A few years ago I came across a collection of artistic post cards. Each postcard had a series of 18 to 36 images of a given subject, each executed in a different artist's style. The subjects included an eye, a nose, an ear, a cow, a paint brush, and a coffee mug. These miniature images captured the diversity of the artistic spirit by portraying a wide range of artists' styles.

One of the school building's main entrances, into the gymnasium, lacked visual appeal except for the floor. In the tile was the school insignia which included the image of a cougar, the school mascot. My thinking began to connect the mascot with enlivening this visually dead entrance space.

Visual Problem:
Students will create an interpretation of the school mascot using a famous artist's style. A collaborative series of images created will be used for site specific location that will draw attention to art and with an aim to increase school spirit.

Pre-Activity:
It is important to be well organized, especially when working on a major project that includes a large number of students. Gathering and preparing materials will take time but the organization is worth it. 4' x 8' sheets of Masonite are cut into 16" square panels. 3/4" pine strips are precut and glued to the Masonite panels using carpentry glue. This will create a raised panel look to each individual surface. The entire individual surface is given two coats of white house paint. As these panels are drying a stencil of the school mascot is drawn and cut from oak tag paper. In this case the image is of a cougar head to fit the size of the 16" square. Each student will use this stencil to trace the image (lightly in pencil) onto their individual white panels. The intention is to create basic uniformity and repetition of the image seen as in the post card examples.

This particular entrance space has two angled walls heading to the hallway. Students are divided into two groups, one using one side of the stencil and the other reversing the stencil so that the cougar heads would face in the direction of the hallway. By reversing the stencil, each wall would have a set of cougars aiming into the building, visually leading the viewer directionally into the gymnasium.

It is also necessary to acquire a wide variety of art books, posters, and references of famous artists' styles. These visual references are critical to the success of the project.

Materials:
Masonite panels ? 16" X16" square white pine strips 3/4 inch 16" square oak tag paper carpenters glue gallon of flat white house paint (a cost decision over using gesso) Portfolio Series Acrylic Paint mat spray varnish Process: Students were shown a wide range of artists' styles through art books, posters, Art and Man Scholastic Magazines, and the post card collection, in order to see various stylistic interpretations. After selecting a style, each student used the stencil of the cougar on a sheet of precut 16" X 16" white vellum paper and experimented with the subject, the media, and the artist's style. Encourage students to alter the subject, mix color, and allow the artist's style to influence their image.

When students are ready to progress to the final image, they should lightly trace the school mascot stencil onto the Masonite panel. The stencil is only a guideline of the subject which will be altered to fit their chosen artist's style.

Students were expected to have examples of the artist's work in front of them as they began the painting process. This daily observation helps define their chosen artist's technique and color mixing. When the paintings are complete each is sprayed with a matte varnish in a well-ventilated area or outside the classroom. The final presentation is complete when the work is bolted to the wall in the entrance hallway.

Student Choices:
the artist and interpretation of their style

Evaluation:
Critique is based on the students understanding of the artist style as applied to the school mascot subject matter. Students are asked to reflectively write about this experience. This is done in a few paragraphs and is not part of the grading system. Ask students: "How would you describe your artists style?" "How was the style captured in your work?" "What gives a richer understanding of the varied artists work, observing or interpreting it?" "Why?"

Time:
2 classes to introduce the concept and share examples of the rich artistic diversity of famous artists. 13 classes to paint the work ( 46 Min. class periods) Results and Observations:

Before beginning the project, permission was granted by the principal to use the wall space. Securing the help of the maintenance department was also required to bolt each finished piece onto the preexisting brick wall. A lot of preparation time is spent in the setup of materials. Student helpers were a necessity and very much appreciated. As the work progressed, enthusiasm and mutual admiration evolved as the students observed the work of their classmates and how their images reflected those of the artists. The eye-catching results are a striking addition to the school, incorporating art in public spaces.

Conclusion:
This group effort culminated in a permanent art display that showcased the influence of a variety of famous artists. By artistically interpreting the school mascot, students looked at a traditional image and reinterpreted it through the eyes of another artist's style. The students' increased knowledge is seen in their greater understanding of artistic styles, mixing color, and personal expression.

The reinterpretation of the school mascot contributed to school spirit and the concept of art in public spaces. A project like this definitely pulls a group together, each aware of the other's contribution to the collective image creating a unique visual entrance into the school.