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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Page 39 of 58

SCHOOLARTSMAGAZINE.COM 35 35 SCHOOLARTSMAGAZINE.COM water. Students took their initial ideas as inspiration to design sculptures with personal significance. They made preliminary sketches thinking about how to incorporate water into a design that was visually interesting from multiple viewpoints. They also deter - mined which techniques such as slab, c oil, and/or pinch pot they would use to construct their sculpture. Clay Considerations I explained to students that areas where glass was going to be included would need to have a border to keep the melted glass from dripping onto the kiln shelf. Most students used a slab base and some coil or narrow slab lines as well as sculptural elements to create their Splish Splash sculptures. Working with Glass Although glass can be added before the first firing, I recommend students wait until the bisqueware stage to glaze and add glass, since clay at the greenware stage can be fragile. Making small glass pieces was new to many students, and they were amazed at the "magic" of cutting glass. They learned how to score glass using a glass cutter and experienced how easy it was to snap scored pieces in two using running pliers. Students enjoyed the process of selecting and cut- ting glass to put into the sec- tions. Fortunately, the cutting d oes not have to be exact since the pieces of glass will be melted together. Students discovered that glass sometimes changes color when fired, so results are not guaranteed. Glass nuggets, available at craft and dollar stores, work great and crackle beautifully. As a guideline for how much glass to use, I recommend filling each compartment with enough glass to cover the section and overlapping any gaps. If after firing, the glass did not fill a division, you can add more glass and fire the piece again. Glazing In our artroom, we have two kinds of glaze. Because of this, some student pieces were fired at the low fire range (cone 04–06) and others at a higher fire range (cone 4–6), depending on the type of glaze the student used. Regardless of the firing temperature, the melted glass and the final projects turned out well. Reflections At the close of the unit, we had a cri- tique day and students reflected on their finished artworks by writing artist statements explaining their intent, showcasing their visual Students took their initial ideas as inspiration to design sculptures with personal significance. literacy, and analyzing their finished sculptures. Students loved their art- works, and the sparkle and colors of the glass gave stunning results at our year-end art show. Tracy Fortune is a National Board Certi- fied art teacher who teaches at Lakes High School in Lakewood, Washington tfortune @ N A T I O N A L S T A N D A R D Creating: Conceiving and developing new artistic ideas and work. W E B L I N K hs-art-teacher-recognized Melisha, Beach.

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