Louise Nevelson, who is called the "architect of shadow," was a "dumpster diver" of her time, collecting found objects in the wee hours of the morning before trash pickup. Recognition evaded Nevelson until she created "Mood Garden + One" (1958), when she was almost 60 years old. In this article, students create their own assemblage using…

Describes an art project for beginning drawing students that focuses on abstraction and the work of abstract artists. Explains that the students draw a still-life portrait of a model, but are asked to exaggerate the foreshadowing in their pictures. (CMK)

Describes an art activity that (1) began with students interpreting slides of artworks by Chicago (Illinois) artists and (2) led to students creating artworks directly on slides. Explains that students included descriptions and meanings of their works. (CMK)

Describes an art project that taught students about the work of two different artists: (1) Edgar Degas; and (2) Alexander Calder. Explains that students created drawings of ballerinas, created sculptures in the style of Calder, and created sculptures of ballerinas. (CMK)

Describes an art project used with eleventh-grade students called, "Close to Mosaic Drawings." Explains that the students learned about Chuck Close and Robert Silvers. States that the students selected a photograph to use in the project and discusses in detail how they created their artworks. (CMK)

Presents a lesson that teaches students about abstract art in a fun way. Explains that students draw cats, learn about the work of Pablo Picasso, and, in the style of Picasso, combine the parts of the cats (tail, legs, head, body) together in unconventional ways. (CMK)

Describes an art lesson in which first grade students learned to reproduce the three-dimensional world on two-dimensional paper, creating a landscape through a telescopic perspective. Explains that students first learn about landscapes. Discusses the process of making telescopic drawings. (CMK)

Describes a project for middle-school students where they create self-portraits. Explains that the teacher photographs each student who is asked to make an exaggerated facial expression for the picture. To complete the self-portraits, students select an art postcard and "borrow" ideas from the artist's style. (CMK)

Discusses an art project in which students created drawings of mop heads. Explains that the approach of drawing was more important than the subject. States that the students used the chiaroscuro technique, used by Rembrandt and Caravaggio, in which light appears out of the darkness. (CMK)

Describes an art project using crayon resist that emphasizes both line and color, focusing on images of the fall season and rural community. Discusses how to create the pictures. Includes ideas for activities for working with older students and mainstreamed students. (CMK)

Describes an art project for junior and senior high school students called the wrapped chair project where students wrapped chairs using torn sheets in the style of artists, Christo Javacheff and Jeanne-Claude de-Guillebon. Explains that students created thumbnail sketches and drew their finished drawing in either charcoal or chalk. (CMK)

Describes an art project that was used with first grade students in which they learn about Vincent van Gogh's style of painting. Explains that the children learn to create circles and straight lines and how to fill in with color. (CMK)

Presents an art activity that improves student drawing skills. Explains that students use the chiaroscuro technique to draw a still-life that focuses on restaurant take-out containers as the subject. States that the students learn about adding and subtracting from the value in their drawings. (CMK)

Provides information on John Singer Sargent, a portrait artist known for his artwork of rich and famous people. Describes an art activity for fourth-grade students that incorporates the techniques of Sargent into full-bodied student self-portraits. Enables students to consider career aspirations. (CMK)

Presents an art project where fifth-grade students painted murals of windows in the boys and girls school restrooms. States that they used a technique called "trompe l'oeil" that uses shadows and perspective to achieve realism that tricks the eye. (CMK)