The first art project of the school year needs to cover a lot of bases. It should (1) demonstrate the norms of the art room; (2) be versatile enough for different skill sets, (3) remind students of what they already know; (4) demonstrate how learning will happen in the art room; and (5) give teachers a chance to assess students’ current skills. Ideally, the first project of the year will also give students a chance to introduce themselves and provide an early win upon which to build our students’ confidence for the year to come. And if the first project of the school year can generate good-looking artwork to display right away, well, wow!
Left: Zoe M. Right: Lucy C.Left: Aria Z. Right: Naiella C.Left: Noella Z. Right: Kalen L.
Inspiration from Two Publications
I am always on the lookout for projects that can accomplish all these things. My inspiration this year came from two publications I discovered at a book fair. Both Anorak and Mishou magazines (see Resources) published issues about museums, encouraging readers to imagine what they would include in their own collections. My lesson wrote itself: Introduce yourself to your classmates by drawing yourself in a museum that includes three or more objects or works of art that show us your interests, your likes, or your dislikes.
Visual Rubric
I created a visual rubric to demonstrate how students would be graded. A drawing of a snake did not fulfill the assignment. A stick figure of the student looking at two framed drawings was better, but two artworks aren’t three; what details would show that the stick figure is a self-portrait? The challenge could be satisfied with three framed drawings and a simple figure with a few specific details. Expectations could be exceeded easily by adding details, depth, shading, and additional works of art.
Drawing
Most students jumped right in! They were eager to draw themselves and share their interests. The questions they brought up presented early enrichment opportunities. “How do I draw fire? How can I make a room look 3D? Can you show me where shadows would go?”
The assignment allowed us to review a fundamental lesson for students who claimed they couldn’t draw: Everything is made of simple shapes. I was able to show students who were reliant on stick figures how simple shapes could be used to create more specific people, and how those shapes could be manipulated to create different poses and expressions. All drawing materials were available for students to explore and for me to demonstrate as needed. Color gave us a chance to review artistry and color theories.
Show and Tell
I offered this project to second-graders first. It went so well that I wanted third-graders to share in the fun. I have since led the project with middle-schoolers and online with students of all ages. A time limit made those sessions especially productive.
The real fun began when we took turns sharing our drawings. Each piece was a miniature show-and-tell, and students became docents as they guided us through their museum drawings. Laughter, compliments, and camaraderie ensued.
Rama Hughes is an art teacher at the Buckley School in Sherman Oaks, California, founder of the Art School of the Future, and a contributing editor for SchoolArts. Rama@RamaHughes.com; ArtSchoolOfTheFuture.com.
National Standard
Creating: Conceiving and developing new artistic ideas and work.
Art teachers start the school year with lessons that engage students while teaching them foundational skills and techniques. High-school students explore shape-based thinking and color theory while creating paintless paintings with tissue paper; middle-school students complete the second half of their self-portraits in the style of a chosen artist; elementary students utilize the elements and principles to draw realistic and abstract landscapes; young students learn about personal preferences while designing paper shoes; and more.
