SchoolArts Magazine

APR 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 57 of 62

drawing skills. Suggestions include: one-, two-, and three-point perspective. Planning Create several thumbnails sketches of what you want the final work to look like. How Are Packets Introduced? There are nine packets; however, the teacher only presents three at a time as to not overwhelm students. The Figure, Architecture, and Imagination packets are a good first three to start with. Each day, for three consecutive days, the teacher presents one of the packets. On each day, the teacher presents the objective and shows art examples. The teacher may also choose to demonstrate a technique or skill that is associated with that subject. For example, on the day the Architecture packet is presented, the teacher might do a mini-lesson on lin- ear perspective. After the three packets have been presented, each student will decide which packet he or she wishes to complete. The student will answer the consideration questions, seek out and complete tutorials, and plan a final project. Students should be pro- vided a set time in which to explore their chosen packet and create a final work of art. The following week, the teacher will present the next three packets. Landscape, The Portrait, and Concep- tual make a good second set. At that point, students will be able to select from any of the six packets. After they complete their art from their sec- ond packet, in the same way they did the first, the teacher presents the final T H E O P E N A R T R O O M H ave you ever heard a student say, "I don't know what to make?" It's a phrase repeated often in the choice-based artroom, especially at the beginner level. As art teachers, we are prepared to give the student just about any material we have in the storage closet. We are willing to demonstrate any technique The Nine The Nine was developed after students in a beginner-level class requested total freedom of choice but were stumped for ideas when given the opportunity. They didn't like working with themes and they needed some - thing more basic than artistic behav- ior units. To meet their request, we developed nine packets based on the following nine subjects: Architecture, The Figure, Imagination, Landscape, The Portrait, Conceptual, The Object, Nature, and Nonrepresentational. What's in a Packet? The packet is a document that con- tains the basic information the student needs to create a work of art based on that subject. The packet docu- ment starts with the objective. It then asks the student to consider a few questions about the subject. It also contains suggestions for tutorials as well as examples of artwork related to the subject. The following is a sample packet based on architecture: ARCHITECTURE PACKET Objective Create a work of art with a focus on an architectural structure. Considerations Answer the following in your sketch- book: • What is the definition of architec- ture? • How many different places is architecture displayed? • What type of architecture are you considering? • Based on these answers, what medium will be best to use for this work? • What references will you need for this work? Warm Ups Complete at least two tutorials in your sketchbook before beginning your drawing. The tutorials may dem- onstrate how to use materials, new techniques, or ways to improve your The Nine: Presenting Subject-Based Choice Ian Sands needed to help a student bring an idea to fruition. The only thing we don't want to provide is the idea. That should be left to the student. Still, artist block happens, but it doesn't have to. When it comes to deciding what subject will be the focus of your stu- dents' art, you can help by narrowing it down to nine choices. By presenting nine topics, which we will call "The Nine," you can provide your students with a starting point for formulating their ideas. The Nine removes the word "don't" from the sentence, "I don't know what to make." The Nine removes the word "don't" from the sentence, "I don't know what to make." CONTINUED ON PAGE 53. Audrey A., grade ten. 12 APRIL 2018 SchoolArts CONTINUED FROM PAGE 12. honor. During the next few weeks, Heather cut out the shapes of the animals and plants from the painted poster board and assembled them using classroom glue. We worked together to hang the pieces on the wall of the children's area. After the mural was installed, families returned for the reception and unveiling. Katherine designed a storytime program for the event. Children sang a song, listened to Eric Carle books read out loud, enjoyed cake and punch, and viewed their completed mural. The mural will remain on view where families and CONTINUED FROM PAGE 8. A D V O C A C Y CONTINUED ON PAGE 53. W alk into the children's area of Belle Isle Library in Oklahoma City on any day of the week and you will find children reading books, putting on puppet shows, playing with toys, and creating make-believe stories. It is a place to both learn and have fun. But until recently, the bare walls of the space did not reflect this