I make a photocopy of each printout
so they have one for experimenting
with media and technique.
I show students examples of
cultural masks, as well as student
examples of the lesson from the
prior year. I tell them that they will
transform their photographs by coming up with a “rule” for their art.
For example, I will always use yellow for highlights and purple in the
shadows. Any rule is fine, as long as
the students can tell me what their
rule is when I ask. I instruct them
to transform their images using the
elements and principles of design
and enhance the background in an
interesting way.
Creating Value
While there are many ways to
approach this assignment, the most
successful pieces seem to result
from coloring the entire image with
markers. Fluorescent markers show
the values of the photograph because
of their transparency, while the gel
markers flatten the image
because of their
opaque properties. Students
can add construction paper
crayons, colored pencils, and/or oil
pastels over the background. I show
students how to scrape through the
oil pastels to create a texture/design
(sgraffito.)
During class, the room is usually silent; students are completely
involved in the creation of their
images. I walk around and ask questions about student choices as they
work. We take a moment at the end
of class to do a
During class, the room is “gallery walk”
usually silent; the students are where students
completely involved in the quietly walk table to table to
creation of their images. view the work.
Individually, I
ask students about their choices and
their chosen rules. It is so exciting
to hear them discuss their choices,
