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
had to show
of art styles
through brushstrokes, tech-
niques, and exploration of visual
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-
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,
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.
is the art teacher at the Inter-
national School of Curitiba in Paraná,
International School of Curitiba
Visual Arts Standards
1. Understands and applies media,
techniques, and processes related
to the visual arts.
4. Understands the visual arts in
relation to history and cultures.
5. Understands the characteristics
and merits of one’s own artwork
and the artwork of others.