Funny Face Self-Portrait
Project Description:
A self-portrait showing emotion.
Aims:
To learn how to proportionately draw a human face and create value.
Objectives:
To show emotion, draw facial features in correct proportion, and create value by varying pencil pressure.
Grade Level:
5th grade.
Time Allotment:
4-5 class periods.
Materials and Equipment:
Digital Projector.
Digital Camera.
12” by 18” drawing paper.
Pencils.
Erasers.
Mirrors.
Resources:
Drawings by Leonardo DaVinci.
Procedure:
1.) Teacher:
(Take digital photos of the students making a silly face and make copies ahead of time for an extra reference).
Show and discuss how Leonardo DaVinci expressed emotion in his drawings.
Demonstrate drawing the features step by step, using proportion and ratio and shading.
Discuss each facial feature in detail as a group before they draw it. Demonstrate observation and drawing of tonal values
on each facial feature.
Emphasize proportion and ratio throughout the presentation
2.) Student: ***Adjust according to photos.
Draw an oval on the paper. Next, draw two straight lines, one cutting the oval in half vertically, and the other cutting the
oval in half horizontally.
Draw the eyes along the horizontal line. The eyes are located halfway down on the head. Each eye is about one-fifth the
width of the head, so there should be an ‘eye’s width’ between the two eyes. Draw the pupils and the eyebrows.
Draw the nose. The nostrils are located halfway between the eyes and the chin, centered on the vertical line. The outer
edges of the nostrils look like two parentheses. Make the two parentheses and the holes for the nostrils. Connect the two holes
with a ‘u’ shaped wavy line.
Draw the mouth. The mouth is connected to the nose and is located halfway between the nose and the chin. Draw two
vertical lines that connect the nose to the lips. Now draw the lips. The edges of the lips line up with the pupils in the eyes.
Draw the ears. The ears extend from the eyebrows to the bottom of the nose.
When drawing the neck, start by the ears and make it nice and wide.
Draw the hair. The hair does not sit on top of the crown of the head, but extends down onto the forehead and around to the
ears.
Shade the drawing to create shadows and highlights.
If time, draw a background.
Evaluation:
1.) Created a drawing showing human emotion.
2.) Drew facial features in correct proportion.
3.) Shaded to show values.
4.) Craftsmanship.
5.) Time and effort.
Cursive Creatures
Project Description:
A study of symmetry using students’ names.
Aims:
To understand the concept of symmetry.
Objectives:
To create a reversed print of student’s names and turn them into
imaginary creatures.
Grade Level:
4th and 5th grade.
Time Allotment:
1-2 class periods.
Materials and Equipment:
Slides/slide projector.
12” by 18” white paper.
Pencils.
Paintbrushes.
Black tempera paint.
Oil pastels.
Resources:
Examples of previous student work.
Procedure:
1.) Teacher:
Introduce the concept of and types of symmetry to students—symmetry, asymmetry, radial symmetry.
Display examples of artwork that demonstrate symmetry (ex: Leonardo Da Vinci’s human, Piet Mondrian,
pottery, etc.).
2.) Student:
Fold a piece of 12” by 18” paper in half vertically.
On one side, write the first name in large cursive letters. Flip it over to the other side to trace the name from
the first side, so as to make a mirror image.
Go over the pencil lines with black tempera paint.
After the paint dries, make an imaginary creature, using oil pastels to color the shapes made by the reversed
print.
Evaluation:
1.) Made a reversed print of the student’s first name.
2.) Made a unique creature using oil pastels.
3.) Craftsmanship.
4.) Time and effort.
Abstract Art Materials
Project Description:
A study of positive and negative space through abstract
design.
Aims:
To strengthen skills in using positive and negative
space, and create abstract designs based on basic
shapes.
Objectives:
To trace the contour of everyday classroom objects,
overlapping them to form new shapes with the outlines.
Grade Level:
3rd grade and up.
Time Allotment:
1-2 class periods.
Materials and Equipment:
Slides/slide projector.
9” by 12” white drawing paper.
Pencils.
Markers.
Resources:
Examples of abstract artwork.
Procedure:
1.) Teacher:
Introduce and illustrate the concept of positive and negative space.
