Paper Plate Fish

In this lesson, we used markers and paper plates to create a fish.  On the body of the fish, we completed a 5x5 grid with shapes in the pattern of our choice.  Two patterns were created in the grid, one with the colors we used and the other with the shapes.  Once our grid was completed, we were able to start coloring the border of the fish, again making a pattern.  We were allowed to use different colors and create any kind of pattern we wanted to use.  To create the fish's mouth, we cut out a triangle from one side.  We then used this triangle as the side fin, gluing it to the body of the fish.  We were given another larger triangle to color and glue on as the tail fin.  Once all of our coloring was finished, we were given an eye to glue on and used a black marker to draw on the gills.  A really fun part of this activity was getting to take our picture with the fish that we "caught", showing everybody how proud we were of it.

For my fish, I used my favorite colors of blue and red for the grid pattern, along with purple.  Then, I chose to use orange, pink, and green to color the border of my fish.  For the tail fin, I used blue.  

An extension activity that could be done with this project is to have students create several different animals using paper plates.  Because patterns were a large part of the project, they should also be included in the other animals.  Some examples of animals that students can create are cats, dogs, elephants, and any animal that has a large body.  Instead of using markers, I would consider having students color the border of their fish with paint.  That way, students don't have to worry about drying out their markers.  However, paint often means more mess, so that will need to be taken into consideration.

Scrapbook Quilt

In this lesson, we used 8 different pieces of scrapbooking paper to create a quilt.  Patterns were stressed in this activity and were encouraged throughout.  To begin, we selected the 8 pieces that we wanted to use, and cut out a square from four of them.  With the remaining four pieces, we cut a circle out of each one.  Next, we glued these circles onto the center of each square.  Once the glued had dried, we cut each of these pieces into four small squares.  These 16 small squares are what we used to create a pattern in our quilt.  On a square white piece of construction paper, we arranged the small squares as if we were creating a quilt.  Once we completed the design we wanted, we glued each piece to our white paper and added a border around the image.

In my quilt, I arranged the pieces to create a circle in the very center, and four three-quarter circles in the corners.  For my border, I used colored pencils.

An extension activity that can go along with this project is to have students create their own paper using the process we implemented in our Eric Karle collages.  Also, instead of having students cut their pieces into squares and circles, they can use different shapes and patterns to fill the area.  This project would give students more freedom and allow them to be more creative, while also incorporating another art project.  

Getting Creative with Clay

In this lesson that I taught with Danielle Weisz, students learned about how different cultures, like the Hopi in Southwest America, use pottery in their everyday lives.  To begin this lesson, we showed a short clip on the Hopis that demonstrated how one woman creates her clay pots, using the clay from the area she lives.  Next, we distributed clay to each student and started by showing them how to knead the clay, to ensure that there are no air bubbles.  Once this step was complete, students were told to use their hands to roll their clay into a ball.  Next, students were able to begin forming their pinch pots; first by pressing one thumb into the center of the ball, followed by two thumbs, and continued by pinch the clay down and out to make the pot.  It was important not to make the sides of the pit too thin, along with the bottom.  Students were allowed to get creative in the shape they made their pots, and some students chose to make their pots round, square, or even wavy on top.  

In order to remove any lines or fingerprints, water was used to smooth the clay.  To do this, students dipped their fingers in water and applied this to the clay, sliding their fingers across the piece to smooth it.  The next step was to do any carvings the students wanted to do.  Students had the choice to either carve symbols into their pots or to paint the symbols on.  These symbols needed to mean something to the students, or represent their life in some way.  

In my white pot, I used markers to create my symbols.  These symbols included an apple, a tent, sun, and a tree to show my desire to be a teacher and my love for the outdoors.  

An extension activity that could be done with pinch pots is to have students create these at the beginning of the year.  Students could be required to have a certain amount of symbols on their pots that could show what they did on their summer break.  This activity would help the teacher learn about their students, as well as allow the students to be creative and share their story in a unique way.  

To showcase our students' projects, we used a display case.  Because shelves weren't available to use, we wrapped two shoe boxes with different colored paper to place pots on.  The students' projects were all very colorful, so we decided to use bright colors in the paper we used and the lettering in our project name.

Name Painting

In this lesson, patterns played a large role.  To begin, we each folded a white piece of construction paper in 12 equal sections.  Then, we created a checkerboard design on this using 6 squares of construction paper of a different color.  This was the first pattern we created.  Once the paper had been folded to create the squares, we glued it onto a large piece of construction paper to use as a background/border.  Next, we wrote our names on our projects, one letter per square.  We were allowed to either write our first name, last name, middle name, a combination, or our initials.  To color the letters, we used oil pastels and were told to push down firmly to ensure bold colors.  Depending on the letters that we used, we could create another pattern.  Our next step was to use watercolor paint to paint the squares that were white.  Because we used oil pastels, the letters resisted the paint and remained their original color.  Painting the white squares was another way we could create a pattern.  

