This unit focuses explicitly on Dale Chihuly: his life, his art. The artmaking pursued in this unit is inspired by one of Chihuly’s most well-known themes: the bowl.
Engage kids in art projects in a variety of media, with many based on famous artists or art movements.
Objective: Students will create a color wheel using one point perspective, accurate color placement and value CA Art Standards 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. 2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills. 3.2 Identify and describe the role and influence of new technologies on contemporary works of art. 4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context. 4.5 Employ the conventions of art criticism in writing and speaking about works of art. 5.0: Students apply what they learn in the visual arts across subject areas. Materials: Tag Board Color Pencils Key Vocabulary: Hue, Value, One point Perspective, tertiary Direct Instruction Color has a huge effect on our daily lives. Everyday our emotions, moods, physical sensation (appetite) are influenced by the colors that surround us. There are three (3) properties to color: Hue: the name we give to a color (red, blue, etc.). Intensity: refers to the strength/vividness of the color. For example, we may describe the color blue as "royal" (bright, rich, vibrant) or "dull" (grayed). Value: meaning its lightness or darkness. Shade and Tint are in reference to value changes in colors. One-point perspective -contains only one vanishing point on the horizon line. This type of perspective is typically used for images of roads, railway tracks, hallways, or buildings viewed so that the front is directly facing the viewer. Color Theory: is a body of practical guidance to color mixing and the visual effects of a specific color combinations Teacher Models Examples of vocabulary on the board throughout discussion Students take notes in their sketchbooks Teacher Monitors room throughout discussion Step by Step modeling on how to create color wheel Check for Understanding: Monitor room during Pre-assessment in sketchbook Monitor throughout discussion ensure comprehension and active note taking Various Activities Designed to check/enhance student comprehension Project requirements: Sketchbook: student uses sketchbook to complete studies on one point perspective and building details using a ruler Final project: Student applies sketchbook skills onto final paper to create building color wheel Student creates color wheel showing primary, secondary and tertiary colors Student shows the shade, tint and pure color of 12 colors on the color wheel Student added unique details on each of the 12 buildings using black ink Final project is well thought out and executed Student takes advantage of studio time by illustrating full effort in actions and final results. Adapted from lesson found: http://tartteaching.blogspot.com/2012_08_01_archive.html
This week 4th grade is starting their Robin Mead inspired landscapes! She's a contemporary artist from Georgia, and you can check out her work on her website here! I was also inspired by the awesome art teacher, Lauralee Chambers, from her beautiful student examples on Instagram! Here's Robin Mead's Instagram too :) She has a Youtube channel too! Here's how we created ours! Materials: Sax 90 lb paper pencils Sharpies Crayola artista II watercolor Big Kid's Choice Paintbrushes Robin Mead examples Day 1: Show examples of Robin Mead's work, and show examples of other 4th grade work from Lauralee Chamber's art room. Then I demonstrated how to add the water, ground, mountains, and sun. After I drew it out, I traced it with Sharpie, and let them get to work. When enough had drawn and traced, I demonstrated how to blend their watercolors in a way similar to Mead's work. They did a great job, and enjoyed creating their own landscapes! Here's some examples of Robin's work! It's so beautiful and colorful!! Here's a video, showing how to draw a Robin Mead inspired landscape! Here's some great student examples on day 1 of instruction! here's Mrs. Braswell's class, working hard on theirs! Here's Mrs. Torres' class, finishing up! Just beautiful!! DISCLOSURE: LINKS TO PRODUCTS ARE AFFILIATE LINKS, WHICH MEANS I GET A SMALL COMPENSATION FOR SALES. THANK YOU FOR SUPPORTING OUR BLOG!
This semester, 8th grade students are part of a collaborative course between a STEM classroom and the Art room. This is a new approach for us at BMS and so far, it's been a great adventure. We started off with Drawing Challenges, exploring the Design Thinking Method and geometrical string art. All of our learning experiences are discussed and reflected on through the students' individual blogs. Take a peek at our string artwork below. Students were asked to create curve in their design (although no curved lines are actually sewn). We discussed symmetrical, asymmetrical and radial balance of course, as well as the idea of how changing the slope of each line just slightly, creates the curve.
This Bicycle Painting- Art Lesson incorporates engineering thinking with drawing & painting for grades 5-8. Makes a great STEAM ART LESSON.
