Middle School Studio Lesson
Middle School students
present unique challenges to the visual
arts teacher. Through
our teaching, how can we touch the
academic, emotional, and social lives
of students entering their early teen
years? We all know how emotional
and energetic our middle school
students are. If our lessons are to
rate high with them, we must not
only appeal academically to their
inquisitiveness, but appeal to their
old-fashioned, yet relevant to these
times. Obtaining something precious
without a monetary transaction was
an act I felt would add to my students’
emotional growth.
The Lesson
The art lesson began with a review of
altered art. My students had already
experienced this approach to art by
altering books in the beginning of the
school year. I explained the history
of the artist trading card project and
along with the date and any other
information that might be pertinent
(title, series numbers, class period
etc.). I recommended that the work
be two-dimensional but allowed for
deviation. The second handout was
an idea sheet that included ideas for
subject matter, materials, and techniques.
Organizing Materials
Students were informed that this
project would continue throughout
artiSt tradiNg
First three trading cards: Juliana Dolin, The King of Hearts Series, grade eight, collage. Middle three trading cards: Justine Shin,
Selection of Cards, grade eight, collage. Last two trading cards: Kimberly Schoenberg, Butterflies, grade eight, rubber stamp prints.
social and emotional development as
well. What projects will the majority embrace and use to exercise their
creative muscles? Once completing
these projects, will students walk
away with a broader understanding of
the role art can play in their lives?
The Inspiration
When I first saw examples of artist
trading cards, I felt very drawn to
this art form and its premise: artist trading cards can be traded but
must never be sold. Perhaps it was
the art of bartering that appealed to
me as much as the creation of miniature works of art. In a world that
can sometimes be so materialistic
and greedy, the art of bartering or
trading to obtain something seems
how the idea has been embraced by
artists, students, and teachers around
the world. Students viewed examples
of artist trading cards in the books
that I purchased, and they were also
allowed time to
explore individual artist’s trading card websites.
the school year, and that they would
be creating cards in between major
projects and as homework. They were
also given class time to complete a
card, often with a suggested theme
or material. I
Obtaining something organized three
precious without a monetary small baskets
transaction was an act I felt with most of the
necessary mate-
would add to my students’ rials so that the
emotional growth. project could be
worked on at will.
One basket held two small contain-
ers of découpage glue and several glue
sticks. Another basket held various
types of support stock cut to 2½ x
3½". A third basket held paper to be
used as collage material. Students had
easy access to various other materi-
Handouts
I provided my
students with
two handouts. The first one included
historical information along with
three major guidelines: ( 1) trading
cards must always be 2½ x 3½" ( 6 x 9
cm) in size; ( 2) the cards must never
be sold; and ( 3) the back of the card
must have the name of the artist,