Display examples of abstract artwork that demonstrate positive and negative space (e.g. Picasso, Mondrian,
etc.).
2.) Student:
Choose one or two (or more) items from the art materials area (e.g. a bottle ofgl ue, scissors, etc.).
Use a pencil to trace the outline of the items in various overlapping positions.
After the drawing is finished, color in the small area created by the overlapped shapes, using markersx.
Evaluation:
1.) Arranged classroom materials to create an interesting composition.
2.) Filled the page.
3.) Filled in shapes with bright colors.
4.) Craftsmanship.
5.) Time and effort.
Picasso Face
Project Description:
A self-portrait based on the cubist style of Pablo Picasso.
Aims:
To study and understand the life and work of Pablo Picasso, and the
concept of cubism.
Objectives:
To create a self-portrait using the cubist style.
Grade Level:
2nd and up.
Time Allotment:
2 class periods.
Materials and Equipment:
Slides/slide projector.
12” by 18” white paper.
Pencils.
Oil Pastels.
Glue.
Scissors.
Construction paper.
Resources:
Examples of Picasso’s portraits.
Examples of previous student work.
Project Description:
A self-portrait based on the
cubist style of Pablo Picasso.
Aims:
To study the life and work of
Pablo Picasso, and the
concept of cubism.
Objectives:
Procedure:
To create a self-portrait using
1.) Teacher:
the cubist style.
Introduce the artist Pablo Picasso.
Show some examples of Picasso’sGrade
portraits
painted in the style of Cubism (ex.: Girl Before a Mirror).
Level:
Discuss the characteristics of the portraits
(lines,
shapes, colors), and how they combine 2 different viewpoints
6th and up.
(profile and frontal).
2.) Student:
Time Allotment:
Using symbolism, draw a self-portrait
on the
profile viewpoint. This symbolism should represent the student’s
2 class
periods.
personalities or interests.
Color with oil pastels. For the frontal
view, color
with a flesh color, then use other colors to add shadows
Materials
and first
Equipment:
by adding small slashes of color. ColorSlides/slide
the hair andprojector.
the shirt in any way that will work best with the artwork.
Cut out and place on colored paper.
12” by 18” white paper.
Pencils.
Evaluation:
Oil Pastels.
1.) Self-portrait demonstrates the cubist
style.
Glue.
2.) Self-portrait displays the two perspectives.
Scissors.
3.) Self-portrait contains symbolism. Construction paper.
4.) Craftsmanship.
5.) Time and effort.
Resources:
Examples of Picasso’s
portraits.
Examples of previous student
work.
Procedure:
1.) Teacher:
Introduce the artist Pablo
American Gothic Parodies
Project Description:
A parody of Grant Wood’s “American Gothic.”
Aims:
To gain an understanding of and appreciation for the work of Grant Wood.
To develop skills in working with oil pastels.
Objectives:
To create a unique and original representation of “American Gothic” with oil
pastels.
Grade Level:
5th
Time Allotment:
4 class periods.
Materials and Equipment:
Slides/slide projector.
Pencils.
Sketch paper.
Oil pastels.
18 in. x 24 in. drawing paper.
Resources:
Examples of artwork by Grant Wood.
Procedure:
1.) Teacher:
Introduce students to the art of Grant Wood.
Display examples of this artist’s work (American Gothic).
Discuss “American Gothic,” its characteristics, and how it might be represented today.
Assign the task of creating a parody of one of Wood’s most famous paintings, “American Gothic”. Remind
students about the rules for good composition by reviewing the elements and principles.
2.) Student:
Using the same basic composition, create a modern representation of “American Gothic.” Replace the male
and female subjects with two other subjects. They can be real people, fictional characters, or completely from each
students imagination.
Make a sketch first and get approval from the teacher.
Lightly sketch the approved design on the drawing paper.
Complete with oil pastels. Blend when necessary to add dimension.
Evaluation:
1.) Created an interesting composition based on structure of “American Gothic.”
2.) Quality of the use of oil pastels.
3.) Craftsmanship.
4.) Time and effort.
Linoleum Print Quilt
Project Description:
A study of symmetry through printmaking.
Aims:
To learn the linoleum cut process of printmaking and to gain an
understanding of symmetry.
