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.  

Crayon Resist

In this lesson, we used oil pastels to create an image of a flower using bright, bold colors.  It was important to use the majority of the page, but okay to have some white spaces left.  In these remaining white spaces, we were able to see what happens when we apply watered-down black paint to the paper.  

To begin, I drew the picture of the flower and colored it in, smudging the colors with my fingers as I went.  I also added some lines in the petals by using my fingernails.  Once we had our flowers drawn, we were given a cup with watered-down black tempera paint.  Using a paint brush, we quickly applied the mixture to our image, spreading it out evenly.  To remove the excess, we used a paper towel.  

The areas that had previously been white were now a dark gray and the flower took on a more dull look.  It was interesting to see how some spots of the flower absorbed more paint than the others, causing darker spots in some sections.  

This process of crayon resisting could be done with several projects.  An example is to have students draw a family portrait of their own family.  Once complete, students would color the picture with either pastels or crayons, and then apply the watered-down black paint.  This would give the picture more of an antique quality and would be fun for younger grades who understand that pictures from a long time ago were either in black or white, or are now faded in color from age.  

Hidden Safari

In this lesson, we learned how to create a "hidden" image within a picture full of various patterns.  This is done by first drawing the image you want to be hidden softly with a sky blue colored pencil.  Once you have completed this image, fill the rest of the page with various patterns, sticking with warm colors like red, yellow, and orange.  These colors will help to hide the image.  

In order to be able to see the hidden image, special glasses are needed.  To create these Ruby Red glasses, take a 3" x 10" piece of red cellophane and glue this to the back of red construction paper, which has some sort of eye holes already cut out.  Either a piece of string or a long 1" piece of red construction paper can be attached to the glasses so they can be worn.  

For my Hidden Safari picture, I drew an elephant with the sky blue colored pencil.  To hide it, I made a pattern of yellow diamonds and triangles, followed by various circles and squares made with red and orange.  

                                   

This activity could be implemented several different ways.  Students can create various hidden images and come up with several clues to give other students as to what their picture contains.  Another way to use this activity is to allow students to create a "cheat sheet" for an upcoming test or quiz.  Students will get a good review of the material while they are creating the picture and will be able to reference the picture during the test, as long as they have their Ruby Red glasses.  

Illustrate a Story Collage

For this lesson, we first watched a video clip showing how the successful Eric Karle creates his popular children's book illustrations.  His process includes making his own paper and cutting shapes out of this paper to create a collage.  These collages feature many layers and have a very unique look to them.  

In my collage, I made a scene that shows snail named Sid climbing up a tree as the sun sets in the background.  This was done by using two main pieces of pre-painted paper (sky and grass).  Then, using various pieces, I created the snail, tree, birds, and shrubbery.  

To create the painted paper used for the sky, I first applied water to the piece of white paper using my brush.  Then, I dripped red paint somewhat evenly over most of the page.  To add some tinting, I also distributed some black paint to the paper.  I used my fingers to mix the paint and spread it among the paper.  This was a very fun and easy process that allowed us to be creative.  Once my paper was completely covered and I was satisfied with the colors, I took a plate stencil and pressed it on top of the picture.  This gave the paper a snake-skin look to it.  

This process was repeated for the other pieces that I made, using various colors and texture techniques as needed.  When the paper was dry, I sketched my collage onto another white piece of paper to use as a stencil to cut out the painted paper.  These pieces were then glued onto a second piece of paper, layering shapes on top of each other.  

A way to incorporate this activity into a future classroom of mine would be to have students work independently or in pairs to create a children's story of their own.  They would need to write the text and design their pages before starting the process of making and cutting out the paper.  Once students finish each page, they could either write the text onto each page with a marker or print out a typed copy and glue that to the collage.  

Van Gogh Collage

In this project, we focused on the style of Vincent Van Gogh, who painted the famous "Starry Night" among many other pieces during his short career.  To create our collages, we first cut out small pieces of tissue paper, using various colors.  We used minimal amounts of glue to adhere these to our construction paper background before applying a gel medium over the top when we were completed applying the tissue paper.  Once this was dry, we had a clear, glossy finish over our work.  Using oil pastels and markers, lines were made throughout our picture to represent the style of Van Gogh.  Another piece of construction paper was used on top of all of this to create a landscape of our choosing.  Lines were again made on this piece to add style.

