SchoolArts Magazine

Summer 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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Metaphorical Still Lifes High School Early Child hood The Essential Question How do ar saurs from their individual bones to a full thr Objective Students will learn techniques to form a 3D object from modeling . Materials , water- color paints, paintbrushes, images pinchers and pullers, drawing materials Procedures 1. W archaeologists discover bones of dinosaurs fr ago. We looked at photographs of bones and explor dinosaurs, and then brainstormed form a full 3D dinosaur. 2. together like a puzzle, each stu- studied its 3D form. Using a ball of , students used their pinchers and pullers to form legs, tails, horns, spikes, and other fea- tures. We allowed these sculptures . 3. While the sculptures wer - ing, students studied just like ar ew their - esis on what kinds of colors and textures their dinosaur had. 4. Using watercolor paints, students imagined their dinosaur would have . 5. - ing a habitat with mixed media to e their dinosaur would have lived. Assessment Students are able to use additive and subtractive techniques to build a 3D form using minimal tools. By Aileen Pugliese Castro, art educator in Montreal, Quebec, Canada. Postcards from Outer Space Middle School The Essential Question How can the same mundane students to create exciting still lifes with a wide range of meta- phorical content? Objective Students will create a still life of a brown paper bag, length of twine or rope, a clothespin, and an optional paperclip to create a metaphor for the concept of their choice. Materials brown paper lunch bags, twine or narrow rope (1' per student), clothespins, paper clips (optional), graphite pencils or vine, com- pressed, and white charcoal, blend- ing stumps, erasers, white drawing paper or mid-tone charcoal paper cut to size (we create a 1" [2 ½ cm] masking tape border, leaving a 12 x 15" [30 x 38 cm] drawing area) Procedures 1. Explain the objective to stu- dents and distribute materials. 2. Coach students first in the creation of a successful still life in which the concept is not to obscure nor be too obvious. 3. Direct students in the creation of thumbnail sketches to work out compositional issues, helping them choose their most successful. 4. Next, guide students in trans- ferring their thumbnail sketches to larger paper to create realistic drawings with expressive mark- making. 5. Encourage students to create strong value contrast for maximum impact. Assessment , weighing techni- cal skill, composition, and content opriate. Regarding content, look for con- cepts that ar enough for a thoughtful viewer to understand the gist, while not being too obvious or illustrative. By Betsy DiJulio, art teacher at Princess Anne High School in Virginia Beach, Virginia. The Essential Question How can students make a connec- tion between science and the art of printmaking? How can students use vintage postcards for inspiration? Objective Students will observe examples of vintage postcards, design a post- card for visiting a planet of their choosing, and later pull a print of their design. Materials resources for facts about planets, vintage postcards, sketchbooks, pencils, ballpoint ink pens, print foam or foam plates cut into 4 x 6" (10 x 15 cm) blocks, water-soluble ink, ink roller, plexiglass plate to roll ink, 4 x 6" car Procedures 1. Distribute a fact sheet about planets and ask students to choose one planet. 2. Show examples of vintage postcards and discuss which ele- ments of the design might make someone want to visit the place on the postcard. 3. Distribute 4 x 6" print foam cards and ask students to trace them in their sketchbooks. 4. Ask students to design a post- car visit the planet of their choice. 5. Discuss how print blocks must have a reversed design if it involves their finished design in reverse onto the print foam using a ball- point pen or dull pencil. 6. Students roll ink on the print inked design on the cardstock. nish it with the back of a spoon and pull the print. (Exten- site side of their printed card to card to a friend for fun!) Assessment Did the student gather information about a planet? Was that infor- mation used in the design of the postcard? Did the postcard have elements of the designs observed in the vintage postcards? Was the printing pr according to the instructions? By Melody Weintraub, art teacher at Briarcrest Christian School in Eads, Tennessee. The Essential Question How can students use warm and cool colors to create a work of art? Objective eate a work of art while also learning and cool colors). Materials black construction paper cut into 9 x 9" (23 x 23 cm) squares, two medium-weight sheets of 9 x 12" (23 x 30 cm) white paper, oil pas- tels, watercolors, white glue Procedures 1. Introduce students to warm and cool colors. 2. Using medium-weight paper, oil pastels, and watercolors, each stu- dent completes a work of art using ed, orange, and process is r colors (blue, purple, and green). 3. Using a paper cutter, cut each student's work into ½" strips (9" or 23 cm in length). 4. Using a ruler, students draw a line at the top of their 9 x 9" black construction paper and glue down their warm color strips of paper. 5. Using the cool color strips, stu- dents weave over and under their warm color papers. 6. Once the weaving is complete, students use white glue to glue the ends of their strips to the black construction paper. Assessment Ask students, "How did we com- bine warm and cool colors into one artwork?" Then ask them to iden- ound the room that are warm colored and cool colored. By Kristina Latraverse, art teacher at Columbia Elementary in Palm Bay, Florida. Warm and Cool Weaving Elementary

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