Cave Art Comes Alive

The lesson that my partner, Brittany Kranz, and I created was called "Cave Art Comes Alive".  The purpose of our lesson was to introduce 2nd graders to storytelling through art.  They would be able to use pictures to represent memories from their past.  To prepare for this lesson, we collected dirt and natural elements (leaves, twigs, pine cones, etc.) and brought them into class.  We also collected brown grocery bags from one of the local grocery stores.  To create the "cave wall" canvases we cut out sections of the grocery bags and got them wet and crumpled them up.  We then let them dry out until the day of the presentation.  To create the mud paint, we added water and powder tempera paint to the dirt in for different colors; red, green, blue and yellow.

On the day of the presentation, we set out the students "cave wall" canvases and also premixed all of the paint for them.  We showed the students a PowerPoint, which taught them new vocabulary, history of cave painting, and also allowed them to reflect on past memories to use.  The students were told to think of their favorite childhood memory and that would be what they would do their cave painting of.  Next, we demonstrated how to finger paint on the brown bag with the mud paint.  Students seemed to understand the technique and so we let them start on the projects.  While walking around during work time, I realized that the students seemed to be enjoying their work.  They were thinking of good memories and doing art at the same time.  I also thought it was wonderful that I got to learn more about my students through the stories they told.  Once the students had completed their work, they were told to put them in the drying rack.  The students were also asked to fill out their rubrics for the project.  Once everyone was cleaned up, they were told to go with a partner and discuss the questions on the reflection sheet that they were given.  The following questions were asked:

1. How did you create your cave painting?
2. How did you feel while making your cave painting?  Did you feel happy, sad, excited,...?
3. What other element did you chose? Why?
4. Why did you choose to paint this?  What inspired your cave painting?

Once the students finished answering the questions, the lesson was complete.  After the students had turned in all of their projects and reflection sheets, we graded their work based on the rubric.  We then hung them up on our bulletin board.  The following pictures are of my example for this project and our finished bulletin board.

Ancient Europe and Stained Glass Window Art

Robert and Jonathan taught us how to create our own stained glass art.  First, the teachers showed us a PowerPoint that displayed the history of stained glass and showed many pictures of stained glass windows.  Next, they told us that in our project, we would have to use two different color schemes in our project.  Some examples of color schemes are cool colors and warm colors.  After we were taught about the color schemes, the teachers demonstrated how to create a stencil with one of the four Holiday pictures that we were given.  The students were then shown how to cut out the inside of their stencil, which is where they would glue tissue paper to resemble stained glass.  After that, students were told to glue pieces of tissue paper onto the back side of their stencil.  When they were done with that, they were told to cut out the outside of their stencil, which left them with their own piece of "stained glass".  As you can see, I created bells with holly for my stained glass.  On the left side, I used a warm color scheme while on the right side, I used a cool color scheme.

An extension activity to use with this project would be to create a historical timeline of stained glass.  Students would use their research skills along with tools from the teacher to create a timeline of the history of stained glass.

Nature Printmaking

This lesson, taught by Elissa and Tonya, allowed students to create their own "stamp" using foam boards, carving tools, and colored ink.  At the beginning of the lesson, the teachers showed students a PowerPoint which had examples of printmaking and a history of the technique.  Next, they instructed students how to create a sketch on the foam paper of a nature scene.  Once the students finished sketching out their nature scenes, the teacher told them to come over to the ink station and watch how the ink is rolled onto the "stamp" or foam sketch.  Next, the students were able to choose ink and a background which were complimentary colors.  Finally, the students rolled the ink onto their foam board and turned it over and stamped it onto the piece of construction paper.  The students were left with a stamp of their foam board on their construction paper.  Students created their own print as well as their own printmaking tools.

An extension activity that could be done with this project would be to have the students write a poem about their artwork.  They could write a haiku that focuses on their picture or nature in general.  The teacher could then display the prints along with the poems.

