provided heavy threads, twine, and
wire to creatively join their pieces.
Two separate pieces, two levels of
artistic skill, and two points of view
came together as one.
Once the pieces were combined,
teams were asked to create more
layers and unity to bring the work
together as a whole. Groups had
to confront opposite colors, styles,
marks, and expression to present a
cohesive finished composition.
Tying Up Loose Ends
Each team worked together to build
a frame for their piece. The frames
unified the artwork and created
a cohesive group installation in a
public area of the high school. It
was a beautiful sight to see teachers
and students work together in such
harmony.
Nicole Brisco is an art teacher at Pleasant Grove High School in Texarkana,
Texas, TAEA Secondary Division Chair,
and a contributing editor for SchoolArts.
nbrisco@pgisd.net
NatioNal StaNdard
Students demonstrate the ability to
compare two or more perspectives
about the use of organizational
principles and functions in artwork
and to defend personal evaluations
of these perspectives.
Web liNk
www.pgisd.net/staff/nbrisco
When looking at the two individual works, it was hard to imagine how they
would fit together. As the artwork was cut up and rearranged, a dynamic
compositon with bold graphics came together.
To begin the process, teachers and students
were asked to take patterned magazine
pieces, colors, and textures and create a
visual timeline. Using clear packing
tape, they created transfers that
would later be incorporated into
their collaborative piece.
Materials
• heavy stock paper
• paints and drawing
supplies
• collage materials
• glue sticks and scissors
• clear packing tape
• string, twine,
or thin wire
• 1 x 2" (2.5 x 5 cm)
boards
• eyehooks
• fishing line
