I created this culture jars art lesson for an Art and World Cultures class, and continue to use it in art classes because it is so well received. The word
Print these free symmetry worksheets and activity pages to use with your students. Learn about the line of symmetry with these fun pattern challenge worksheets. Students must use logic, reasoning, and spatial skills to draw the reflected pattern across the line of symmetry.
These all about me, back to school art activities for kids are engaging icebreakers. Encourage creativity and build community during the first week back
Welcome to the How-To Guide for First Year Art Teachers where I give you my 10 Steps for Success! Congratulations! You got your own classroom. OH MY GOSH, you have your own classroom. Your mind and stomach start racing, both with extreme excitement and panic because now, it all just got real. You will have a lot of students, a lot of planning, and a lot of classroom to keep organized. Figuring out where to even start is a huge stress and will require a tea (or a beer) and a nap (probably some Netflix too).
Looking for a fun James Rizzi cityscape art project? Here's one that uses mixed media & a fun twist with markers. Did I mention there's a roll a dice game?
Monochrome art lesson for children, black and white art project for children, Bridget Riley art project, online art lessons for children
Who wants to spend Summer vacation in a hot, sweaty classroom? If you'd like to reclaim your personal time, check out these 10 THINGS TO PREP FOR SUMMER BREAK. These art room systems will become a yearly routine to help you leave on the last day on time and prepped for the Back to School.
Springtim art fun is here! These engaging and colorful classroom games are a palette of creativity! Whether you're an art educator or a general education teacher looking to get your students involved in more creative projects these classroom art games will be just what you are looking for!
A few weeks ago I was contacted by a representative of Prang. She asked if I would be willing to try out and compare some of their art materials and give a review of them in exchange for free materials...heck yes! So, as I began planning my first unit for Studio Art, I decided to give the Prang markers a go, compared to the Rose Art markers they sent me as well. So, here goes (I'm killing two birds with one stone here!). So the first set of materials I decided to try out was the Prang vs. RoseArt markers. As I continue through my post below, I'll show you some photos behind my notes here, but these are my thoughts about the markers: Prang 12 colors (+) Colors are more concentrated and solid (+) Bleed through 80 lb. paper when used heavily (-) White caps = no mixed up colors (+) Tips seem strong (+) Prang Power points! (+) $4.00 (Office Max), $2.89 for set of 8 and $3.95 for set of 12 through Blick Rose Art 10 colors (-) Less concentrated, more transparent (-) Don't appear to bleed through 80 lb. drawing paper when used heavily (+) Colored caps = mixed up colors (-) Tips seem flexible (-) $4.57 (Amazon), $2.20 through Rose Art When it comes to markers, I have a few different kinds I generally use in my classroom. I have the Crayola markers for everyday use in the supply bins in the elementary room. I can definitely say that I agree with Mr. E. when he says the Crayola markers tend to be "sketchy" when coloring a large area. That is why I let the kids use those ones for free draw. I actually use the non-scented Mr. Sketch markers for specific projects that require a nicer marker (I prefer the chisel tip for thick and thin lines, though the younger kids do need to be taught how to use those markers correctly), and I use the obvious Sharpie marker for specific projects as well. Currently, I'm not really sure where I'd stand on buying Prang markers. If they were offered in a requisition cheaper than Crayola, I'd probably try them, but currently I've got a good stock pile of the others! Now, they also sent Ticonderoga pencils, and there really is no contest there between the competitors brand. I already purchase these through my Boces requisitions each year. They're strong pencils, the erasers are good (while they last), and I appreciate that this pack already came sharpened, although the 12 packs I purchase are not sharpened. So, onto the bulk of this post. Because of the Common Core, I was asked if I had a textbook in the art room to use. This Art Talk textbook is the textbook art teachers in St. Lawrence county agreed to use many years back, around 2000 I believe, as that is the copyright on this textbook, but at recent regional meetings, it's apparent that everyone does not use it anymore (granted, I'm sure that will now change again with Common Core rolling in). It's an okay book, but I definitely don't plan on using it from start to finish for the entire year. I'll use bits and pieces here and there