The Little Leaves

Miss Huback and Miss Horkey introduced a project called The Little Leaves, which was based on a book called "The Little Yellow Leaf".  The students used scissors, glue, construction paper, crayons, oil pastels, white paper, 11x11 wax paper, shaving tools and leaves to create this project.  Students were also given the following vocabulary words; warm colors, cool colors, collage, texture, and pattern.  First, the students were read "The Little Yellow Leaf", which started a discussion on colors that were seen.  Students were also shown the texture on leaves and what a collage is.  Next, students were shown how to shave warm colored crayons onto a sheet of folded wax paper.  After they had enough shavings, the students had the teacher iron their folded wax paper sheets so that the crayon inside melted together.  The students then cut different shaped leaves from their wax paper and glued them onto the white sheet of paper in order to create a collage.  Finally, the students were told to add more leaves, in cool colors, to their collage.  Students were also told to add texture to their leaves using the oil pastels.

As an extension activity for this project, students could write a poem about their favorite fall memories.  The teacher could introduce them to different types of poems, and then have the students write a short poem that tells about they memories of fall and leaves.  The poems could be displayed along with the artwork in the classroom.  This extension activity would integrate language arts and art class.

Under Water World Scratch Art

The Under Water Scratch Art project was introduced by Miss Long and Mrs. Stadtler.  The scratch art project was intended for 3rd and 4th grade art students.  To create this project, students needed a half sheet of white paper with an under water animal on it, black scratch paper, and a wood tool.  First, students got to practice on a small sheet of scratch paper in order to understand that they must scratch away the black to see the color underneath.  Next, the students got to choose an underwater animal that they wanted to draw.  I chose an octopus.  I then drew the octopus on a half sheet of white paper.  Once I had exactly what I wanted drawn on my white sheet, I traced that onto the black scratch paper.  Next, I scratched out the octopus and it's background onto the scratch paper.  The teachers stressed adding texture to the scratch art by changing the types of lines used.  When the artwork was completed, the octopus showed up in the background color, red, while the foreground stayed black because it had never been scratched.

An extension activity that could go with this art project would be to introduce different places where animals can live.  Student could learn that specific animals live in climates and places that fit their species.  This lesson on the animal kingdom would integrate art and science.

Birds of a Feather: A Lesson about the Beauty of Diversity

Miss Jerde and Miss Olson taught a lesson intended for sixth-eighth grade students in which paper birds were created.  Before the project began, students watched a video called "For the Birds" which started a conversation on diversity and cliques.  Next, the teachers reviewed the terms 3D Design, Texture and Pattern.  The students were told that they would be using these terms in their artwork.  The class was given the following materials: bird outline on tagboard, yarn, hole punch, pencils, markers, crayons, scissors, glue stick and construction paper.  The students began the project, which was completed following these steps: (1) brainstorm a character for their bird, (2) cut out the shapes from the template, (3) glue the bodies together, (4) punch holes in the bodies and the wings, (5) design the birds body and wings using texture and pattern, (6) glue the wings to the bird's body, (7) insert the tail feather, (8) loop yarn through the punched holes and tie in a knot, and (9) tie all three strings in a knot at the top center, so the bird is able to be hung.  Students were then able to hang their bird as though it were flying in the sky.

An extension activity that could be done is a lesson on diversity between cultures.  Students would learn about different cultures in our area and country and find out that although everyone is different, we are all from the same place.  Students would come to understand diversity better by writing a paper in which they describe diversity in their own way.  They can discuss what diversity they have faced in their lives if any.  This extension activity would combine art, social studies and language arts.

Clay Necklaces

Miss Binger and Mr. Desai introduced an art project in which the class created clay necklaces.  The lesson, which was intended for first grade students, would be used to introduce students to using clay.  The lesson began with the teachers showing the students a PowerPoint that shows different necklaces made out of clay.  The teachers also showed the class the necklaces that they made.  Next, the teachers went through the terms students needed to know in order to work with clay.  Before beginning the project, students will need air dry clay, a dowel, yarn and tempera paint.  The students were shown how to knead their clay and were able to practice that for a short time.  Finally the students made beads from the clay by rolling small pieces of clay into balls or ovals.  Once they had made as many beads as they wanted, the students would then poke a hole through each clay bead with the dowel.  Finally, the students painted the beads with paintbrushes.  Once the beads were dry, the teacher instructed the students to string the beads onto a piece of yarn to make a necklace.