Objectives:
To create a unique, symmetrical design linoleum prints after which the
prints can be used to create a “quilt.”
Grade Level:
5th grade.
Time Allotment:
3 class periods.
Materials and Equipment:
5” x 5” linoleum squares.
17” x 17” pieces of white paper.
Construction paper.
Rulers.
Scissors.
Carving tools.
Bench hooks.
Rubber brayers.
Water-based inks.
Inking plates.
Sharpies.
Wooden spoons.
Glue.
Resources:
Examples of previous student work.
Examples of real quilts.
Procedure:
1.) Teacher:
Discuss the concept of symmetry with the students, using the necessary vocabulary (symmetry, radial balance, line and
point of symmetry, reflection, rotation, etc.).
Introduce the project by showing the students examples of real quilts, and then examples of previous student work.
2.) Student:
Sketch 3 possible designs for the linoleum print. Make sure the symmetry is correct. Use the best idea with the teacher’s
approval.
Using a sharpie marker, draw the design onto the linoleum square.
Using a carving tool and bench hook, carve out the negative space.
After the carving is complete, use the desired colors of ink and construction paper and make 9 prints (use a wooden spoon
to rub the back of the linoleum when printing). After they have dried, glue them onto a piece of white paper, leaving a one-inch
border all the way around.
Evaluation:
1.) Created a unique, symmetrical design that was correctly arranged to make a “quilt.”
2.) Used colors of ink and paper that complemented the design.
3.) Craftsmanship.
4.) Time and effort.
Gyotaku Fish Prints
Project Description:
A study of a Japanese printmaking process.
Aims:
To learn an old art form created by Japanese fishermen and to
gain an understanding of the relationship between different
cultures and their visual arts.
Objectives:
To create a gyotaku fish print.
Grade Level:
3rd and up.
Time Allotment:
2 class periods.
Materials and Equipment:
Various types of paper or wallpaper.
Plasticene clay.
Latex gloves.
Wooden spoons.
Various sizes of brushes.
Newspaper for cushioned work surface.
Several brayers or sponge applicators.
Plexiglass or styrofoam trays on which to roll the ink.
Water-soluble block printing ink or acrylic paint.
Fish (various sizes and shapes and varieties).
Resources:
Examples of previous student work.
Procedure:
1.) Teacher:
Clean the fish before-hand using salt and water.
Introduce the project by explaining the history of the gyotaku process of printmaking.
Show the students examples of previous student work.
2.) Student:
Lay the fish on dry a surface.
Slowly and gently fan out any fins or tail. Plasticene clay may be placed under these to raise them, allow for better printing
surface, and to hold the mouth open. You can hold it down by pushing straight pins into the clay.
Apply any type of water-based ink to the fish with soft brush, sponge, or a foam brush. Apply gently but in all directions
(use a brush for some of the harder-to-define areas such as lips, etc.).
Place the paper over the inked fish. Hold with one hand so it does not move and gently press the paper down over the
entire fish making sure you have pressed all parts.
Peel back the paper slowly starting at one end and continuing across. If you see a smudge it means either the paper or fish
slipped, and if you see a blank spot it means you either did not ink well or did not press hard enough to transfer the ink.
Experiment with several types of paper and colors.
Evaluation:
1.) Displayed good printing technique (no smudges or blank spots).
2.) Displayed an effective use of color within the prints.
3.) Craftsmanship.
4.) Time and effort.
Pop Art Sculpture
Project Description:
A larger than life-size sculpture based on a visual pun or play on words.
Aims:
To learn how to interpret a phrase/visual pun through 3D art and to
display skills in creating a paper maché sculpture.
To learn about the Pop Art Movement.
Objectives:
To create a paper maché sculpture based on a visual pun and that is
inspired by the Pop Art Movement.
Grade Level:
4th and 5th grade.
Time Allotment:
4-5 class periods.
Materials and Equipment:
Paper maché paste.
Chicken wire.
Masking Tape.
Cardboard.
Aluminum foil.
Newspaper.
Acrylic paint.
Paintbrushes.
Resources:
Pop Art PowerPoint.
http://www.princetonol.com/groups/iad/lessons/high/puns.htm
Examples of previous student work.