Jen Stark, Construction Paper, Art Education, Art Education Blog, Kim and Karen 2 Soul Sisters Art Education Blog, 8th grade, middle school art,
Students learned about "upcycling" for our One to the World unit in art. One to the World (OttW) is a new initiative set forth by Loudoun County where students learn about a "real world" problem and consider a solution. We used 15 year old Mac software CDs that were once used by Eagle Ridge MS, and "upcycled" (repurposed) them to create artwork. Their designs were inspired by the stained glass work of Louis Comfort Tiffany and mandalas. All student CDs will remain hung together for the 6th grade art show in June-they are wonderful in person!
Printmaking is magical for kids and adults as well. The process of creating an image then transferring that image to another piece of paper is so exciting. There are so many different ways to print…
Inside you'll find an easy step-by-step how to draw a Minecraft Self Portrait & Minecraft Coloring Page. Stop by and grab yours for free.
We have recently wrapped up our summative watercolor project, called "identity maps". Students learned to express aspects of themselves usin...
Activities for this Lesson Plan What is “Painting with Paper?” What is a Still Life? Why is Color Important in Art? Resources Make a Still Life Collage (worksheet) Glossary Time: Two 45 minute clas…
Discover these 8 amazing ways to teach landscape art to your elementary students!
These planets look as great in person as they do in these photos! There are a few versions of this project out there, so I don't get any points for originality, but regardless, it's a great project and more importantly, the kids really seemed to like creating them. The project took about 5-40 minute periods. On day 1 I showed everyone how to create the "waves" and blend them in an upward facing direction. On day 2 I set up a splatter paint station and demo'd how to start shading the planets. I flipped this lesson and used mostly video demo's which was incredibly useful because it took the kids 3 perios to complete the planets. So instead of having to demo the shading every period for my 5-5th grade groups, I just replayed the video and they saved on work and transition time. They had to make 5 or more planets. On the final day they cut and glued their planets, making sure all the shadows were on the same side. We discussed light sources and I explained that on a 2D surface, having a consistent light source would make their art look better even though they pointed out to me that in space there would most likely be multiple light sources ah, my 5th graders always thinkin!).
In this “classic” Calvert project, sixth graders first learned about the history of tessellations (and artist M.C. Escher, who is famous for his unique tessellations like the one pictured here) before creating one of their own. Tessellations, which have been around for thousands of years, are a special kind of pattern/design made from repeating shapes called polygons (closed shapes with three or more sides). In tessellation designs, congruent polygons fit together like jigsaw puzzle pieces that repeat again and again- they could go on forever! Students painted their unique tessellation designs using acrylic paint in a warm or cool color scheme of their choice. To create the portrait, on a separate piece of paper, students traced the light and dark areas of their faces using a projected digital photograph. Using the opposite color scheme from their background, they painted their portrait, making sure that the light and dark areas were highly contrasting. Here are the colorful finished pieces!
Ready, set, POSE! I use my iPhone to take photos of my students. I usually do this on a day during which they are intently engaged with another lesson, and pull one or two students at a time into t…
So all my students, kinder-town through 4th-grade-land, are participating in International Dot Day. I know several of you art teacherin' peeps are doing the same, amiright? I have absolutely loved dreaming up projects that I hope (fingers and toes crossed) have been artistic, creative, unique and inspiring (our feature Word(s) of the Week for these first four weeks of school). I'll give you a sneak peak of all our projects at the end of the week with complete lessons to come. In the meantime, lemme introduce you to my favorite dot lesson to date, the String-Stitched Dot! Dude. After seeing this 4th grader's stitched design I've decided I wanna create a stitched color wheel! Doesn't this one totally remind you of that? I love his pattern. I gave the kids three design options to choose from with the freedom to play with those ideas, change 'em and make them their own. I love how this artist used symmetry and color to create a sunset-esque stitch. One of the ideas the kids could stitch was one we called "rotating squares". This was not an easy design to stitch