SchoolArts - October/November 2006

rotating students among all four sta- tool. This enabled me to capture tions, starting at the darkest green just the image of the child and and moving to the lightest. Students delete the blue background. I resized waited for the verbal signal to begin each photo to match the size of the and end, and at that point everyone student’s bridge before printing the moved to the next station. image. I cut out the photos myself

I began rotations with students but decided it would be a good job
who followed directions well so that for a parent volunteer next year.
they could model desired behaviors After I glued the photos to the
and establish the process. I had it set bridge, the students re-painted the
up so the lightest green station was green railings with a small brush,
close to the drying racks and sinks reinforcing the concept of overlap-
so students could store their paper ping. Everyone was amazed at the
and wash up. finished product and the students
were proud to be standing on Mon-
et’s bridge.

Materials

• 12 x 18" ( 30. 5 x 46 cm) watercolor paper

• watercolor paint

• acrylic paint

• cotton swabs, sponges attached to clothespins

• paintbrushes

• spray bottle for water

“I’m on the Bridge!”

On day four we looked once again at Monet’s images, focusing on the bridge, what kinds of lines students might use, and the shapes and colors of the lily pads. Acrylic paints mixed in shades of greens, yellows, and pinks were set out with Q-tips as the paint applicators. While the students were adding these final elements to their work, I snapped individual student photos as they posed in front of a large sheet of blue paper.

Later, I opened the photos in Adobe Elements and used the magic

• Linnea in Monet’s Garden (video)

Jeryl Hollingsworth teaches K– 5 art and Claire Christerson is the technology coach at La France Elementary School in La France, South Carolina. jholling@ander- son4.k12.sc.us and cchriste@anderson4. k12.sc.us