Page 15 - ArtforHealth

lesson framework incorporated color theory, 13
the science and art of using color, along with
the principles of art and the elements of de-
sign. The lesson framework incorporated color
theory, the science and art of using color, along Jul–Sep 2020 | https://icaf.org/
with the principles of art and the elements of
design. This provided a visual vocabulary from

which they could communicate their ideas.
To begin, students were asked to explore pho-
tos and videos of athletes on their laptop or
computer to help develop their own sports fig-
ures in action. To further understand the ana-
tomy of body and how it moves when in mo-
tion, they posed artist mannequins to replicate

movements during sports activities. Several
students physically recreated the poses around
the art table, sharing the fun with their class-
mates. Acting out the movements of

the athlete also created a deeper
Lila Dailey
connection to the act of drawing the
athlete, and how passion and effort provided
sports figures. The challenge of making
the drive to push ourselves to reach goals that
the figures come to life became easier as
could impact society as well. We discussed
students visualized the correlation.
the shared aspirations of art and sports and
The entire composition addressed certain
how this opportunity could deconstruct arbitrary
aspects of art and design. Focusing mainly
categories that impede on a child’s psyche
on pattern, repetition, rhythm and movement,
and self-esteem. The students spoke about
times they too felt pressured to be or look a
certain way by society at large. The topics con-
tinued into the students’ own conversations.
The students shared and exchanged ideas,
viewpoints, stories, and memories.

The art table buzzed with lively conversation
and collaborative effort. Community was build-
ing and overflowing into the artwork.
Each student created a composition based
on their favorite sport, or the one they admired,
because not all of them took part in sports. The
Anna Szymzak