Scratch Art

The students make their own scratch art! The students colored in crayon using either primary or secondary colors in a simple design. Then, students painted a coat of black tempra paint over the crayon. When it was dry, students scratched out a landscape where they used at least three patterns or textures. It was really great how vibrantly the colors shown through.

This would be a fun way to include science. Students could be assigned a specific landscape that they research and then write about it and include items from their research in their design.

This lesson was fun to teach and I think it would be a project students could take home and do more which is always good. The scratch art was easy to scratch off the black without it chipping off large chunks. I was really impressed by how well it went.

Fall Leaves

Fall leaves were made using clay which was an exciting project to do. Clay is always very messy, nonetheless, it was done in an organized fashion. First, the clay was rolled out. Then, students traced their leaf cut-out onto the clay, followed by cutting out the leaf. Students smooth the leaf, then place it into a bowl to give it a bent look. Next, paint the leaf using fall colors and add veins or beads that look like water droplets and let it dry.

This could be used to write a story about how the leaf grew in the spring, what it did in the summer, then how it fell and what happened to it in the fall. This would be a fun way to include writing.

I didn't necessarily care for this project because I don't see clay being used in this way in a general classroom. I did enjoy making the leaf and found it interesting. The use of clear beads as water droplets was absolutely genius!

Native American Storytelling

This art project was super fun and it was cool because it went along with a book. The students first paint a sunset in the background using watercolor paint techniques that were taught previously. Then students write a story from their life using traditional Native American symbols on a paper bag. Students write on the back of the sheet the story that was told using symbols. 

I really like the use of using the student's own experiences, but I also think it would involve great integration with social studies if students had to do a report on a Native American or an event. Students would then write part of their research in using the symbols. 

I told a story about traveling to the lake with my family where we went fishing and had a bonfire in the evening. This was a really fun activity and definitely one that I want to use in my future classroom.

Dream Vacation

This project was to create a 3-D design that was either about a vacation the students went on or their dream vacation. First, students painted the background with watercolor paints, then created items that would be 3-D in their design. Students were required to have at least three 3-D elements and were provided with many items to do so with. Students then wrote about their trip, where it took place and what they did. 

This would be a fun way to integrate first and third-person writing. Students would write a story in first person, then a classmate would read it, and they would rewrite the same story in third person. 

For my vacation, I chose a trip that I will be taking in July. I am going to England and am very excited for it. I included a British flag as well as Big Ben. I am very excited for my trip and this design has made me even more excited.

Totem Poles

This project was a ton of fun and allows for students to be creative while following the guidelines. Students are provided information and examples of totem poles. Students choose an animal to use for their totem pole with two additional group members (the work is individual though). Students cut out their animal, then decorate it while sticking to a chosen color scheme while keeping the totem pole design symmetrical. Ideally, the teacher should provide fun patterned paper to add a little bit of excitement to the animal.

Totem poles would be able to be integrated easily with a study of Native American culture as well as east coast art. Students could then write a story about their totem pole. 

My animal is a fish because they remind me of fishing at the cabin, which was a vital part of my childhood. I chose to use blues, greens, and yellows because they remind me of water. This project would be great to use because it covers such a wide variety of standards while allowing for creativity.

Paint Monsters

This project would be so fun to do with Kindergarten or first grade! I had fun doing it myself. The teacher fills a baking pan with shaving cream, then puts lines of two colors over the shaving cream. The student uses their fingers to mix the paint into the shaving cream to create cool designs. Students then wash their hands and take a large piece of paper and press it onto the paint and shaving cream, then remove the paper from the pan and remove the excess foam and paint. The paint dries, then students cut out their own monster from the paper.

This could turn into a great writing prompt, or an oral storytelling prompt about their monster. This would be fun because everyone's story would be different and the students would enjoy it.

My monster is Trident Monster because he has a trident. He is a good monster that helps people. I enjoyed this project and think it was one of the best we did this semester. 

Mosaics

Mosaics are a great project for students to do their own work while collaborating with other students. For this project, we were put into groups of four and given an image that was divided in fourths. Students are provided squares of different colors that are used to create the image they were given. Students first layout the squares to create the design that aligns with the image provided. Students then use glue to paste their squares down. The four parts of the image made by the group then combine together to create the full image. 