Procedure:
1.) Teacher:
Discuss the Pop Art Movement with the students. Show them a PowerPoint presentation with examples of Pop
Art. Lead this into a discussion of many kinds of visual puns.
2.) Student:
Use the class discussion on visual puns or the above website for ideas for your sculpture. Make several
sketches before beginning the final project. Your idea may be humorous, allegorical, metaphorical, selfcontradictory, an oxymoron, or a parody.
When a final idea has been selected, construct the armature using chicken wire, cardboard, aluminum foil, etc.,
and securing with masking tape. The sculpture is to be at least life size, and no smaller than 10” x 10” x 10”.
Apply at least 2 layers of newspaper and paper maché. Allow to dry. Optional: the last layer can be white
newsprint.
Paint the piece with acrylic paints provided in class.
Evaluation:
1.) Constructed a visual pun sculpture that meets at least the minimum size requirements.
2.) Added interesting material to the piece to make it stand out.
3.) Craftsmanship.
Ceramic Mosaics
Project Description:
A mosaic project using recycled materials.
Aims:
To learn how to create a strong composition with limited resources.
To understand the value of recycling materials.
Objectives:
To create a mosaic using broken, glazed pottery and grout.
Grade Level:
2nd and up.
Time Allotment:
1-2 class periods.
Materials and Equipment:
Kiln/equipment.
Clay/old pottery pieces and other misc. materials.
Rolling pins.
Knives.
Hammer.
Newspaper.
Glazes/underglazes/acrylic paints.
Paintbrushes.
Glue.
Grout.
Resources:
Teacher-made example.
Examples of mosaics.
Procedure:
1.) Teacher:
Discuss mosaics with the students, and show examples of them.
Discuss the value in and challenges of using recycled materials to create artwork. Ask the students about
elements and principles that need to be considered for this particular project (color, shape, space, etc.).
2.) Students:
Keeping the available materials in mind, sketch out ideas of possible, strong compositions (abstract or
representational).
Roll out a slab of clay for the base of the mosaic—cut to the desired shape and size. Let dry and bisque fire. If
necessary roll out more than one, and glaze or paint the extras to be broken with other pottery pieces.
Covering with newspaper, break old and unwanted pottery with a hammer.
Glue broken pieces to the base slab. Optional: add extra materials such as glass or marbles, etc.
Let glue dry and add grout. Clean off any excess and let harden.
Evaluation:
1.) Created a strong composition with limited materials.
2.) Craftsmanship.
3.) Time and effort.
Edible Color Wheel
Project Description:
A study of color theory using cookies and colored frosting to create a color wheel.
Aims:
To understand color theory—types and relationships of color.
To learn how to mix colors using red, yellow, and black.
Objectives:
To create a color wheel out of vanilla wafers and frosting.
Grade Level:
2nd and up.
Time Allotment:
1 class period.
Materials and Equipment:
(For each group or table of students)
Diagram of the color wheel.
Bags of 13 cookies.
Containers of primary-colored frosting.
2 Paper plates.
2 Napkins.
3 Popsicle sticks.
1 Dry Erase Marker.
Resources:
Poster of a color wheel.
Procedure:
1.) Teacher:
Have the red, yellow, and blue frosting for each group.
Put 13 cookies in a bag for each group.
Optional: have the materials at the tables before the students enter the room.
Using a poster of the color wheel as a prompt, give the students a brief description of the color wheel and color theory (how
colors are made, types of colors, color relationships).
Introduce the activity and divide the students into groups of four. Have one student from each group come to the front of
the room for the materials. Remind the students of the rules: be respectful of the materials and each other (take turns), wipe off
the popsicle sticks between color-mixings, and do not eat until the activity is completed. If students are caught misbehaving with
the frosting, they will not be able to participate.
Guide the activity.
2.) Students:
Start with the primary colors. Frost three of the cookies with red, yellow, and blue. Place them in a triangle format on the
color wheel diagram.
Mix the secondary colors. Frost three of the cookies with orange, green, and purple. Place them in a triangle format on the
color wheel, halfway between the appropriate primary colors.
Mix the intermediate, or tertiary colors. Frost the remaining six cookies with red-orange, yellow-orange, yellow-green, bluegreen, blue-violet, and red-violet. Place each in between the appropriate primary and secondary colors on the color wheel.
