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!

This year, the paperwork has become more cumbersome than ever! I'm not sure how it is elsewhere, but in NY, it feels like my district is trying to be the overachievers because we are being asked to do things for APPR that other districts haven't even thought of, particularly in the area of the specials teachers! One of the things we had to do this year was choose one class to be observed in. I would personally rather have my observations take place over all of the grade levels I teach, but my union won't let me. Since I'm teaching high school this year, I'd love to be observed there to get feedback, but I was still required to choose one area (and this is all from what our union has decided...sometimes I think they think more about the core area teachers than they do the special area teachers!). I would have chosen a high school level but I'm still being observed by the elementary principal (which doesn't really matter) but the next aspect of our observations is what made me stick with elementary because it will be less work for me in the long run, especially as I get closer to popping out this baby! ;) With whichever class or subject area we have chosen to be observed in, we have to fill out weekly lesson plans (and as rumor has it, next year we will have to do this for ALL of our subject areas/grade levels). And I don't mean just copy off our plan book anymore. We have to have full, written out lessons. If I chose Studio Art, I would have to have complete, written lessons for every day of the week, including daily objectives, bell ringers, exit slips, etc. While I'm working towards being able to do that, I am certainly not doing that now. By choosing an elementary class, my lessons are condensed down to 2-3 day lessons and more manageable to write out. Considering I have 12 different classes to prepare for weekly, I'm taking the easy way out! Last year I created and started using this lesson plan format to write my lessons and organize my grade level curriculum. I printed out a bunch of these templates and simply hand-wrote my lessons, so I was technically already doing this. The administrators liked my template and used it to create a common core template for everyone to use. Of course, when they did that, they left out all of the my art stuff. Now, I had planned on using these templates for my substitute when I go out on maternity leave so for me, the art parts were way more important than the Marzano stuff. I asked if I could alter my original template to include what was missing from theirs, and thankfully, they agreed. Of course, I ended up having to do two revisions because they wanted the Marzano stuff on the front, but I'm still happy with my ending template. This is my new lesson plan template. I have posted this to the SmARTteacher as well so you can find it there. If you open it in Word, you can simply click on the boxes in each category to mark what you are using, and then simply type in all of the information. I created a slightly different one for each level based on what the different listening strands are for K-2, as well as the basic common core math and ELA standards for each grade level. This is my district's lesson plan template for everyone to use.

I have been working on creating rubric for my 5th grade Van Gogh unit and I wanted to share them, particularly to get your take on the essay portion. As I said in my previous post, I haven't really been doing much Common Core in art, but I'm trying to change that. By no means am I an English teacher, but I did write upwards of 20+ art history papers and a thesis in college, so I hope I have asked good enough thought-provoking questions! This rubric is the rubric for the final, monochromatic project. I'd like students write a short essay about their artwork and Van Gogh. We will mat/frame their essay and display it together with their paintings. I plan on sharing this with their teachers to see if there is any way I should tweak these questions, write my directions, or review how to write an essay with them. I'm not even sure if they have really done short essays (though I'm sure they have). Please let me know if you have any input on this...I would greatly appreciate it! As I'm posting this, I am adding another paragraph...Which elements of art did you use in your artwork? How and where?

Creating a printable escape room game for your art room is not as hard as you might think. It makes for a great break and my students loved it. Here's how

I'm Dawn, mothering 5 children and art teacher from St. Louis, MO. You'll find the creative endeavors from the studio, home adventures and favorite DIY's.

14 years ago I walked into my very first art room, full of so much excitement but also feeling totally overwhelmed wondering where to even begin!?

Being out for even a single day is more work than actually teaching! Scrambling to figure out engaging, no tech art sub plans for elementary kids can be incredibly stressful and time-consuming. There's nothing worse than being sick and thinking, "And now I have to write emergency lesson plans?"

Hi! I recently finished rewriting my K-6 art curriculum plan. We are required to do this every 4 years. You can see my first blog post about organizing curriculum that I wrote a few years back. I use the curriculum plan as a guide for my yearly planning. If students are interested in one area of art more than another, I tend to adapt my plans. If I have a brilliant idea for something new I want to try with … Read more... →

5 Simple Classroom Management Solutions for the High School Art Room % %

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.