as they fit what the students and I want to do over the school year and then I'll possibly look into a different textbook for next year. My first unit is actually going to be pulled directly from the textbook, but with my own twist on the notes, quiz, worksheets and projects. I know a lot of students tend to be bored by the elements and principles, so I want to get that out of the way right in the beginning, and hopefully make it quick and somewhat fun. The projects suggested in the textbook to do all revolved around critiques and discussions in some way, which seems very boring for the beginning of the year, so I'm approaching it a bit differently. Critiques will be handled more in depth in the second unit of the year and I'm going to incorporate an art project into the first unit. The chapter is split into three lessons. The first lesson discusses what art is (a form of communication) and why it is created. The second lesson discusses where artists get their inspiration from, and the third lesson, the one I am going to concentrate on a bit more, is about the elements and principles, as well what is in a credit line. We will spend a day on the first two lessons in class, taking notes in a note packet I've created and then the third day, students will actually read the chapter about "The Language of Art". For the elements, we are going to create this info-graphic type resource. Lightly folding the paper in half to find the mid-way point, I'll have students fold the sides to the halfway point and then measure out seven equal sections. From there, they will cut slits to the fold. On the front, they will be asked to illustrate the elements of art to help them remember what they are. On the inside, they will have to write the definition of each element. From this picture, you can see how the Prang markers bled through the 80 lb. drawing paper, which is 10 lbs. heavier than what I buy for my elementary room. The lighting was really bad in this picture, but "shape" was colored with Rose Art markers and "Form" with the Prang. You can sort of see how the Rose Art markers are a little streakier and transparent when coloring an entire area. Also on the inside flaps, students will be asked to break down each element a little further with their illustrations. For example, shapes and forms can both be geometric or organic. They can showcase different shading techniques for value, different color schemes for color, and implied vs. actual texture for texture. I didn't finish mine because I don't want any of the students to copy, but this is the gist of what they will do! I only plan on having the students do this for the elements right now, as I think the principles are a little harder to illustrate right off the bat, but I'm thinking of offering an extra credit assignment where students can do this project at home for the principles as well to turn in. I'll share some of my unit handouts in my next post and explain this unit a little more in depth then as well.
elementary art lessons classroom management
The Difference Between TAB and Choice and Why It Matters % %
This is a Spanish Interactive Notebook Activity with vocabulary about La Casa (The House). This is a great hands-on activity to help students learn the rooms of the house in Spanish. Includes: 1. Cover page with example photo 2. Foldable house template with 6 rooms labeled in Spanish 3. Foldable blank house template with 6 rooms for students to label 4. House graphic organizer with 6 rooms for students to design their room layout 5. Foldable house template with 8 rooms labeled in Spanish 6. Foldable blank house template with 8 rooms for students to label 7. House graphic organizer with 8 rooms for students to design their room layout Instructions: Students will cut, fold, and paste the house shape to their notebook. Under the flaps, students will draw a picture of the rooms of the house. On the back of the flaps, students may write a sentence in Spanish to describe what they do in those rooms. Instructions are included on each page. Vocabulary includes: la sala, el comedor, la cocina, el cuarto, el baño, el jardín, el garaje, las escaleras (The pictures shown on the product's cover page are hand drawn pictures that I drew solely as an example. This resource does not include pictures or clip art. For this activity, students will draw the pictures of the rooms of the house.) Save 20% with my La Casa Spanish House Vocabulary Bundle which includes: La Casa (The House) Spanish Vocabulary Activities La Casa (The House) Spanish Interactive Notebook Activity La Casa (The House) Spanish Task Cards La Casa (The House) Mini Booklet Activity La Casa (The House) Vocabulary Games Want to receive updates on new Spanish products and sales? Here’s how to become a follower: Look for the green star under my store name Spanish Made Easy at the top of my homepage. Click the STAR to become a follower!
