Go for the gold.

Scoring a perfect ten, setting a world record, or taking a silver medal may not be attainable goals in a high school art class, but capturing the spirit of these events is just as exciting. Incorporating all the festivities of the Olympic games into the art curriculum resulted in a lesson that not only produced some very creative projects but also carried thinking across the curriculum.

The summer games held in Sydney, Australia in September 2001 were the perfect format for involving high school student artists in figure studies, art appreciation, physical education, world history, geography, current events, and creative writing. Viable examples of art and design as integral components of our world were manifested in this spectacular sports arena broadcast each evening on television.

Finding Inspiration

We began our unit with a look at the post-Impressionist art of Edgar Degas. We focused on several of his ballet and horse race paintings that seemed to put the viewer in the midst of the action. Posters done by former official artists of the Olympics, Jacob Lawrence, Leroy Neiman, and Ernie Barnes provided examples of their unique figure painting styles filled with gestural movement, dynamic colors, and bold lines.

After reviewing and practicing gesture figure drawings students were told to choose an event. We used the official Olympic website for a full listing of categories. Homework included making a list of everything students could find out about their chosen sport: equipment, clothing, history, famous athletes, statistics and records, description of playing field, current favorites, and the symbol or icon that represented that sport.

Figures in Action

We began each class with an update of the previous evening's statistics, sharing radio and television reports. Students drew thumbnail sketches of the athletes, some showing the whole figure while others focused on muscular arms, legs, or even facial expressions. We used current newspaper and magazine photos for reference, along with our gesture drawings. I encouraged students to represent more than just the figure in action. Their poster designs included the festive surroundings as well as the fierce competitive atmosphere of the games. We discussed physical fitness, self-sacrifices, patriotism, personal goals, team play, competitive spirit, and international camaraderie as components of the Olympics. A final layout of the composition was done on newsprint before beginning on the 18 x 24" (46 x 62 cm) drawing paper. Students chose from oil pastels or acrylics as their medium though this project would easily adapt to other media.

They learned about Australia, the land down under, along with the culture and politics from other participating countries. Compositions were developed that portrayed the sport as not only a competition among the best athletes of the world, but also as a celebration of the elements of art. Muscular shapes, sleek lines, repetitive forms, textures, and bold movements combined with symbolic images and icons to make dynamic posters.

Evaluation

Self-evaluations reflected on specific chosen events plus a creative writing assignment that turned out to be equally as enlightening as the poster itself. Students were asked to invent a fictitious star of their sport and write an article for the local newspaper about him or her. Unlimited imaginations put names on the faces, gave them personalities and family, and made the characters come alive.

NATIONAL STANDARD

Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.

Lorraine Pope is an art teacher at NF Woods Advanced Technology & Arts Center in Mooresville, North Carolina.