An extension activity that could be done with this project is to find out if any other cultures make beads out of clay.  The teacher could show the students jewelry from ancient and modern cultures and find out if the technique they used to create their  necklaces was the same as any in the past.  Students will be interested in finding out whether or not people have actually done this before.  This project with integrate social studies and art.

Hidden Safari

This week, we completed a Hidden Safari project.  Materials for this project included materials to make red glasses (which work to see the blue colored pencil), a white sheet of paper for each student, a light blue colored pencil for each student and templates for drawing animals for the students to use as resources.  The students will also need their crayons for this project.  Before even beginning the project, each student in the class made their own hidden safari glasses.  These were made out of a red translucent material and red construction paper.  The teacher handed out a template and walked the students through making the glasses.  Once the glasses were finished, the next thing we did was practice drawing animals.  We were told to draw the animal upside down in order to worry less about what the animal looks like and more about the lines it was made up of.  After we felt confident drawing an animal, we were told to draw an animal on our white sheet of paper using the blue colored pencil.  We drew the animal upside down just like we practiced.  We were able to draw any animal that we liked, but more specifically an animal that you would see on a safari.  After we were finished drawing our animals, we were supposed to hide or camouflage our animal using warm colors.  We discussed that warm colors are red, yellow and orange.  We learned that the best way to hide our safari animals was to use layers of patterns in order to distract the eye away from the blue.  We were then told to talk to our neighbors while putting on our glasses and seeing if we could guess what the hidden safari animal was.  Once we felt that the animal was hidden well enough, we put a sheet of construction paper on the back as a border and made sure we signed our name.

An extension activity that a teacher could do with this project is to take their students on a virtual safari.  The teacher could find pictures and videos of actual safari animals and then show them to their students.  The students would check out the safari animals and when the virtual safari was finished, they would fill out a worksheet on the different animals that they saw.  This could correspond with a science lesson on different kinds of animals and if they are mammals, amphibians, reptiles, or other types of animals.  It would be fun and would help the students classify animals into their groups.

Eric Carle Inspired Collages

We created Eric Carle inspired collages which consisted of a two-page storybook layout based on the artwork of Eric Carle.  In order to make this project, we needed paste papers, 12x18 construction paper, glue stick, scissors, pencil, and scratch paper.  The first step in making the collages was to create the paste papers which we would use to create our characters.  We took sheets of white paper and used paints mixed with paste to create a thicker, colored paper.  Although Eric Carle uses painted tissue paper, we used paste paper becasue it is sturdier and easier to cut.  We were able to create any colors or designs that we wanted on the paste paper.  The wet paste papers were then left for about a week to dry.  The next step was to create a scene for your storybook which included a character, most likely an animal like Eric Carle used.  We drew this scene on a piece of 12x18 scratch paper (landscape).  The next step in creating the collages was to select the paste papers we wanted to use.  Once the paste papers to be used were decided, we drew the shapes of the characters on the paste paper we wanted them to be.  Then we cut them all out before gluing them to the construction paper.  Once we had all the pieces cut out of paste paper that we were using for our storybook, we glued them down, where we wanted them, on a 12x18 sheet of construction paper just like our drawing.  Last, we added any text that we wanted to the storybook.

An extension activity we could use with this assignment would be to have the students create a full storybook.  They would have to write the storyline and create a 6-10 page book and then share it with the class.  This would incorporate Language Arts and Art.  Although it would take a long period of time, the students would benefit because it would be much more fun than just writing a paragraph during Language Arts.  They could use their creativity in both writing and art.

Tissue Collage

The Tissue Collage project is another activity that can be done when learning about Vincent Van Gogh.  Like the previous project, this activity starts out by watching a video about Van Gogh and his art work, focusing on "Starry Night".  Once the students have an idea of what "Starry Night" looks like, they are going to make their own out of tissue paper and a glue-water mixture that keeps the tissue paper on the large sheet of construction paper.  First, the students are to cut out different shapes, like Van Gogh used, out of colorful tissue paper.  Next the students will glue the tissue paper pieces to a piece of 12" x 18" construction paper of any color.  They are to make designs that give a feeling of the sky in the background of Van Gogh's "Starry Night".  Once the tissue paper has dried as the background, have the students add design to their background with oil pastels in whatever way they would like. The students will then cut out a city-scape to glue to the bottom of their collage to represent the modern city, compared to Van Gogh's village in "Starry Night".  The student can then be creative in putting windows or designs on the buildings with silver sharpie markers.