Helpful collection of Alexander Calder teaching resources and complete Calder Famous Artist Unit lesson plans to teach elementary art class.
Our Kindergarten teachers approached me with a request for an art project for the back cover of their memory books. The kids have filled out pages in their memory books all year and they wanted a colorful back cover. I found a fun and easy way to make fingerprint art on the Frogs Snails and Puppy Dog Tails blog. Then, we used a great end of year poem by Helen H. Moore. We started by dripping water in pans of … Read more... →
Got a messy art room? It might be time to Marie Kondo your space! If you're unaware, Marie is a Japanese organizing consultant who has written several books including, "Sparks Joy" and "The Life-Changing Magic of Tidying Up."
One of my favorite topics to teach in my art class, no matter what the age or skill level, is divergent thinking. What is divergent thinking? One of my favorite videos to introduce divergent thinking to my students is the lecture by Ken Robinson. Divergent thinking is the ability to come up with multiple solutions
We've all used exit tickets in our classroom for informal assessment, but sometimes it can become boring. Read this post to get exit ticket ideas on how you can engage students with exit slips and still assess your students!
Teaching students rules and procedures is a skill in itself. You have to learn to teach it and then reinforce them while doing it in an engaging way. In this article, I'll give you some ideas of how to teach your students your classroom routines and expectations in a fun and engaging way.
Y'all. I realized recently that I never shared the finished product of our Todd Parr inspired It's Okay to be Different mural. Which wasn't an accident. It's been on my To-Do list to finish this beast (there are still 140 more selfies that will flank the sides of this bad boy) and when I exhaustedly sighed to my buddy the custodian this evening that I really should stick around and do it, he said, "Eh. Go home and put your feet up. Do it tomorrow." He's a super smart dude so I decided to take his advice and work on it later...but share it with y'all today! When you walk out of my art room door, this is the first thing you see, these silly, happy and different faces! I went through the process of just how the kids, kindergarten through fourth grade, created these painted and collaged pieces in this post so be sure to take a peak! Our inspo was this fun and colorful book. This book is short and sweet and perfect for my various age groups. It also packs a powerful message: it's okay to be different! I try my hardest to stress this, self-importance and uniqueness in my art room. All our lives, we are told to fit in, follow along, do whatever it is that Susie is doing that gets her oodles of praise from her teacher. But just how boring would life be if we were all Susies? You're YOU and nobody else...and that's simply wonderful! Not to mention totes adorbs. As the kids finished off their selfies, I started collecting them and laying them out on a huge roll of paper. We happen to have this 12' wide roll of paper at my school which I've pretty much claimed as Art Room Property. I love using it for murals like these so I can just start hot gluing these guys down. We've done several murals at my school (full list with links below) and I've been asked by a handful of art teacherin' types if the kids are ever sad that they don't often get their pieces returned to them. I explain to them at the start of the project that their handwork will be enjoyed by many for a long time (this piece will probably stay up until the start of the new school year and possibly beyond. I really love it!). I also snapped photos of them to eventually pop up onto ArtSonia so the kids will have the chance to share with family in their online gallery. However...I do have this wild and crazy idea. Once I [finally] get all of the pieces hung, I want to snap a couple of high resolution pics and have their work made into fabric on Spoonflower! AND THEN make a dress from it. Oh, but that's a secret. Don't tell los kiddos. Especially not the dude on the top right. He looks like he's having a bad day already. Big Ole School-Wide Collaboratives and Murals are super fun but, not gonna lie, a whole lotta work. I've shared many of mine in the past. Here's a lil list if you wanna take a look-see: Dot Day Collaboratives (a project for each grade level!) Henri Rousseau-inspired Mural Chalked Ceiling Tile Collaborative Magritte Mural The Johnson Elementary Legacy piece Our School Has Heart Mural Gallery of Gratitude Winter Program Collaborative Monet-Inspired Mural Wishful Winterwonderland Mural Warhol Soup Can Mural Heather Galler-Inspired Mural by first grade Whew! And if you just wanna read more about school-wide collaboratives, get yerself here, kids. And when your done clickin' on all them linky-loos, pop over here, check out these awesome blogs and throw a sympathy vote my way, would ya? Until next time, just remember, IT'S OKAY TO BE DIFFRENT*, er, DIFFERNT ;) [diffrent: when you pay a different rent then you and your landlord agreed upon. "C'mon, man. I told you the rent was $50 a night, not $45. Don't be pullin' no diffrent action!"]
