All Levels Studio Lesson
Art from overseas: BRAZIL
A Timeline
TUN N E L Renata Otsuka Schmidt
Art history is fascinating
because it reflects many
different concepts at
once—including historical periods, techniques, discoveries,
and visual communication. More- Preparation
over, it provides teachers with rich First, I sent a proposal to my prin-themes to work with to develop stu- cipal with the idea, size, and area
dents’ critical for set up and a
thinking and I had the idea to create a list of materials.
creative poten- timeline tunnel with students As soon as the
tial. Another to explore media, techniques, school approved advantage is the the project, I
varied assess- history, and aesthetics. purchased a roll
ment tools that of canvas. The
can be used to explore art history. most difficult part was to calculate
The focus can be on artists, styles, the size of the canvas pieces I would
discoveries, or techniques. There are need because I decided to build the
many possibilities to enhance stu- tunnel in a ramp with both sides
dents’ learning and understanding. facing open-air.
For this reason, I had the idea to According to the curriculum,
create a timeline tunnel with stu- each grade level was in charge
dents to explore media, techniques, of specific periods in art history.
history, and aesthetics. Throughout Although we could not see the
this process, students were assessed whole tunnel throughout the pro-by keeping a reflective journal with cess, I often reminded students of
an area for self-assessment and also the expected final product by draw-
by rubrics that assess the performance of students in five areas:
responding, resolving, researching,
creating, and communicating.
ing the three-dimensional view of
the tunnel.
The tunnel was set up for the academic fair called “Hands On.” The
fair was an evening event and inside
the tunnel the lights were turned off
and the visitors toured the tunnel
with flashlights. This strategy was
used to foster the imagination and
curiosity of visitors in this forty-three meter tunnel which showed
different stages of student production and periods in art history. Since
we took almost an entire school
year to gather all the pieces, students and parents were very excited
to see the finished tunnel.
Procedures
Students had to research periods
in art history to be able to come
up with the main characteristics,
events, and discoveries. Later, students had to jot down ideas on paper
and then refine them. Besides this
work, we had a group discussion
to define ways to organize the best