After the color wheel is completed, draw lines between the complementary colors. When approved, the cookies may be
eaten.
Clean up the materials.
Evaluation:
1.) Cooperated with other students.
2.) Respected the rules and materials of the activity.
3.) Correctly mixed and placed the colors on the color wheel diagram.
Wire Figures
Project Description:
A wire sculpture that translates 2D lines into 3D space.
Aims:
To develop skills in utilizing line in a 3-dimensional context,
experimenting with outline, gesture, and contour lines.
Objectives:
To create a character in motion out of wire and other materials.
Grade Level:
5th and up.
Time Allotment:
2-3 class periods.
Materials and Equipment:
Wire of desired size and color.
Round-nose pliers.
Cutting pliers.
Decorative materials (yarn, tissue paper, etc.).
Hot glue/glue guns.
Scrap pieces of wood (or other materials for a base).
Resources:
Examples of previous student work.
Photos of people in action (magazines are a good resource).
Procedure:
1.) Teacher:
Discuss the differences and similarities between 2D and 3D art (creation, processes, materials, etc.).
Explain the purposes and roles that outline, gesture, and contour techniques will play in the project, and remind
students about the basic principles of the structure of the human body.
Give a demonstration that shows helpful tips when working with the wire.
2.) Student:
Select a character and motion to be formed and determine what additional features/materials may help define
it.
Prepare several preliminary sketches to simplify the figure and determine the proportions.
When ready to make the figure, start by making a simple stick figure, folding a piece of wire in half, with one
loop on each end—one for the head and the other to loop the legs through.
Fold another piece in half for the legs, and wrap another around the base of the neck for the arms. The hands
and feet should be loops as well.
When the stick figure has been made, use more wire to wrap around the stick figure until the desired mass has
been achieved.
Use additional materials for features or props that will make the action of the figure more identifiable.
Glue to a piece of wood for a base, or form a coil out of thicker wire to brace the torso and hold it upright.
Evaluation:
1.) Interesting figure sculpture showing a specific motion.
2.) Correct proportions displayed.
3.) Craftsmanship.
4.) Time and effort.
Alexander Calder Mobiles
Project Description:
Student-made mobiles inspired by the work of Alexander Calder.
Aims:
To display skills in creating a structure that balances evenly when
hanging (due to having no base) and incorporates shapes and
colors that complement each other.
Objectives:
To create an original mobile based after studying the work of
Alexander Calder.
Grade Level:
5th and up.
Time Allotment:
4-5 class periods.
Materials and Equipment:
Scissors.
Glue.
String.
Wire.
Wooden dowels.
Tape.
Miscellaneous materials.
Resources:
Examples of previous student work.
Photos of Alexander Calder’s mobiles.
Procedure:
1.) Teacher:
Introduce the artist Alexander Calder. Discuss his work while showing photos of his mobiles to the students.
Assign the students the task of making their own hanging mobiles. Give them the rest of the class period to
plan their designs and the materials they wish to use.
2.) Student:
During the first class period, sketch out ideas for the mobile. Consider objects/shapes and colors that will
complement each other, and consider a specific theme.
Purchase the necessary materials that cannot be found in the art room.
Once all materials are collected, construct the mobile. Remember that, because a mobile has no supporting
base, it will need to be well-constructed so that it balances when hung. A common way to start a mobile is by tying
two wooden dowels together. Hanger wire could be another option.
After the mobiles are completed, they will be hung from the ceiling tiles in the art room.
Evaluation:
1.) Created a well-balanced mobile.
2.) Incorporated materials and colors that complement each other.
3.) Craftsmanship.
4.) Time and effort.
Scratch Art
Project Description:
A study of the elements of space, pattern, color, and line.
Aims:
To develop an understanding of the elements of art and how
different elements work together in a piece of artwork.
Objectives:
To create a circus-themed scratch art composition which utilizes
the elements of space, pattern, color, and line.
Grade Level:
5th and up (may be modified for younger ages).
Time Allotment:
2-3 class periods.
Materials and Equipment:
Crayons.
12 x 18 paper or tagboard.
Black tempera paint.
Liquid soap.
Foam brushes.
Toothpicks or pointed dowel rods (6 in.).
