and triangles), and seaweed (rectangles). 5. Students create and assemble papers and shapes. (Using glue use an excessive amount of glue.) Assessment Students' finished works should dis- es and shapes in a collage. Students can critique - cussing how different shapes and textures were used in each collage. By Kristina Latraverse, art teacher at Columbia Elementary School in Palm Bay, Florida. Painting a Portrait Middle School The Essential Question How do artists and designers deter- mine goals for designing or redesign- Objective Students will create a response piece after reading and reflecting on several immigration stories. Materials twine, hot glue, succulent plants, soil, charcoal Procedures 1. Students will read and respond to various immigration stories. 2. Students plan and sketch various versions of a sculpture that responds . 3. After their design is approved, students begin working with their selected materials to create their sculptures. 4. Students create a base for their functional hanging sculpture to add plant life. Assessment Shar perception and understanding of the human experience via a group critique. By Frank Juarez, art teacher at Sheboygan North High School in Sheboygan, Wisconsin. The Essential Question How can students use photographs as a reference to inspire original paintings? Objective S medium to create transparent effects in their artwork. Materials photographs of faces from maga- photographs, watercolor paint, flat shading brush, wide flat shad - ing brush, thick drawing paper, HB, 2B, and 6B pencils Procedures 1. Students select a photograph of a face to draw. Review basic facial proportions with the class. 2. When the drawings are complete, have students add shadows and midtones using 2B and 6B pencils, and highlights using an eraser. 3. Students will mix transparent colors - izing" black-and-white photocopies n to mix the correct proportion of pig - ment and glaze without obscuring cr comfortable with the medium. 4. Students will then "colorize" their drawings with clear glazes, painting over both the light and shadows so that the pencil shading and high - lights are visible beneath the paint. Assessment Wer use transparent painting and color blending techniques to create their paintings? Do students demonstrate an understanding of transparent painting techniques and know how to use them? By Rachel Wintemberg, art teacher at Samuel E. Shull School in Perth Amboy, Jew Jersey. Art by Darion Garcia, grade eight. The Essential Question How do artists explore ideas of color and abstraction? Objective Students will use a simple painting technique to explor and abstract design. Materials liquid watercolor (r , and blue), plastic drinking straw, 8 ½ x 11" (22 x 28 cm) standard print- ing paper, fine- or medium-tipped black marker Procedures 1. colors are using a color wheel, then discuss abstract art. 2. Students place a few drops of each color paint (r , and blue) on their papers. 3. Using a straw, students blow the paint across their papers. 4. Point out the areas on students' papers where two colors mix to . 5. . 6. Students draw around their paintings and add details to create a monster. Assessment How well do students' artworks abstraction? By Autumn Lavis, art education student at Northern Arizona University in Flagstaff, Arizona. Abstract Monsters Elementary

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