but once you got the hang of it, it went by in a flash. None of the kids wanted to stop stitching so many of them thought of ways to enhance that design idea. I liked how Tony found a way to stitch a circle around this squares. For this lesson, we used the following: * 10" X 10" cardboard (I did a lil dumpster diving for those) * Paint and brushes (because the cardboard looked like, well, cardboard. We had to jazz it up.) * Florescent yarn (because this here art teacher is currently on an '80's kick, can ya tell?) * Tapestry needles (what big eyes you have! The better to thread you with, my dear.) * Stitching template (so we all end up with the same 16 evenly spaced lines) * Masking tape On our very first day of art, after covering all this biznatch, the kids painted their pieces of cardboard, "thickly and quickly". Meaning, since they had the option of using texture combs, they needed to make sure the paint was thick and wet as the comb can only rake the surface and create super cool textures when it is. Then I gave the kids of using florescent paint to add some splatters as, let's be honest, splatter painting is super rad. AND makes the first day of art just about the best thing everrrrr. On our second day of art, after our Word of the Week/Artist Inspiration routine, we had to prep our board for stitching. For that, I gave the kids these old coffee container lids with 16 evenly spaced notches drawn with silver Sharpie. The kids were to make sure the circle was placed 2" from the top/bottom and sides (well, hello thar, math connection!) before tracing it and drawing tick marks for the notches. Once done with that, the kids were given such dangerous art supplies as push pins and needles. With the push pins, the kids put the initial holes in their boards where the notches were drawn. Because they'd be stitching with thick tapestry needles, I then had them go back and push the needles through the board to make the notches even bigger. From there, the kids had to start plotting their design... For this, they got a worksheet. Yay, worksheets! They had to complete the directions of each design ("even if I don't want the other designs?!" YES. DO. IT. RIGHT. MEOW.) They were also given the option to come up with their own ideas, or mix and match the ones I suggested, on the right. To best explain this process, I created a lil video clip. There are several steps so I hope I'm making some sort of sense. I showed the kids the steps to stitching ALL three of these designs that way they could feel free to pick and choose/mix and match once they were on their own. And now! For a Totally Inappropriate Short Story! Gather 'round friends, this one's a gem: So, on that very first day of stitching, when I'm walking the kids through the steps, I thought it might be less confusing for them if I referred each of the 16 holes in their stitching board as a letter. This way they could remember stuff like, "I stitch from A to B, from A to C, back to A then to D", for 'zample. However, whilst in the midst of teaching, I may or may not have mistakenly said this several times (unbeknownst to my innocent babies!): "You first start at the A-hole. Then you go to the B-hole. Return to the A-hole. REMEMBER! If you are doing a radiating design, you always return to the A-hole." And I think it was the phrase always return to the A-hole that actually stopped me mid-breath and caused a rash of red to creep over my face. My mind started racing: did I just say the words A-hole to my kids, not once but several times, and neither me nor the kids noticed?! If I don't call it A-hole, what DO I call it? The "A-Spot"? What happens when we get to the letter G?! OMGeee, what am I gonna do?! And it was then that we began to refer to the notches as numbers. And all was A-hole-free in art land. WHEW. I gotta say, the kids loved this project. Especially my boys. Which I don't find that surprising as they are always the ones that love any weaving projects we do. It's that working-with-my-hands/math-mind that makes them adore these types of things. Is that sexist? Maybe. Is it true? Yes. A coupla kids found ways to incorporate their initial in the design. This one kills me ask it looks like the symbol for Anarchy...and this sweet child is the furthest thing from a punky-Anarchist. I love how this artist played with our school colors to create her design. And there you have it! A String-Stitched Dot for Dot Day! Do you think this is a project that you'd give a go in your art room? I do believe your kids would dig it. For our display, I decided to connect the boards together with a coupla paperclips. I love how they look as a group...ready for Dot Day! And what are you up to for Dot Day? I'd love to know what your kids are creating so puh-lease share, y'all!
Simple and easy Hundertwasser watercolor collage art project using regular paper. Great for fifth grade and takes minutes to complete!
