SchoolArts - December 2010

Art-a-Thon

Learning centers are fun for middle-school students to participate in because they contain all the elements students thrive upon. Learning centers are nuanced with personal challenge, have abundant variety, and are kinetically advanced. They seem to be something like an art challenge course, a steeplechase, or decathlon. The goal of this style of learning is to expose students to the many facets of art inquiry and for them to actually experience art, not just master one technique, concept, or media. Martha Savage

I have created and used three versions of the stations, varying the timing, media, method, or perspective on the art subject. There are endless applications.

The Setup

I set up nine stations that can be used by two or three students at a time. Students move with their tablemates through the stations in consecutive order for a prescribed period of time. All artwork is done in a sketchbook.

Before beginning, I lay out the parameters and introduce the activities at each table. Depending on the set-up, I place a variety of books, magazines, and examples from art history on the tables for reference.

Version One: Drawing

Blind contour and contour drawing: Different objects (shells, rocks, pine cones, beechnuts, small kitchen gadgets, crumpled paper) and media are placed on each table. Each group spends two-to-three minutes at each table drawing unique compositions using the tools provided.

Version Two: Action Figures

Figure drawing: One manikin is placed at each table and placed in a different action pose, accompanied by various drawing media. Each group spends anywhere from thirty seconds to five minutes making a drawing at each table.

Version Three: Different Ways to
See a Landscape

Each group of students spends five-to-ten minutes at each table drawing different types of landscapes. Each table should be set up for the following tasks:

Table 1: Ink contour drawing of an actual ficus Bonsai tree.

Table 2: Pencil drawing of a cropped landscape photograph.

Table 3: Copy fine-art reproductions in pencil.

Table 4: Look out the window and create an “en plein air” watercolor painting.

Table 5: Look out the window and create an “en plein air” oil pastel drawing.

Table 6: Using a light table, create a Canaletto-inspired drawing in pen.

Table 7: Create a Claude glass effect using sanguine, sepia, white chalk, and charcoal on paper.

Table 8: Compose a Gainsborough-inspired landscape. Set up broccoli trees and mirror pond, wood chips, rocks, and a small ceramic “ cottage.” Draw using colored pencil.

Table 9: Compose a “dry” landscape (rock or Zen garden) with sand tray, rocks, and rake (fork). Photograph the setup using a digital camera, print, and tape into the sketchbook.

I find my students physically and mentally energized, eager to accomplish these class activities, and pleased with themselves. As I observed students

working through the course, I noted an unanticipated bonus in studio cooperation. As one group left a table, they voluntarily oriented the new group coming to the activity. Or, if they sensed someone was struggling, they turned around and tried to help.