Hello! I am already seeing lots of posts in Facebook groups asking what to do in the first few days of art class. In this post, I will walk you through what I plan to do this year in my classes. This is very similar to what I have done in other years. First, I start all classes with basic introductions and talking about the room and art class. We go over the rules and expectations. I use a video … Read more... →

5 Simple Sub Plans to Make Your Life Easier % %

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

A (way cool) 21st Century Elementary Art Room in Flower Mound, Texas

Looking for fun, educational games for art class? Check out these three simple games you can put together in a few minutes.

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

The Difference Between TAB and Choice and Why It Matters % %

Starters / Bell Ringers can get your lesson off to a productive start with every student focussing as soon as they walk in the room.

We've all done it. Been sick as a dog and struggled to get through a day of teaching because it's easier than typing up sub plans. It's ridiculous, but totes true. I have literally had days where I've gone to work running a fever hotter than my H-E-double hockey sticks glue gun infamous for burning off my fingernails and hallucinating (seriously, I saw birds flying around my Art Room Disney Cinderella style). But, I toughed it out, because hey, sub plans STINK. This is about what I look like on the days I'm sick at school. Miss Viola Swamp to the core. So, enter stage right: THE SUB TUB. I don't usually have subs continue current lessons my kids are working on, because the subs in our district are always kind of a gamble (and not in the good kind of Vegas-y way). Seriously. I have had subs go into my closed cabinets and use acrylic paints and fancy nancy watercolor paper as free draw activities. Ugh. Here's what my bin contains: The Art Room Sub Binder: this is the master plan of the Art Room and contains classroom information, the schedule, map, supplies list, rosters with pictures, seating charts, and allergy/special needs notes with a sign-in sheet 2-3 SIMPLE typed out lessons with images and books for grades K-5 just-in-case coloring sheets for fast finishers This sub adaptation was inspired by Deep Space Sparkle. If you haven't found the Anchorage School District Art Sub Plans yet, check them out. Bless the Alaskan school district that published these plans to share with art teachers. The plans are ABSOLUTELY amazing and I have used quite a few as inspiration for my own Sub Tub. And in the meantime, stay healthy and classy Arties. Can't tell you how many times I have been sneezed on directly in the face or witnessed a little friend secretly wipe their little boogies on the Art pencils. Stock up on your Emergen-C by the crateful my friends.

Want to carve out a personal space just for you? A she shed might be your answer. Think of it as a hideaway in the backyard. Somewhere to relax, read, create,

I formulated this lesson after seeing Mrs. Sturgill teach something like it at the Frist one summer. We read the story "Roberto the Insect Architect" to inspire us to "Be Creative!" The students created blueprints and designed a house or building for a bug! After they painted their drawings blue, they sculpted their 'bug' out of model magic. Once those dry, we'll add bright colors. Here's that worksheet about Architectural Details...I found it in a green book called Art Starters? (I think.)

Imagination Workout Printable Click the link above to download Attalie’s Imagination Workout free printable art worksheet.

10 of the best free online interior design room planning tools to use when redesigning a room or changing the layout of a room, including 2D and 3D options.

28 Collaborative Projects to Build Community in Your Art Room % %

INSIDE the BEST IKEA Craft Rooms with a FREE Ikea shopping list! SMART ideas for organizing craft supplies in craft rooms, sewing rooms, scrapbook rooms ...