An extension activity that a teacher could use with this project would be to have the students create a project just like this, but using watercolor paints to create the background.  They could use blending techniques and mixing colors in order to create the swirls in the sky like they did with the tissue paper.  Also, instead of a city-scape, students could put any type of silhouette in the foreground of their picture.  This project would still be following Van Gogh, but give the students more freedom and creative space.

Van Gogh Fingerpainting

The Van Gogh finger painting project was a really fun activity that I could see early elementary school students enjoying.  We started out the activity by watching a video on Vincent Van Gogh.  The video talked about his life and his artwork, especially his painting "Starry Night".  After the video, the students were to pick up a sheet of white paper (12"x18") and tape it down to their desks.  For younger students, you could prepare this activity ahead of time and have this already done and ready for the students.  The students were then told that they should make their own Vincent Van Gogh inspired painting.  The teacher should tell the students that they will need to have something in the background, middle ground, and foreground of their painting.  Next, the students are to get their paint (red, yellow, blue, white and black) and that they were going to use their fingers in order to create the effect that Van Gogh had in his paintings.  The students would be working on making the painting flow together like Van Gogh's, but also working on mixing colors on their paper.

An extension activity that the students could do with this project would be to to have the students write about Vincent Van Gogh and his life, in order to incorporate Language Arts.  The students could take what they learned in the video and do one of three writing ideas: (a) create an obituary for Vincent Van Gogh, (b) design a newspaper article that interviews Van Gogh, or (c) get in a group and act out Vincent Van Gogh's life (a short preview).  For  younger students, this activity would probably be very short and to the point.  For older students, they would have to do more research on Vincent Van Gogh and come up with more information about him and his art than the video offered.

Elements and Principles of Art Scavenger Hunt

After completing the elements and principles of art scavenger hunt, I picked out five of my favorite photos that represent these art concepts.

This vase in my bedroom shows the element of texture.  The bumpy texture is both seen in the photo and can actually be felt when touching the vase. 

 This picture shows contrast through contrasting ideas.  Contradicting ideas of summer and winter are shown in this photo and are represented by the shoes that you wear in each season.  I love this photo because although the colors and materials of the shoes are the same, they are so very different in their use.

 This photo is also one of my favorites.  It represents value, the lighness and darkness of a hue.  Jeans hanging next to each other in my closet show the different values of jean and the color blue.

 Movement and rhythm are shown in this photo.  I love that you are able to see the scarf moving through the air, looking as though it has just stopped in the middle of it's motion.  There is definitely rhythm and movement shown in this photo.

This photo represents balance.  The two pieces of art on the wall in my room are balanced asymmetrically and create a balanced feel.

My Footprint

The "My Footprint" project is a great way for you and your students or classmates to get to know more about each other. Make sure each student has a sheet of construction paper on which they can trace one or both of their feet. Have them cut their footprint out and direct them to decorate their footprint with things that describe them. To ensure that the student experiments with different art mediums, require them to use at least three different mediums (ie. markers, colored pencils and found objects). Let them know that they should be creative and the only other requirement is that they include their name on the project. When the students finish their footprint projects, have them use their footprint to introduce themselves to you and the class. This project is a way to let the students be creative and also learn more about them for the future.

An extension activity that you could use with this lesson would be to have each student do a "Who am I?" collage. This activity consists of each child making a side portrait cut-out of themselves. The instructor may have to help with this, depending on the age. Each student will find a partner and using the overhead projectors light shining on one partner, the students will trace their partner's portrait outline onto a sheet of black construction paper. Once they have their portrait, they will be asked, "Who are you?" and "What's in your head?". The teacher will then provide the students with magazines in which they can cut things out of that fit with their personality. They students will use these magazine cut-outs to create a collage inside of their traced portrait. You could then integrate this into a language arts lesson in which the students write about what they put in their collage. They would explain what each cut-out means and then present this writing to the class.