15 Fun One-Day Elementary Art Lesson Ideas Curriculum Design % %
I LOVE these flowers!!! I also think this may be my new favorite art lesson to teach! 2nd Graders did such a fabulous job creating them– SO proud of their work!! Step-by-step directions with…
An elementary art teacher blog with art projects and lessons, DIY projects and outfit photos as well as clothing I have made myself.
Add diversity to your art curriculum and learn about a famous Black American female artist with these Faith Ringgold art lessons for children.
Summer Vacation!!! Usually those words evoke a picture of sun, fun, and relaxation. Well I have the sun and the fun, but relaxing? I would NOT call my summer this year relaxing. You see, I have …
I just wrapped up a super fun and VERY COLORFUL Fauve-inspired self-portrait lesson with my fourth grade kiddos. This lesson included so many things: drawing a cartoon or caricature version of ourselves, using chalk pastel in an unusual way, creating pattern and design with oil pastel for a watercolor resist. It was mixed-media to the max with beautiful results. Here's a quickie lesson I put together just for you and your kiddos: Lemme just say this: I DO NOT enjoy teaching self-portrait drawing to my older kids. They are so stinkin' hard on them selves that it is painful to watch. We will do a more in depth selfie drawing later this year (if time allows) but for now, this was a fun way to ease in to it. These works of art will be featured in our Artome Art Show and therefore have to be 9" X 12"...I really think this would be a great lesson on a bigger scale as the kids could achieve more detail. Normally, my lesson for fourth grade and Artome is this Romero Britto one. While I love that lesson, it does take forever. Also...I have a group of kiddos this year that would just be frustrated with that lesson. I decided to create a lesson based around their interests (working big and bold!) and their attention span (I know my people, what can I say) and this proved to be it. Each kiddo was super proud and successful. Day One: Each kiddo had a bingo dauber filled with slightly diluted India ink. After doing some quiet sketching for the first five minutes, we gathered and chatted about creating simple selfies on our paper. Because of the large line of the dauber and the small size of the paper, the kids learned quickly that they had to work big and without tiny details. They also were not to use pencil first but to just GO FOR IT. I only had one rule: YOU CAN MAKE AS MANY AS YOU LIKE...but if you start a selfie, even if you think it is a "mess up", you must finish it. Each kid ended up with between 3- 5 to choose from for the next class. Extras will be used in upcoming projects. The following art class, we started using chalk and "elephant snot" or liquid starch. I get my Sta-Flo liquid starch from Walmart. The best chalk pastels I have found are made by Faber-Castell. The colors are just so bright! Day Two: Chalk and starch those bad boys! If they finished one, many kids asked to work on their other drawings. I was totes cool with that! Day Three: Create a background! Using our Sargent bright oil pastels, we drew patterns all over the background of our selfies. Then we used liquid watercolor over that. Each is just as beautiful as the next! I cannot wait to see these at our art show. Will keep you posted on what the other kiddos are creating!
I love using picture books as inspiration for children’s art projects. Over the past 13 years I have curated a a massive list of project ideas and lesson plans. Here is my growing list of picture books and coordinating art projects for kids: A Color of His Own by Leo Lionni Abe Lincoln’s Dream by Lane Smith
ART ROOM Management for teachers - Handy posters to use in your art room, I Say "MONA", you say "LISA" and "FRIDA FREEZE" for students, great way to help control and switch directions in your art room! 8.5x11 and can be shrunk or enlarged for print or digital display.********************************...