Ya'll might recall the suminagashi or paper marbling technique I recently shared. In that post, I shared the pros and cons of the whole experience. They kinda went like this. Pros: The kids loved it. Just the idea of making paint float, creating a design and then capturing that floating paint on paper was thrilling for them. The results were usually pretty rad. Each paper piece was unique, just like the artist. Cons: The carrageenan (powderized seaweed) and water mixture had to be blended the night before and left to "rest". Which meant I had to remember to do it before leaving for the day. And me remembering ANYTHING at the end of a school day, other than picking up dinner at the drive thru, is a miracle. The stuff feels like snot. Like super snotty snot. Near the end of a marbling run, the designs were often not as vibrant because of the muddied waters. Having experienced all that, I shared my love-hate on the aforementioned post and asked your advice. And ya'll delivered! This here floating chalk project was one of the mentioned ideas that I thought I'd share with you. But before I get to that, here are some other great ideas that were suggested: Ingrid of NorridgeArt wrote: I've used Elmer's art paste, which turns out to be methyl cellulose, which works great and is really comparable in price as far as I can tell, to buying it in bulk. I would second using the tote-trays. After many uses, the remaining acrylic paint sinks to the bottom, and eventually, it does gray the water and dull the transferred colors a little. I haven't done this for years and I think I will crack into this soon! Fun! Phyl of There's a Dragon in my Art Room said: Hey, Cassie, I don't know why I didn't think to tell you this before: liquid starch (the inexpensive blue stuff in the bottle) works GREAT for marbling, using watered down acrylic paint just like you did. And we used cheapo plastic forks for marbling. Only when we were done, we used tissues to blot them gently. THAT was the disgusting messy part, but the results looked a lot like yours, brighter than shaving cream marbling. Test it! (She also wrote on my facebook page): Have you done shaving cream marbling? It's easy, it makes your room smell good, and when you are done the shaving cream all over the place cleans the tables! Laura wrote: Do not be afraid to experiment with India inks. The best color you can get is to use thinned down oil paints but with students it's not the safest method. (I too teach kids in my private studio) I have gotten the best results with kids using air brush paint. The createx brand is the one I have used with good results. My friend told me the best description she could give to how much to thin down the paint it get it to the consistency of whole milk. I found that those plastic utility tubs are perfect for using to put the mixture in- keeps the paint contained better when they are putting it on the moss mixture. I use small paint brushes to put the paint down because they seem to have better control than with the eye droppers. Amazingly awesome author Pam Stephens (of the Dropping In book series) wrote: I have a never-fail method that Nancy Walkup {editor of SchoolArts} taught me. It's nothing more than a tub of shallow water, Prang Freeart chalk, something to scrape the chalk with (plastic knife works), an old comb or fork (to stir the chalk), and heavy white construction paper. I wear plastic gloves because the chalk stains like the dickens. Just hold the chalk over the water and scrap whatever colors you want. Stir with an old comb or whatever you have to get a nice design. Drop the paper on the chalk. Let it sit for about 30 seconds. Pull the paper off the water and TaDah! Marbled paper. Dries in a jiffy (about half an hours). You can also use colored construction paper depending on the colors of chalk you use. WARNING: This is addicting. Mrs. Walton commented: Use tote trays instead of cookie sheets. Fill half way with water. Have one sheet of posterboard directly next to the tote tray so you can immediately have a place to put the soaking paper. Use pastels and a cheap pair of scissors to scrape color onto the water and let it float. If they accidentally break the chalk into the water, tell them not to fish it out. The minute you stick your finger in teh water, it breaks the tension on the water and the chalk sprinkles start to sink. Folding (not creasing) so that the ends of the paper are up (think U shape), set the paper in the water center first. Slowly let the edges go onto the water mixture. This keeps water bubbles from forming (as badly) on the paper. Then, I tell the kids to grab the corners closest to them and drag the paper up towards them #1 so that they are dragging more chalk onto the paper as it's lifting, #2 so they can see what they are getting when they lift it, #3 so that the water is still dripping downwards when it's lifting into the tote tray. Then, simply place it onto the posterboard next to it. Aren't those just the best suggestions?! Thank you, art friends, you're the best. When I ran out of carrageenan the day before my last group of students were to marble, I decided to give Mrs. Walton's idea a go as I had all mentioned supplies on hand. And it was a total success! Here's how we did it. Just like she mentioned, I filled some tote trays with water. I decided to cut some old plastic lids in half as scrapers and laid out some chunky chalk. Now, I have to recommend that you not use any ole chalk for this project. I mean you could...but the small stuff will probably just break and side walk chalk is just too lacking in color. I strongly recommend ordering a couple sets of Prang's Freart chalk (I think I ordered mine from Nasco). It's vibrant and big enough for little hands. Ya'll, the process was so super simple it was kinda ridiculous. The scrapped their chosen colors with the cut lid until their tray looked like this... (ooooh, pretty.) Then, holding their star parallel with the surface of the water, they dropped it onto the water while I lowered their paper on top of the star. Together, we "massaged" their paper to capture the chalk. We knew it was working when we saw a faint outline of the star and the colors of the chalk through the back of the paper. Slowly, I lifted the paper out. Sometimes, I would see a white spot where it didn't take at which point I would lower the paper again and attempt to pick up the chalk. Once I lifted the paper out, the student plucked the star from the water. They looked a little like this. Amazing, right? I love the layers of vibrant color. And their stenciled papers looked like this. The kids thought it was Christmas. Once dry, these were sprayed with fixative (or AquaNet if you live in the 80's) so the chalk wouldn't smear. So. Would I do this method again? Definitely. It was so much easier and the results were ALWAYS amazing. It was a fun and new printing technique that fascinated the children. However, it just wasn't the same as suminagashi. This isn't true paper marbling because you cannot really manipulate the chalk once it's on the surface of the water. For that reason, I will continue to also use the suminagashi technique...even if the stuff feels like super snotty snot. By the way... I'm so super stoked about this Saturday's conference, you don't even know! I cannot wait to see what other art teachers have to share. Are any of you lovelies attending The Art of Education's online conference this Saturday? If so, just an FYI, my presentation is off the chain goof-ball. Just so's ya know. Looking forward to chatting with you!