Pop Art Self Portraits- Roy Lichtenstein Inspired olivia I originally found this lesson on Pinterest through https://www.flickr.com/photos/22303677@N06/5760279901/in/photostream website. You can pretty much do this project with any grade level. We used acrylic on bristol board and used projectors to blow up images taken of each student. emma Jason willa Alana Melanie Amadou Molly kassandra nilan sam p silvia clea loren Samantha P Melissa Kiana
With 7th Grade students, we faced a difficult task that has been more challenging than expected. The topic is intertwined ribbons, they were drawn with the same shading technique you can find in th…
Next week, after 4th finishes their Aurora Borealis pictures we've been working on, we'll start this rockin' watercolor project! This artwork is inspired by the art of Rebecca Chaperon and the fabulous art teacher Miss Lee. Here's how we'll be creating our own crystals! Materials: Sax 90 lb paper Crayola Artista II watercolors Big Kid's Choice brushes Metallic Sharpies Ticonderoga Pencils We'll be looking at minerals, crystals, and gems, for our inspiration. We'll be using rulers to draw out our shapes, (which is a challenge in itself), and Crayola watercolors to give our crystals some lively color. We'll be talking about the element of art, VALUE, and how important it is in our pictures. I'll show them real life examples in a book from the library and on my computer, and when they get started, I will hand out visuals for them to look at while they are working. I don't know about you, but I draw much better when I can look at what I'm doing! Here's some "how to draw" examples I created, and placed in a packet I made of clip art of gems and crystals printed from the internet. (They don't have to follow these exactly how I did them, but like I said earlier, it helps to have visuals!) Here are some videos I made, that show how to draw and paint these! I'll try and post more soon! How to draw a simple crystal How to draw a cluster of crystals How to draw a diamond Day 1: Look at examples of minerals, crystals, gems, and watch Mrs. Stacey demonstrate on how to start the project. (I draw out the crystals, just like I do in the "how to draw" papers above.) Day 2: Review, and discuss/demonstrate watercolor painting techniques. If they finish one, the can start smaller and different ones. I'd like for them to cut the finished product out and glue it to construction paper, and add little gems around it. Here's my examples to show the kids. I drew them with pencil, traced them with black, silver, or gold sharpie, and painted them using Crayola watercolors and a Royal Langnickel Big Kid's Choice paintbrush. Side note-Originally, I tried outlining with a white pastel (because gold and silver Sharpies are so expensive!) but I did not love that at all. I think I had the most fun, making this tourmaline inspired example! I had fun painting these, and I hope the kids will too! Check back soon for some awesome art! Mrs. Fambrough's class is off to a great start! Mrs. Stacey is so proud of y'all!! Here's some great ones from Dr. Fambrough's class! Look at these fabulous watercolor painters from Mrs. Schoor's class! Here's Mrs. Fambrough's class, hard at work, drawing out their crystals! Here are some finished ones from Mrs. McAllister's class! “Lauren Stacey is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com.”
Every quarter in 7th grade art, we attempt an architecture drawing project. Last quarter, it was castle design. This quarter we went back to the old favorite of ornate, Victorian style homes. Using Deep Space Sparkle's Architecture Made Easy template drawing directions, we cruised through the beginning part of this work (I was gone the day the students started this and I came back to amazing results!). Color was added with a pastel chalk graded background, and a water-based marker bleeding technique was used for inside the house. Colored Sharpies added a punch in areas too small for the bleeding technique.
Made by students of grade 6 You need: drawing paper A6 size (postcard) markers fine black marker black cardboard glueArrange which students makes which letter of the alphabet. The I and J have to be drawn on one sheet, to make a group work of five by five drawings. Each student draws one big letter, with about 1 cm free space around. Colour the letter as you like, using patterns. Colour the background as well. Outline the letter and the details with a fine black marker. Make sure the letter 'pops up' from the background, by choosing different colours and patterns. Paste all letters on a big black cardboard, five by five with 2 cm space between them. Group work 'Awesome alphabet'
First graders have been working on this painting the past few weeks. We are studying weather patterns and having fun learning new technique...
Funny cups painted with tempera! This is a good exercise to learn how many textures you can paint with tempera colours, and how many ways there are to use use a paintbrush. Enjoy! paint the backgr…
Inside you'll find an easy step-by-step how to draw a Minecraft Self Portrait & Minecraft Coloring Page. Stop by and grab yours for free.
This project is inspired by the work of the famous artist Jasper Johns... Title: 0-9 Date created: 1961 I found these number stencils at Scrap RVA in Richmond, Virginia. Scrap RVA is an arts and craft recycle store...and it is awesome! I teach Scrappy Creatures and Japanese Stab Binding at Scrap RVA. If you are ever in the Richmond area you must add it to your do-to-list. You can buy a set of these graphic number stencils on Amazon, just click on the link below... You will also need a circle tracer as well. I got this one at Michaels with my weekly 40% off coupon. You can get it on Amazon by clicking the link below... The paper size for this project is 12x18 90# white multi use paper by Pecon. Students pick their 3 favorite numbers to trace with a pencil. The first number should be traced right-side up. The second number is placed over the first number but this time it should be traced upside down. The third number is placed over the first 2 and can be traced in any direction the student chooses...either right-side up or upside down. Any of the 3 numbers can be traced backwards as well. Using the circle tracer add 3 different size circles overlapping the numbers somewhere on the paper. Use a fine tip Sharpie to trace over all the pencil lines. Fill in the small spaces with lines using the Sharpie. Add shading in some of the corner points with a pencil. I just have the kids smooth out the pencil lines with their fingers or you can use a blending tool. You can order blending tools on Amazon by clicking the link below ... After you have finished all the corner shading start to add your color. I let my students choose between colored pencils or water colors. I use Crayola colored pencils and a mix of Prang and Crayola watercolors in my art room. Colored Pencils Watercolor Jasper Johns painted the entire canvas for his art work tilted 0-9 I only have my students paint inside the numbers and circles but you can try it either way. Let me know what you think and please share your results if you try this project in your class room. You can email me at [email protected] Check back for new projects and ideas every Thursday.