The colors that were used in our projects needed to include a combination of two of the following: one secondary color, one intermediate color, or one shaded color.  In my project, I used orange construction paper as my background, with the letters of my name being red and blue.  Because my name is four letters, it fit nicely in the layout of the squares.  To complete the requirements, I used orange watercolor paint as my secondary color and blue-green as my intermediate color.  

Another way to use this activity is to focus on patterns in math.  When learning about fact families, students could write addition and subtraction sentences using the same three numbers to show how the numbers go together.  I would have the students make each number in the sentence a different color, but to keep each number the same in the following sentences.  This would show the students how the same numbers can be manipulated in various ways to produce different outcomes.  

Melting Into Spring

In this lesson, springtime creatures were the main focus.  To create this creatures, we used a process that included crayon shavings, wax paper, heat, and an insect template.  The first step we completed was to file crayons and collect those shavings on our wax paper.  We only wanted the shavings to cover one half of the wax paper so that we could fold the other side over the top.  In order to make our projects colorful, it was important to file different colored crayons, the brighter the better.  Once there were enough shavings to cover one side of the wax paper, we folded it in half, with the shavings in between the two layers of wax paper.  Then, our teacher used an iron to melt the crayon shavings.  This caused the various colors to blend together in a very unique way, making it look very cool!  The next step was to select the outline of an insect that we wanted to make.  It was important to trace the insect accurately to ensure the final product would look correctly.  Once traced, we cut out the image and added any necessary lines.

For my project, I used red, orange, and yellow crayons to make my caterpillar.  I found that by using the yellow, it brightened up the image.  Lastly, I glued my caterpillar onto a piece of blue construction paper, which made it sturdier as well as making the colors stand out more.

An extension activity that can be done with this process is to have students use specific colors together to predict what color they will make when melted together.  This would be a fun way to learn about blending colors together, and students could use the products to create various images like the insects we made or name tags.  Another fun way to incorporate this activity could be done while learning about stained glass windows.  Students can design a window frame and use various crayons to create several different colors.

Springtime Printmaking

In this lesson, we used everyday objects as stamps to create an image of something related to spring.  To start, I drew a picture of a tulip on a piece of white construction paper using a pencil.  Once the image was drawn, I chose to use a plastic fork, cotton ball  Q-tip, and the edge of a piece of cardboard to paint the colors. in.  Since this lesson was about printmaking, we needed to use at least three different items as stamps.  

While working, it was important not to have too much paint on your stamp.  If you did have too much, the print that it made just looked like a blob of paint instead of the actual item.  This lesson also gave us more practice mixing colors.  To create the orange that I used on the head of the flower, I mixed red and yellow, adding more red as I got closer to the stem.  

An extension activity that could be done with this process is to have students make an image like this for every season of the year.  That way, students will have plenty of opportunities to use various items as stamps and will look forward to trying new methods to create their images.  Also, by having an activity that can go along with each season, it will be easier to cover the seasons equally and discuss the main characteristics of them.  

Yarn Balloon Eggs

This is a very fun activity that uses a balloon, yarn, and a mixture of water and glue to create an "egg".  To begin, we each needed one inflated balloon.  For this lesson, we used small balloons, but larger balloons would be fun for older students.  The process we went through was to dip each piece of yarn (about 20 inches in length) into the mixture of glue and water.  To remove the excess, I ran my fingers down the length of the yarn before wrapping it around my balloon.  Then, we wrapped each piece around the balloon, as tightly as we could.  To make the pieces stronger, it is important to not have any loose ends.  Instead of leaving these out, tuck them into another string or the other end of the current string.  

While wrapping the yarn around the balloon, wrap in several different directions, and try not to leave too much open space.  Once the balloon is removed, the yarn won't hold its shape if they are large gaps present.  By having pieces go vertically, horizontally, and diagonally, the structure will be stronger.  Once all of the gaps are gone, place the balloon somewhere to dry.  We placed them on a cup, which kept them from rolling away.  Once the yarn is dry and hardened, carefully remove the balloon.  

An extension activity that could be done with this lesson is to have students use different sizes of balloons.  Also, students could try this activity using balloon animals as the surface to glue the yarn onto.  This will produce unique shapes and could feature different types of lines for each body part.