This would be a great cooperative learning strategy to use as an introduction to another project. This could also be used in math to discuss proportion and pattern. 

For this project we were given a picture of a flower that was divided in fourths. As a group we decided what portion we wanted to do, picked a color scheme, then traced the flower with the black paper aligned so our flower petals would line up, then we all did our own thing to create the mosaic style. I think it looks really cool that each section is different. 

Mandalas

Mandalas are commonly made around the world from tens of thousands of grains of sand. Mandalas have symmetry which was an important part of the artwork. The first step was to come up with symbolism that represents your life. Then two circles were cut out that are the same size. The first, was folded into fourths, then in one quarter of the circle students create a design out of the symbolism they created earlier. Students traced their design in black marker, and put it under their design to trace the same design in all four sections of their mandala. Students colored their design using colored pencils. They then backed it onto construction paper and explained what their three or more symbols represented on a note card.

Mandalas could be used across the curriculum when discussing culture of India as that is where they are primarily created. Mandalas could also be used in math when discussing equal parts.

The symbolism used in my mandala were waves to represent the cabin, five circles to represent my family, and the sun in the center to represent outdoor activities.

Printmaking

This piece of artwork was made by using a simplified version of printmaking. The first thing students need to do is create symbols that are representative of them. Students will draw these on a piece of paper, then draw them again on a foam rectangle that is cut out of a foam plate. Students need to be sure that their indentations are deep enough that they will show when printing. Students will then use small rollers to apply tempra paint onto the foam print they made. Then students flip their print onto a piece of construction paper and use a clean roller to press their print design onto the paper. Students pull off the print in one fluid motion and their print is now on the paper. 

This project could be used across disciplines through a discussion of the printing press in social studies. The printmaking would be a simple way to demonstrate how the printing press worked. The printmaking could also be used with almost any project by changing the symbols to align with the topic that is being studied.

The symbolism that I chose to use was:

- Five apples to represent the five members of my family

-Waves to represent the cabin and water-skiing

-Sun to represent summer and outdoor activities

-Cup to represent coffee and tea

-Music notes because I love music

-Pencil and book because I want to be a teacher and love learning

 

Going On Safari

By opposing warm and cool colors, some pretty cool things can happen. There is an elephant hidden beneath the red, orange, and yellow patterns. It is hidden because first I drew the elephant in a light blue. Then I drew patterns over it in red, orange, and yellow so when you use the red glasses, one can see the elephant beneath. I would use this in a study of animals with biology. Each student would be assigned an animal to research and write a short paper on the assigned animal. Then they would do this art project of the same animal.

Elements and Principles

This week in class, we participated in an Elements and Principles of Art Scavenger Hunt. We had to photograph all twelve of the principles and elements. I enjoyed taking photographs of these and noticed the elements and principles throughout the week all around me. 

Unity

Sedona, Arizona

Rhythm

Ceiling Fan

Parent's Home

Space

Bell Tower

Sedona, Arizona

Contrast

My Aunt's dog

Texture

A Rooster

The Red Rooster Coffee House

Foot Print Introductions

This is a really fun piece of artwork to do with a class while using numerous forms of media! Each students will trace one or both feet, then cut them out. The students have to write or make their name out of multiple fonts or medias. The students can put their name on their foot or separate like mine. The students have to decorate the feet in a way that represents them. They must use at least four different medias (markers, crayons, cutouts, etc). The students will love this and become very creative!
The students could explain what is on their foot and why in front of the class which would be a great start to a speaking and listening unit, they could make it for another person in the class on the first day then you could discuss how much we assume about a person without knowing them, or it could lead into a writing assignment.
My example has my name made out of the newspaper because I love reading it. I put the name of my hometown and college on it because they have helped shape me. I drew my family and the cabin because my favorite memories are with my family at the cabin. I also drew a fish and me skiing because those are my favorite things to do at the cabin. There is a cup of tea and an 'I read banned books" pin because I love to read with a cup of tea. There is a chalkboard because I want to teach as well as the drama faces because I was involved in theater and enjoy watching plays.