Resources:
Teacher examples or previous student work.
Procedure:
1.) Teacher:
(Prepare the tempera paint and liquid soap mixture ahead of time—a few drops of liquid soap allows the paint
to adhere to the crayon).
Begin the lesson by discussing the elements of art, showing examples of each.
Introduce the project by showing the students a pre-made example of scratch-art.
Explain the theme you intend the students to incorporate into their scratch art, as well as the specific elements
you wish for them to focus on. Start a discussion about ideas for circus-themed compositions (clowns, animals,
etc.).
Ask one person from each group or table to get paper and crayons for themselves and the other students.
2.) Student:
Using the crayons, cover the entire paper with a unique design or pattern, pressing hard and leaving no white
space. The nature of the pattern should reflect the nature of the theme—in this case, a fun circus theme.
When finished with the crayons, get a bowl of black tempera paint for the entire table and use a foam brush to
coat the entire paper with the paint.
When the paint is dry, use a sharpened dowel rod or a toothpick to scratch the paint off and create a circusthemed scene. (A drawing may be transferred onto to the scratch board by coating the back with white crayon or
chalk.)
Evaluation:
1.) Created a colorful design or pattern which covered the entire paper underneath the tempera paint.
2.) Neatly coated the design with black tempera paint.
3.) Scratched a circus-themed composition into the dry paint.
4.) Shows understanding of the elements of space, pattern, color, and line.
5.) Craftsmanship.
6.) Time and effort.
A Cave Man Zoo
Project Description:
A whole-class art history activity focusing on prehistoric
cave paintings.
Aims:
To gain an understanding of the artwork and media of the
prehistoric period.
Objectives:
To create a large cave painting by drawing animals on crinkled
brown paper.
Grade Level:
K through 3rd.
Time Allotment:
1 class period.
Materials and Equipment:
Slide projector.
White, yellow, brown, and black pastels or crayons.
A large piece (about 8 feet, depending on the number of students in the class) of brown bulletin board paper.
Resources:
Slides or photographs of prehistoric cave paintings.
Procedure:
1.) Teacher:
Begin the activity by showing the students slides of prehistoric cave paintings.
Allow the students to use a pointer to make observations about the animals in the paintings. Some of them are
not so obvious so discovery is important—let the students discuss their ideas, and guide them along the way.
Start a conversation about what was used to create the paintings. How did they last so long? Where did the
artists get the color?
Introduce the project by telling the students that they will be working together to create their own life-size cave
painting. It will be a cave man zoo with a lot of animals.
Roll out a large piece of brown paper on a table and set out the pastels or crayons.
When the students complete there drawings, crinkle the paper carefully, so as not to tear it.
Hang the cave painting up on the wall or in the hallway when completed.
2.) Student:
Using different colors of crayons or pastels, imitate some of the animals that were in the cave paintings on the
slides (deer, bison, etc.). Note: there were no dinosaurs!!! Make sure to draw fairly large so there isn’t too much
blank space when everyone is finished.
After the teacher crinkles the paper, go back with one of the darker pastels or crayons, using the side to create
texture and shading.
Evaluation:
1.) Participated in class discussion.
2.) Cooperated with one another, taking turns drawing and using pastels or crayons.
3.) Displayed understanding of prehistoric cave paintings by creating a drawing of an animal resembling one which
would be seen in a cave painting.
4.) Craftsmanship.
5.) Time and effort.
Shaving Cream Marbling
Project Description:
A study of paper marbling.
Aims:
To learn the history of paper marbling.
To gain an appreciation for the art of paper marbling.
To explore color and design.
Objectives:
To use a technique involving shaving cream to create a piece of
paper marbling.
Grade Level:
2nd and up.
Time Allotment:
1 class period.
Materials and Equipment:
Shaving cream.
Tempera paints or liquid watercolors.
Paper plates or trays.
Brushes.
Combs.
Paper (cut to size).
Cardboard.
Sponges for clean up.
Resources:
Pre-made examples.
Procedure:
1.) Teacher:
Have “stations” prepared ahead of time with certain colors at each so that students can get divide into groups
based on the desired colors.
Introduce the history of paper marbling to the students.
Show pre-made examples so the students know what the final product can/should look like.