It is always tricky to have a finished piece of work after one lesson that is decent to put up in the main office area! Here is a quick display that everyone loved and the 3D aspect added greatly t…
Teach children art history through a variety of fun art projects and lessons. We love using artists as inspiration for our own creations.
Hey fellow art teachers! Ever wonder how to introduce to students to choice based art education? I've gotten so many questions about just how do my students know what supply to choose? How do they get that initial urge just to "play around" out of their systems? Well, here's an overview and glimpse into how I teach my students to choose wisely, and make educated choices that will ensure them success! The first six weeks: Exploratory Learning through Material Exploration Students enter the room and there are six "stations" set up. I usually make these stations more complex and higher level supplies such as Charcoal, Chalk Pastel, Oil Pastel, Watercolor Crayons/Pencils, Watercolor Palettes, and Liquid Tempera. These centers also help students experiment and learn how to properly use and manipulate each supply. Students fold a piece of paper into sixths, then have black markers at all tables so they can label each square with it's supply. Students then rotate through the tables(roughly 5 minutes per table) to experience each supply. I usually do not limit them to what they must draw in each box, we stick to simple drawings because the purpose of this activity is to gain experience and knowledge on each supply. So what are those papers labeled with the supply and the sticky notes? This is how students share their tips, suggestions, and thoughts with other students throughout the school about each supply. By each supply in the classroom, we have a chart that has two columns. One labeled "The Good" and "The Bad". Students post sticky notes with challenges they encounter while using this supply, or things the supply works very well with/for. Once the station day is over, the following class students review basic concepts such as using the elements of art within a piece as well as key genres of art such as portrait, landscape, still life, etc. These next 4-5 weeks are when we practice the procedures of responsibly getting up, retrieving, cleaning, and putting away supplies while completing review projects. It is crucial that students learn, understand, and demonstrate the ability to take care of their supplies and environment properly during these weeks. During these weeks I also introduce them to the concept of tracking their own time by using a darkroom film developer timer. It is color coded as follows: Yellow: 10 minutes of Group Instruction Green: 27 minutes of Independent Work Time Orange: 3 minutes (Clean up begins for paint, charcoal, chalk pastel) Red: 5 minutes of all students cleaning up their materials and work space. After these initial 6 weeks I have found that students are able to make educated choices about the remainder of their projects throughout the school year. I will admit, there are times that these procedures seem to be lost in the excitement of field trips, holiday breaks, or three day weekends. So what do I do when that happens? Well, we go back to the basics. If students are not properly cleaning up their supplies and classroom, they lose that supply for a week. If we have forgotten a simple procedure such as how we enter the classroom quietly, we stand up line up back outside, and try again until it is done correctly. The visual timer is great at these moments because they are able to see the time which they are losing that day because of their behaviors. So, there you go, a brief but hopefully helpful introduction to the daily life in a choice based art room. It may look like chaos when you walk into my room, but talk to any student, and you'll find inside, it's organized!
Fun Art Lessons for the First Day of School. 12 ideas to choose from to make students first art lesson fun and memorable.
Using the book, Harold and the Purple Crayon as inspiration, students will use paper shapes to stimulate their imaginations to create a unique image.
