SchoolArts - March 2007

solutions in paper to be transferred to a transparency. Then, we projected the work on the final support to be painted. This process worked well with younger students. For older students, I asked them to enlarge their drawings according to the space using appropriate proportion.

Throughout this process I continually revised the content to make sure students were retaining it. This was a great way to keep them on task. They knew that I would be assessing them orally all the time and giving them immediate feedback as well.

nel dark and
dry. Students
had to show
evidence
of art styles
through brushstrokes, tech-
niques, and exploration of visual
elements.

Techniques

Most of the tunnel was acrylic, gouache, or collage on canvas. It was only in the prehistoric area that students drew with charcoal and added earth paint on the canvas.

The pieces of the tunnel were sewn together with nylon thread and then wrapped with a huge black plastic sheet to keep the tun-

Conclusion

Overall, the idea of building a timeline tunnel was productive and highly appreciated by students and the community. This was a project that kept students researching, interpreting, responding, resolving, and creating.

As a teacher, I always gave students descriptive and evaluative feedback and used varied assessment tools. This process gave me tremendous feedback about my practice as an art educator, as I am always looking for new ways to help students achieve enduring understanding.