Emily M. incorporated her name
into her work just as Romero Britto
incorporates his initials into his.
A cool color scheme dominates Carmen G.’s painting.
frustration!);Rulers;were;used;to;help
keep straight lines crisp. Students
noticed;that;Romero;Britto;often
extends his lines into surrounding
shapes, so that became a requirement.
Colored pencils were used to add
a variety of patterns to the painting.
A polka-dot pattern, always found
in Britto’s work, was added quickly
and neatly with the use of a circle
template that was kept in place as
each dot was filled in. Some students
included a pattern of their initials as
Britto does in his work. A variety of
patterns was encouraged. During this
phase, the original color scheme could
be maintained or changed.
Assessing the Results
It’s always nice to see successful
results at the end of a long process.
The paintings turned out extremely
well: bold and colorful, full of personal development, and with a strong
understanding of the elements and
principles. Just as rewarding as seeing a nice final product was watching
students build a strong foundation
and persevere through a more mature
and lengthy art process, and maintain
enthusiasm for their work and for
their own learning.
Mary Coy teaches art at Spry Middle
School in Webster, New York, and is on
the editorial advisory board for
SchoolArts. mary_coy@websterschools.org
NATIONAL STANDARD
Students select and use the qualities of structures and functions of art
to improve communication of their
ideas.
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