A step-by-step approach on how to create a unit plan and its various components. Keeping things practical and manageable for busy teachers.

I am NOT a traveling art teacher this year (for the first time EVER! Can I get a "hallelujah"?!) and my newly opened scheduled allowed for some great opportunities. The 5th grade teachers in my building were the first ones to jump on board with my crazy idea, so they became my guinea pigs. Because of their RtI groups, they had some students that didn't need reading interventions. So...what do you do with THOSE kids, while you're trying to work in small groups with the kids who DO need the interventions?? You send them to the Art Room! I get between 12 and 18 kids, twice a week for 30 minutes, for 6 weeks. Then, another batch of kids comes in for the next 6 weeks, and so on, for the entire year. Each student works through the artistic process at their own pace and they are given much freedom when it comes to subject matter and media. The directions I gave in the beginning were simple: 1. Be inspired. 2. Choose a media. 3. Go through the artistic process. 4. Reflect afterwards. Subject matter was up to each student. Different media stations were opened up a regular intervals (drawing, painting, collage, printmaking, sculpture). I checked in with each student each day so we could check on their progress, answer questions, and problem solve together. After a project was finished, they completed a writing assignment that asked them to reflect on the entire process. I've put together a video of what they've done so far this year - please enjoy! So, call it "TAB" or "Centers" or "Stations" - but whatever you decide to call it - just try it! Because if you've been considering offering more choice in your art program, I say "Go for it!" Being a major control freak, I was really nervous in the beginning, but by giving them more control over the process, they became more invested students and more creative students. Win-Win! ~Amy

Three Exit Slips Assessment Design % %

3 Essential Downloads for the First Day of School Expectations % %

A bunch of FREE art teaching resources for art teachers and artists. Resources include art room posters, art worksheets, sub art plans, and more!

Kids Learn about Andy Warhol and Pop Art by recreating his art using this fun and simple activity. Add to your child's knowledge of Art History in a fun way!

If you need some creative ideas for craft room organization look no further! We'll show you how we fit a lot of of stuff into a small space. Check it out!

Planning how to teach Principles of Design to your students can be challenging. Here are some of my favorite ways.

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.

Editable First Days of Art Class Lesson Plan for Google Slides...

The ultimate curriculum platform for K-12 art teachers. FLEX gives art teachers access to a rich library of standards-aligned curriculum materials so they can save time and focus on teaching and student learning.