Here is the Elementary Art Curriculum Map that all K-4 art teachers in Chelmsford follow. You can click on the picture for an enlarged view National Visual Art Standards BY grade 4 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 1.4 Learn to take care of materials and tools and to use them safely 2.1 For color, explore and experiment with the use of color in dry and wet media Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork Explore how color can convey mood and emotion For example, students mix light and dark values of colors or predict the results of overlapping and blending primary colors. 2.2 For line, explore the use of line in 2D and 3D works Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. 2.3 For texture, explore the use of textures in 2D and 3D works Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork Create representations of textures in drawings, paintings, rubbings, or relief 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes 3.1 Create 2D and 3D artwork from direct observation For example, students draw a still life of flowers or fruit, action studies of their classmates in sports poses, or sketches of the class pet having a snack or a nap. 3.2 Create 2D and 3D expressive artwork that explores abstraction For example, a student simplifies an image by making decisions about essential colors, lines, or textures. 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play; or make images that convey ideas such as friendship. 4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion For example, a first grader chooses a painting and tells how she mixed the colors, and talks about the decisions she made. 4.2 Select works for exhibition and work as a group to create a display 4.3 As a class, develop and use criteria for informal classroom discussions about art 5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film 5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group 6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?” 6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities For example, children learn and teach other children songs in languages other than English; interview parents and community members about dances, songs, images, and stories that are part of their family and cultural heritage. 7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects For example, teachers invite an illustrator of children’s books to school to show how she creates her illustrations. 8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as • styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest; • styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries For example, students look at examples of Native American clay containers from the Southwest, and wooden containers from the Northwest and compare the similarities and differences in form and decoration. 8.2 Identify characteristic features of the visual arts of world civilizations such as styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe 8.3 Perform or create works inspired by historical or cultural styles 9.1 When using art materials or handling and viewing artifacts or musical instruments, ask and answer questions such as • “What is this made of?” • “How does this instrument produce sound?” • “Would I design this differently?” • “Who first thought of making something like this?” For example, students examine a variety of percussion instruments, experiment with the different sounds they make, and learn about the cultures in which they were made. 10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines Examples of this include: • using visual arts skills to illustrate understanding of a story read in English language arts or foreign languages; • memorizing and singing American folk songs to enhance understanding of history and geography; • using short dance sequences to clarify concepts in mathematics.
1 million years ago (ok, actually 14) when I walked into my first art room there was absolutely nothing in it. Other than tables and chairs, there were no supplies, no white board, no decor. Nada. I had taken a job at a brand new beautiful school which certainly had it’s perks (clean, brand new, not having to inherit a
28 Collaborative Projects to Build Community in Your Art Room % %
Our first project this year has been a very progressive, multi step, multi media project that has really evolved as we created! Our first project when we got back from hurricane Harvery was to release some stress with scribbling to music.... Students spread out on the floor and scribbled to the sound of fast and slow music by “The Piano Guys” they love these songs because they recognize them from the radio but it’s all instrumental. The students were instructed to use large arm motions that cross over the body. Any motion that crosses from the right side of the body to the left or vise versa uses both hemispheres of the brain since each side controls one side of the body. It is very relaxing and the kids LOVED it!!!!!! The next class kids painted over thier scribbles with water colors, tempera paint, and India ink. They explored the way different paint resists or does not resist the crayon. You can follow me on instagram for more photos "Natty241" And my facebook page "Mrs. Waggenspack's Art Room" They were allowed to use their hands at the end. We try to use all 5 senses for a while brain experience. We talked about abstract art, Kinetic art, And the experience of art. It is a process and not just a product that we create in art. After each experience we gathered on the floor and talked about how they felt in one word. Students