Melissa Maccini

Ward

Art 135

March 14, 2017

Parade

In 1964, Funny Girl star Barbara Streisand sang Fancy Brices lyrics, Dont rain on my

parade. There is a reason that almost four decades later; the producers of Glee had the fictitious

high school glee club belting out the same tune. The message being delivered is for each

individual to be strong, celebrate what is important, and do not let anyone interfere with the

celebration. The joy in the eyes of a child watching the procession of bands, balloons, horses,

and people dressed in colorful costumes exemplifies the magic of a parade.

The Parade Studio Investigation introduced ten drawing strategies that are designed to

challenge, improve, and inspire the person working on the art piece. For example when I draw, I

migrate to real life objects and people. This studio investigation stretched me because it forced

me to draw fictional characters and use my imagination. The information and opportunity to

practice the different drawing strategies also opened my eyes to techniques and style. I saw how

the different strategies can be included in one art piece or an artist can choose one strategy for

one piece and another strategy for a different piece. I also believe that the investigation

emphasized that each artist may visualize descriptions differently. An example of this would be

how each person would draw the parade of characters from the strange land of Chim-Chim.

The Parade Studio Investigation is a wonderful art lesson for the adolescents in middle

and high school. The age may be to cool to be excited about a parade going down the streets of

their city, but they could investigate and celebrate highlights of their life in the Parade art project.

My parade lesson would begin my introducing all ten drawing strategies to the class and
requiring each student to choose at least four of the strategies to develop their parade. One of the

strategies chosen should be one that stretches their current skills. Each student would create their

Parade of Me which would celebrate their culture, personal milestones, and accomplishments.

One drawing should be included that has the same directions (like the characters from Chim-

Chim). This would show all students that each of them visualizes differently and there is no right

or wrong drawing of their visualization. They could also end the parade with a representation of

their future goals. Besides introducing the different drawing strategies to the students, the goal of

the Parade Studio Investigation would also encourage self-esteem and self-compassion. I want to

hear my students sing, No, no, nobody is gonna rain on my parade!

STANDARDS:

A. National Core Arts Standards, Anchor Standards:

Visual Arts Creating
HS Proficient VA:Cr2.1.1a
Engage in making a work of art or design without having a preconceived
plan.
MS Proficient VA:Cr1.2.7a
Develop criteria to guide making a work of art or design to meet an
identified goal.

B. California Commission on Teacher Credentialing, Teaching Performance

Candidates for a Single Subject Credential in Art model and encourage student
creativity, flexibility, and persistence in solving artistic problems. They provide
secure environments that allow students to take risks and approach aesthetic
problems in multiple ways. Their explanations, demonstrations, and planned
activities serve to involve students in learning experiences that help them process
and respond to sensory information through the language and skills unique to the
visual arts.
 TPE 2.2 Create learning environments that promote productive student learning, encourage positive
interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.