SchoolArts Magazine

MAY 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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SCHOOLARTSMAGAZINE.COM 37 featuring the same images as the post- cards, which included the name of the artist, the title of the work, and the date it was made. These answer sheets were printed in color and slipped into sheet protectors. Questioning, Deductive Reasoning, and Art Vocabulary (10 minutes) Before we started, we had a brief art vocabulary refresher to ensure a common language for identifying and categorizing art. Prior to the activity, a group of students made a three-minute movie titled I Am Art, which features an original song and clever visuals to quickly define art terms. We then view a short, inter - active video created by my student teacher, Matthew. In the video, Mat - thew's glasses hold an art postcard that only we can see. While watching the video, we all pretend to be his partner. He models good question - ing. "Am I a landscape?" We respond "No," since his mystery image is a portrait. He continues while sharing his deductive reasoning. Finally, before starting the actual game, I briefly review rules of play: • Yes/no answers only, take turns, and when a specific response such as "Am I American Gothic by Grant Wood?" is made, the game ends. • Players either win that round or lose. This encourages students to narrow their choices with thought- ful questioning, to look closely at their partner's masterpiece, and think about how to improve their strategies as they play. Play the Game (25 minutes) I matched each student with a partner and provided glasses and an answer sheet for both students. An art image is placed on each set of glasses (no peek - It's an exciting and supportive experience as we cheer for students responding to art with appropriate vocabular and deductive reasoning. ing), and the questioning begins. After making a final response, game pieces are removed and held up. This is the signal for me to replace the postcard. I try to have a few more game pieces than students so that I can swap out the art and they can con- tinue playing. This keeps me cir- culating throughout the classroom, replacing art, listening to questioning skills, redirecting, encouraging, and congratulating until it's time to stop. Ultimate Challenge Round (10 minutes) In my artroom, I have six tables with four chairs each. Each chair has a number, so we spin a "magic wheel" (see Web Link) to determine a hot seat. These six students represent their table in the ultimate challenge round. One at a time, students ask a question about the mystery art piece. If they are incorrect, they are eliminated. If they are correct, they continue to play. It's an exciting and supportive experience as we cheer for students responding to art with appropriate vocabulary and deductive reasoning. The Real Reward When I took these fourth-graders to the AIC, they were thrilled to rec - ognize their game pieces in person. I heard students exclaim, "I know that landscape!" and "No way! The Seurat is much bigger than I thought!" While passing through a gallery of paintings from the Spanish Renaissance, we all laughed when one student announced, "Hey, I had that El Greco on my head!" Tricia Fuglestad teaches art at Dryden Elementary School, in Arlington Heights, Illinois. Tricia_ N A T I O N A L S T A N D A R D Responding: Understanding and eval- uating how the arts convey meaning. W E B L I N K spect-art-acles-look-think-question Students were given answer sheets which included the name of the artist, the title of the work, and the date it was made.

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