said, “Free, alive, happy, exhilarating, dancing, creative, like a real artist, quiet, excited, open,angry, peaceful,etc” When the paintings were finished the students tore them up into strips! They were so upset at first. When they saw the next step they were so excited. The students glued the strips on a late paper for the collage. This took three 50 minute classes. Then students traced the eyes and nose of the animal they wanted and outlines the eyes, nose, and beaks with India ink. ( pictures at the bottom of blog) this is the resin I use. I paint it on with a brush. This resin must be mixed one to one ratio and it is toxic so you must wear a mask. Do NOT let the children use it. You have to do it for them if you want the ultra shiney eyes effect! Wear a mask and use gloves! You can sprinkle glitter in it too for extra FUN!!! Then they glued the eyes and nose on the collage. The next step was to embellish the face and add details. We used India ink and fan brushes to make fur and feathers. When the entire face was finished I added resin to the eyes to make them shine These are how the eyes and noses look before they cut them out. We used the fan brush for making fur. These are the travers they could use for eyes, noses and beaks
Art Class Awards – Creative Ideas & Unique DIY Awards based on famous artists and art styles
April 16, 2012 This session I will be teaching my fifth grade class. Unfortunately my sixth graders left and will be moving onto the middle school next year:( I will miss them greatly. What a good bunch of kids! April 15, 2012 Silkscreening T-shirts with a Social or Environmental Message! Miss Flegal and I cashed in on these stretcher bars we came upon and combined them with white organza fabric to make silkscreens! Students brought in their own t-shirts and used elmer's glue to create a resist. The exciting component about this project was the glow-in-the-dark printing ink I was able to find to make their shirts really special! March 21, 2012 Sixth grade silhouettes complete! Our art program has been getting so many positive comments about the front entrance of our building and these vibrant mosaic silhouettes. Using marbled paper that the students made and thinking about color choice that coincided with their action or movement was very important. Lastly, we incorporated a literacy element inspired by Eric Carle's Brown Bear, Brown Bear What do you see? March 9, 2012 My sixth graders are back and we are working on life sized art projects combining two types of art we just looked at and learned a lot about-- silhouettes and mosaics. These were inspired by an installation art piece we did last year as an entire building. I cannot believe how cool these are looking! Our media for this project has included cardboard, black latex paint, various colors of construction paper, shaving cream and tempera paint for marbling, scissors and glue stick. The poses for the silhouettes were derived from the children themselves and interests they have both in and outside of school as well an energy or emotion they are trying to evoke. When all is said and done we are incorporating an element of Eric Carle's Brown Bear, Brown Bear book. I can't wait to post more when they are finalized next week! December 2, 2011 This six week session I will be instructing my fifth grade class and will return to teaching fifth grade again in February. Stay tuned... November 11. 2011 Self Portraits in Chuck Close Style Students in sixth grade are integrating math skills by measuring and creating a grid for an exact self portrait drawing. This is the method that artist Chuck Close uses to create his portraits. After spending extensive time learning about his life-- he is my FAVORITE artist, we are now in the beginning stages of creation. So far, so good! November 4, 2011 Oh what a busy Friday! Students were busy glazing ocarinas as well as using acrylic paints to put finishing touches on their cubism Picasso sculptures. It was a great way to end a busy week and we will look forward to working in new art media next time. October 26, 2011 Pablo Picasso Sculptures in progress... Students are using some unconventional tools for their current sculptural project-- wood scraps, glue, wire and pantyhose. Yes, you heard me right. If your child has recently come home talking about using pantyhose as part of his art project, he is not lying to you. Here is what we have started in the past few days. October 19, 2011 Ocarinas We are trying our hand at constructing ocarinas out of clay. Students did extensive research online and here is what we have learned so far. The ocarina (/ɒkəˈriːnə/) is an ancient flute-like wind instrument.[1] Variations do exist, but a typical ocarina is an enclosed space with four to twelve finger holes and a mouthpiece that projects from the body. It is often ceramic, but other materials may also be used, such as plastic, wood, glass, clay, and metal. The ocarina belongs to a very old family of instruments, believed to date back to over 12,000 years.[2] Ocarina-type instruments have been of particular importance in Chinese and Mesoamerican cultures. For the Chinese, the instrument played an important role in their long history of song and dance. The ocarina has similar features to the Xun (塤), another important Chinese instrument (but is different in that Ocarina uses an internal duct, whereas Xun is blown across the outer edge.)