The Circle Game asks students to come up with as many different things as they can from one circle. I thought this activity was really fun! However, my elementary students were not that interested. Most of my kids' papers were dull circles with a scribble on them. I think older kids might "get it" better. I have included the handout from Ande Cook's Art Starters as well as my lesson plan with all the directions for a sub. The Ande Cook handouts were part of a SchoolArts subscription, or you can get her book: Art Starters
Once upon a time (in my first year of teaching), I taught a tessellation project to my 4th grade students. Just like any good fairy tale, at some point things took a turn for the worse. As great as some of the projects turned out, I was exhausted by the amount of hovering it required me to do as a teacher and left me yearning for a different project. But again, just like any good fairy tale, this story has a happy ending... After taking a 3 year break from tessellations, I have finally made my comeback with an awesome tessellation project for my 5th grade students. Yayyyy! I started this project by showing my students an awesome PowerPoint that I put together that explains exactly what a tessellation is, some famous examples from history, and then differentiates between the 3 major types of tessellations: translations, rotations, and reflections. After showing them the PowerPoint, I gave each of my tables a basket that contained a few 3"x3" pieces of tagboard, a written set of directions (in case students get confused), scissors, and tape. Then I showed them step-by-step how to create a translation tessellation piece using my document camera (see the directions to the left). **A trick that I used this time teaching was to have students draw their shape from one corner to the adjacent corner. That way they don't have to worry about lining up the cut-out piece directly across from the original cutout.. you just have to line it up on the side. (This sounds confusing.. just look at my visual below.) Once students finished creating their own pieces, I passed out large sheets of scrap paper and had them practice making tessellations with their piece. This was their opportunity to make sure that their piece was properly crafted and that it would work. This was also a great opportunity for me to be able to walk around and assist those that found that their piece wasn't working. Once they verified that their pattern piece would work, I asked them to turn their piece around and see if they could see something that they could make their shape into (some type of character or monster). Monsters are honestly the easiest to do because, as I explained to my students, you can take any type of blob shape and slap some eyes on it and call it a monster (just being real). :) Once my students knew what they were going to make their shape into, I gave them a sheet of 9"x9" white drawing paper to use for their final project. I advised my students to use the original edges of their tessellation piece to help them to line up their shape on their sheet of paper. Even though this cuts off part of the piece, it really does help to make sure that everything stays properly aligned. I also explained to them that just because you can't see the whole shape, doesn't mean that they shouldn't add the additional details they were planning to add for their character - they just need to add what they can see. Once their pencil drawing was done (including adding details), students were asked to outline everything with a sharpie marker, and then add color with either crayons or color sticks. Many of my students decided to take their tessellation patterns and make each shape into its own character in a series (instead of just repeating the same thing over and over). Doing that really helped to keep more of my kids engaged in finishing their project because it made it a little more creative and a little less repetitive. If you are interested in this lesson, I have an incredibly awesome package posted up in my store. Seriously.. it has EVERYTHING. Included in the package: 1. Tessellation PowerPoint: An introduction to what tessellations are, a brief history, M.C. Escher (with a link to a interview he did), his influences, his artwork, and the three main types of transformations used in making tessellations – translation, rotation, and reflections. This PowerPoint includes animated slides, which make it easier for students to visualize the shape’s movements. 2. Color Your Own Worksheets: Grid-filled pages that students can demonstrate how to draw translation, rotation, and reflection tessellations on. 3. Practicing Transformations Worksheet: Worksheet asks students to reflect specific shapes over horizontal and vertical axes, translate shapes, and rotate shapes. 4. Step-by-Step Direction Sheets: Three step-by-step instruction sheets with visuals showing how to create stencils for all three transformations. These instructions also match up with the included videos, which also demonstrate how to create them step-by-step. 5. Practice Tessellation Sheet: This page includes the base stencil for all three transformations shown in the videos and step-by-step sheets. 6. Transformation Videos: 3 videos demonstrating how to create a reflection tessellation, translation tessellation, and rotation tessellation (including how to do a graphite transfer or light table/window transfer for complex details). Also available in my Teachers Pay Teachers store.