energy and vitality. Enlivening the Walls On a mission to enliven the walls of the children's area, we (Katherine, the children's librarian and Heather, a local art educator) designed a sum - mer workshop through which Belle Isle Library families helped to cre- ate a mural that was installed in the library. Involving the children and their caregivers was impera- tive to cultivate a sense of owner- ship and to reflect the creativity of the youngest library patrons who play and learn in this space. When planning for the mural, we looked to Eric Carle illustrations, not only for their obvious literary connections, but also because of their visually recognizable style that families adore. Little Hands Art Camp For the summer edition of Belle Isle Library's Little Hands Art Camp, materials creatively to design tex- tures for their plants or animals. For example, the family who was assigned the hawk used forks to create the lines for feathers; the family who had the turtle mixed salt with their paint to create a rough and bumpy texture; and the family who painted the horse used their own handprints to cre - ate spots. Since Heather would be cutting out the animals and plants later, families did not need to "stay inside the lines" or paint a realis - tic animal. This allowed for free expression and creative play with the materials provided. Everyone got a little messy painting under the trees in front of the library. The Unveiling Families were invited to return one month later for the unveiling of the mural and an art opening in their Art on the Range Katherine Hickey and Heather White Empowering children to adorn their librar pace transforms their perception of the librar rom a "book warehouse" into a destination for their enjo ment. a free monthly art-making work- shop for families, young artists and their caregivers created Eric Carle– inspired animals and plants (horse, coyote, tarantula, squirrel, sun, scissortail flycatcher, firefly, bison, turtle, red tail hawk, prickly pear cactus, fox, cottontail, frog, snake, armadillo, yucca) using acrylic paint and poster board. We chose to feature local Oklahoma wildlife, and asked a local park ranger to review the selec - tion to ensure accuracy. When families arrived on the day of the program, they were assigned a plant or animal and given paint and poster boards in corresponding col - ors. They also received a fact sheet, which included a physical descrip- tion of the animal, photographs and information about its conservation status, and eating habits. Line, Pattern, Texture We challenged participants to cre- ate interesting lines and patterns for their plant or animal using materials from a "texture cart." The texture cart held an assortment of things to paint with, such as card - board, rags, bubble wrap, Popsicle sticks, carpet scraps, straws, salt, paintbrushes, crumpled brown paper, cotton balls clipped on clothespins, and paper towel rolls. We encouraged families to use the 8 APRIL 2018 SchoolArts THE ORIGINAL K iSS-OFF ® Stain Remover Before you throw it away... try Kiss-Off! "I had gotten blue oil paint on one of my fall coats... I felt like I should give Kiss-Off ® a try and lo and behold no more dried on oil paint! My jacket was saved." ~Malissa Removes: Ink · Oil Paint · Grease · Makeup · Blood · Lipstick · Coffee · Red Wine · Grass Stains & More Ideal for Classroom, Travel & Art Studio MADE IN THE USA three packets, The Object, Nature, and Nonrepresentational. Students will then have the choice of all nine. Proceeding to Choice After students have completed three packets, they may be given the oppor- tunity to work in a full choice studio. At that point they can decide to work on another packet or work on an idea of their own. Whichever they decide, you won't have to hear, "I don't know what to make." All nine packets, along with links to art examples as well as a few related tutorials, can be found on the Art of South B website's Units page at artof - Ian Sands is a visual arts instructor at South Brunswick High School in South- port, North Carolina, and co-author of The Open Art Room, available now from Davis Publications. all other library patrons can admire it each time they visit. Our Guiding Principles Empowering children to adorn their library space transforms their perception of the library from a "book warehouse" into a destination for their enjoyment. This program celebrates the landscape and wildlife of Oklahoma, and we hope it also makes library families feel more connected to the place they live and inspires a desire to conserve and protect. This was a fantastic learning experience for the library families; it taught children about their local environment and provided the opportunity to experiment with art- making materials and create original works of art in a collaborative setting. Katherine Hickey is the children's librar- ian at Belle Isle Library in Oklahoma City and Heather White is a local art edu- cator. heatherelizabethwhite @ SCHOOLARTSMAGAZINE.COM 53

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