[3] In Japan, the traditional ocarina is known as the tsuchibue (kanji: 土笛; literally "earthen flute"). Different expeditions to Mesoamerica, including the one conducted by Cortés, resulted in the introduction of the ocarina to the courts of Europe. Both the Mayans and Aztecs had produced versions of the ocarina, but it was the Aztecs who brought the song and dance to Europe that accompanied the ocarina. The ocarina went on to become popular in European communities as a toy instrument.[4][5] Its earliest use in Europe dates back to the 19th century in Budrio, a town near Bologna, Italy, where Giuseppe Donati transformed the ocarina from a toy, which only played a few notes, into a more comprehensive instrument (known as the first "classical" ocarinas). The word ocarina in the Bolognese dialect means "little goose." The earlier form was known in Europe as a gemshorn, which was made from animal horns of the Gemsbok. The ocarina was featured in the Nintendo video game The Legend of Zelda: Ocarina of Time, attracting a marked increase in interest and a dramatic rise in sales.[6][7] How an ocarina works: 1. Air enters through the windway 2. Air strikes the labium, producing sound 3. Air vibrates throughout the inside of the ocarina Covering and uncovering holes lowers and raises the pitch Source: Wikipedia Here are our ocarinas in progress... Let's hope they make music once they are come out of the kiln! October 17, 2011 After not having my sixth grade class for the first six weeks of this school year they are now occupying my room every morning for 45 minutes for the next six weeks. It is such a joy to have them and experience their growth since I last saw them as fifth graders. We started our time together with a pencil study called The Vanishing Snack. I adapted this from high school art teacher Mrs. Vogel of Field High School. My students as usual have risen to the challenge and are producing wonderful work. At each stage of their four part drawing, they are wrinkling a pop can and drawing it as well as all of its highlights and shadows in its new state. September 7, 2011 Because of our new six week schedule I will not see my sixth graders until October 10th! Stay tuned... June 1, 2011 Tile Triptychs in progress! Students in sixth grade are embarking on a triptych constructed of clay. A triptych is a three paneled piece of art that views as one continuous piece but is constructed in stages. This has been a great opportunity for them to learn about specific properties of clay and how to work with this medium from one class to the next, keeping it moist and workable. The students were expected to include text, an image and possibly a favorite verse that states something about themselves as an individual. April 21, 2011 Plaster Hands and Feet March 13, 2011 In sixth grade we have about three projects going on at once. One is our plaster hands and feet project that we started back in January. Here they are as works in progress.... January 31, 2011 Recently in sixth grade I set my students loose with plaster and these thoughts in mind. Below are the results so far. Once again, their minds, their thought processes and their creative journeys amaze me. I will keep blogging as their projects move along... Take a moment and think about all of the uses of your hands in the course of a day, the course of a hour or even a minute. For example list every way you can think of that you used your hands just this morning… -to brush your teeth -to eat your breakfast What do you think your hands can say about a person? Can they have polished nails? Wear certain rings? Does their appearance tell you a story? For example having wrinkles… Let’s think about some of those features. Next think about phrases that have the word hand in it… “hands of time” “helping hands” “clap your hands” “give me a hand” “lend a hand” “in good hands”… If you could compare your hand to another object of similar form what would that be? A growing tree branching out? Sunday, January 16, 2011 Don Drumm Inspired Endangered Animals Students in sixth grade studied the metal art works of local artisan Don Drumm and then decided to make a statement with their art. After doing some research about the current Endangered Species list they created these metal embossed pieces about animals of diminishing numbers. Next, by adding a statement, they could give the animal a voice to be heard. Won’t you do your part in raising awareness for some of these unknown creatures? Below is our display of the completed sixth grade Chuck Close inspired portraits. Chuck Close Self Portraits in Progress November 29, 2010 We are wrapping up our Chuck Close portraits and the end results are amazing. Not only are students manipulating charcoal very well to create various tones but they have mastered a likeness of their own face! Chuck Close Self Portraits November 15, 2010 Wow! It has been awhile since I have updated my sixth section of the blog. Students have been hard at work and are tackling difficult projects and techniques. Most recently we have begun working in Chuck Close grid style. You can see his work at http://www.chuckclose.coe.uh.edu/. He is my favorite artist. Using a grid, students have integrated math skills into their drawing by focusing on exact measurements for precision. Here are a few of their starts... Vanishing Snack Drawings October 14, 2010 Students in sixth grade are training their eyes to see close details through these altered still life drawings. They are working on drawing a pop can and then slowly crushing it until it becomes very minimal. At each stage they have to look closely at how their object has been changed and then try and draw it. Charcoal has aided them in learning about the value scale. They are beginning to see that with shadows some parts can be extremely dark and extremely light.