What is OP ART? It is short for Optical Illusion. Op art, short for optical art, is a style of visual art that uses optical illusions. Op art works are abstract, with many better known pieces created in black and white. or contrasting colors. Typically, they give the viewer the impression of movement: waving, spinning, swirling, vibrating... Here are 2 Well know OpArt artist.... Bridgett Riley 1931- now 88 years old when posted Victor Vassarley 1906-1997 Victor Vasarely was a Hungarian-French artist, who is widely accepted as a "grandfather" and Although these ideas seem modern and graphic, They have been around for thousands of years. Cross Contour line is traced back to the 1400s... This was created by Paolo Uccello. It uses 2000 intersecting points to map out the mathematical form of a chalice. CRITERIA: -Final must contain at least 3 circles (or other shape) using cross contour line on them to create 3 forms. -A background that gives the illusion of movement (warping, waving, swirling using lines or checkerboard. If using 2 colors, they must be CONTRASTING. (background samples below) HOW DO YOU DO THOSE!? Above instructions for box 5,7 and 11 You can use the 4 I show above, then venture on your own and find more you like. Click Here for IDEAS.. or watch here... Make practice fun by filling in squares on a cube with the techniques. (above using complementary colors) (above on colored card stock using tints and shades) Color Design It is very important to use the correct colors in OPart. This light plays a big part on the eyes and how it reflects back onto them. Black and white contrast and are an easy way to make the eyes bounce back and forth. Complementary colors have contrast as well and will do the same. -Emphasize (make stand out visually) the 3 spheres by using -Contrasting (opposite) color choices in background and 3 spheres to compliment each other. 2023 HIGH SCHOOL EXAMPLES Examples of Past Op Art Projects from Mineola Middle School 2004-2014 Practice Ahead of time Helps... I recommend practicing with cross contour shapes and then a variety of backgrounds to use. (Student below practicing ) 2022 Op Art Ajia, Madison, Kinslee, Kaden, Emily, & Jaidyn Michelle, Jasmin, Eduardo, & Paislee Kali, Jazmyn, MAria, Jarezi, Ayden B. , Melanie, Selena, & Aubrey --------2021 Art One Student----- Justin, Jaylee, and Ozias Karen, Josilen, Peyton C., Stephanie, Caroline and Lovella Jannette and Carie Brielle, Lyndie, Destinee, Danielle, Tania and Addyson 2019-2020 ----6-8th grade Mineola Middle School Art---- 1st period (below) Yuka, Sa’Niya, Victoria, Ambria, Desiree, Kaleece, Jada & Jason 1st period Rylee, Katie, Ruben (left), Kaylynn & Stephanie (right) (below) 2nd period (below) NoName, Chance, Chris, Lucy, Zane & Moses Emmily & Francie (below) Danielle 6th grade (above) Hazel, Anonymous, Bailee & Kaylee Kris, krissie, Jorja, Tania, Maiyah, Chevelle, Makena & Mariana Bryan, Kaily, Athena, Maiyah, David & Nathalie 7th and 8th graders 2009-2012 Alexis and Angela (above) Benji and Brenda (above) Brianna and Colby (above) Corbin and Dalton (above) Drason ad Hugo (above) Lily and Shanna (above) Try This for Fun More Lost Sock OP ART projects Op Art American Flags http://tabithaannthelostsock.blogspot.com/2019/09/op-art-american-flags.html Three Dimensional Color Columns https://tabithaannthelostsock.blogspot.com/2014/03/3-d-color-columns.html Op Art Hand https://tabithaannthelostsock.blogspot.com/2012/10/art-elements-using-hands.html
Earlier this year, my co-worker Jayne found the idea to make a collaborative school-wide paper mural based on the artwork of Thank YouX. The idea for a student mural originally came from Jenell Novello and you can see the lesson plan write-up on Artsonia. She also so generously provided the lesson plan and templates on Google docs. Thank You X got his name by accident. In 2009 Andy Warhol’s spray painted portrait was spotted on a city street in L.A.. … Read more... →