For my project, I chose to use a nighttime landscape of a lake, surrounded by trees.  To accomplish this, I used a black background with a piece of blue for the water.  To make the trees, I again used construction paper: green and brown.  Using oil pastels, I made small stars and lines in the sky.  Lines were also made on the lake, trees, and background using a silver and black marker.  

This project would be fun to do in my future classroom because it gives the students an opportunity to use tissue paper in a different way.  Also, the gel medium used to attach the tissue paper gives the project a nice shine that would stand out when hung in a hallway.  Along with this activity, students could work on finding some facts about Van Gogh, or even doing a research paper on him, depending on their age.  This research will give them more insight into his style of painting and his works of art.  Another extension of this activity is to have students write a story explaining their artwork.  This will allow students to explain what they have made while also giving them practice in creative writing.  

Art History in the Classroom:

Possibly the easiest way to incorporate art history into a normal general education classroom is to cover it in social studies.  As students learn about different cultures, societies, traditions and geographic places, art can be brought in to enhance the lesson.  For example, when studying about the Ancient Egyptians and their burial practices, art history can be taught by examining the tombs that were made to place the bodies of prominent individuals in.  

Elements and Principles of Design Scavenger Hunt

For this project, we needed to take pictures of various objects and items that demonstrated the twelve elements and principles of design that we learned about in class.  The twelve are: lines, shapes, space, texture, value, color, repetition, emphasis, contrast, balance, unity and rhythm/movement.  We then complied each of the photos using PowerPoint and included definitions on each slide.  This project was a fun way to familiarize ourselves with the basics of art by taking pictures of everyday objects that have various aspects of art in them.  It opened my eyes to view things in a different way; much like learning about music will make you listen to things differently.

The following pictures are ones that I used in my project showcasing five of the elements.

Space

•Volume that can be empty or filled with objects

•Composed of width, height, and depth

•Depth is achieved in three-dimensional works

•Objects that are farther away seem to look smaller, as with the trees across the lake

Color

•Most familiar element of art

•In order to see color, there must be light

•Three properties

•Hue (name)

•Value (light or dark)

•Intensity (purity)

•During fall, trees and shrubs turn many different colors, as shown here 

Value

•Refers to light and dark
•Describes form and defines space

•A tint is when white is added

•Black is added to make a shade

•The color is lighter as you move closer to a light source, such as a light bulb

Emphasis

•Used to create dominance or a focal point

•Emphasis can be placed on color, value or shapes

•Cloud formations can create focal points of their own, especially when the sun is shining through an opening

Contrast

•Differences in values, colors, textures, shapes, and other elements

•Makes art more exciting visually

•Some people choose to use several different colors to make walls more interesting

Welcome to my art page!

This first posting will be about the first project that we did for class, our foot autobiography.  This was a great project to do at the beginning of the semester because it allowed us as a class to get to know each other better and to feel more comfortable around each other.  As a future teacher, I think this would be a great project for the first week of school.  It will give your students the chance to be creative while telling you important things about them.  Another reason why I liked this activity was because it had a framework to guide us when we got lost, but also provided us with enough room so that everyone's footprint was different.  

To make our footprints, we first traced our foot onto construction paper and cut it out.  Then, we were told to find items that related to our life.  These could be nearly anything, and it was required that we use three different mediums, which pushed us to be more creative.  

This my final product for the foot autobiography project.  The photo on the right is of my sisters, brother, brother-in-law, parents, niece, and myself.  I included this picture because family is very important in my life and they have always been there to support me.  The photo on the left side is myself with my niece, Kira.  She was born when I was a junior in high school and lives in the same town as my parents.  After she was born, I became much closer with my sister, her mom, and have learned a lot about myself.  Now that I have moved out, I miss Kira quite a bit, which makes our time together even more special.  The drawings in the middle portray my love for the outdoors, which includes camping, bonfires, and fishing.  These are all activities that I enjoy doing during the summer and whenever it's warm enough.  The rose petals of either side of the foot represent the five summers I worked at a greenhouse/nursery throughout the last couple years of high school and the beginning of college.  While working there, I learned more about plants than I ever thought I would know and also learned the importance of hard work.

This activity would be great in nearly all ages and can be easily adapted to fit the age you are working with.  For younger students, you might want to consider limiting them to what they can include on the foot.  This way, you won't get any bugs or worms glued on that might be better represented by a drawing.  On the other hand, for older students, you could only let them draw one element and require that each element is a different medium.  

Another extension of this activity could include doing a hand biography of another student in the class.  This will allow the students to get to know each other even better and will also let the students work cooperatively.