Demonstrate the process for the students.
Explain the different stations to the students and try to divide them fairly evenly into groups according to the colors
they would like to use.
2.) Student:
Layer about 1 inch of shaving cream in the tray.
Level it out with a piece of cardboard as a scraper.
Using the tempera or watercolor paints, paint a thick, liquidy layer directly on top of the shaving cream. Use different
compositions such as concentric circles, stripes, etc.
Swirl the paint using the end of the paint brush, or drag a comb through it. Do not push it into the shaving cream.
Using the paper provided by the teacher, layer it onto the design and press down. Pull the paper off—the shaving
cream will look smeared, but wait a moment.
Using the cardboard, squeeze off the shaving cream and the design will remain.
Evaluation:
1.) Cooperated well with other students at station, taking turns and being responsible around the materials.
2.) Created a unique marbled composition.
3.) Craftsmanship.
4.) Time and effort.
Rainbow Fish
Project Description:
A watercolor project based on the book “The
Rainbow Fish” by Marcus Pfister.
Aims:
To learn the technique of crayon or oil resist when
working with watercolors.
Objectives:
To paint a rainbow fish with watercolors, using the
crayon resist technique.
Grade Level:
1st to 3rd.
Time Allotment:
1 to 2 class periods.
Materials and Equipment:
12 in. x 18 in. white paper.
Crayola watercolor sets.
Brushes.
Black crayons.
Glue.
Glitter or other embellishments.
Resources:
“The Rainbow Fish” by Marcus Pfister.
Procedure:
1.) Teacher:
Read “The Rainbow Fish” to the students, discussing the moral of the story when finished.
Introduce the project by explaining the watercolor technique of crayon resist.
Guide the students through the drawing of the fish. It should be large, taking up of the majority of the paper
(horizontally). Explain how to make small variations in the shape of the body, fins, etc. The students should be
allowed to individualize them.
Once the fish is drawn, explain to the students the different elements they can add to create a fun background.
Show them how to paint the water with cool colors and the fish with warm and cool colors. Warn the students
about mixing muddy colors.
2.) Student:
When the rainbow fish is drawn, continue using the black crayon to add a creative background, incorporating
some of the ideas just discussed.
Use cool watercolors to paint the background, and use all of the color to paint the fish.
Put a thin layer of glue on one scale.
Sprinkle glitter or sequins on the glued area, shaking any excess off onto a paper plate.
Evaluation:
1.) The crayon resist rainbow fish takes up the majority of the paper.
2.) The background was painted with cool colors.
3.) The fish was painted with warm and cool colors, and none were mixed to create muddy colors.
4.) One scale has glitter or sequins on it.
5.) Craftsmanship.
6.) Time and effort.
St. Basil’s Cathedral
Project Description:
An oil pastel project combined with an art history
lesson on St. Basil’s Cathedral.
Aims:
To experience the media of oil pastels.
To gain an appreciation for St. Basil’s Cathedral.
Objectives:
To create a simplified version of St. Basil’s Cathedral
using oil pastels.
Grade Level:
3rd and up.
Time Allotment:
2 class periods.
Materials and Equipment:
Slide projector.
12 in. x 18 in. construction paper (dark colors such as blue and purple).
Oil pastels.
Resources:
Slides or photos of St. Basil’s Cathedral.
Procedure:
1.) Teacher:
Introduce the project by showing the students slides or photos of St. Basil’s Cathedral.
Start a class discussion by asking the students what they like about the structure (colors, patterns, shapes,
etc.).
Give a lesson on the history of St. Basil’s Cathedral.
Guide the students through the drawing of the cathedral itself.
2.) Student:
Using a black oil pastel draw 4-6 domes (in the shape of an onion, or Hershey kiss) on the blue or purple
construction paper. Make the sizes slightly different. Make some be “foreground domes” and others “background
domes.”
Following the teacher’s example, draw vertical lines down from the domes.
Add squares/rectangles in the foreground to create the base of the cathedral.
Add patterns to the domes, towers, and base.
Once finished with outlining the structure, fill in the patterns and shapes with bright colors.
Using a white pastel, add stars to the sky, or add some green shrubbery in the foreground.
Evaluation:
1.) Created a structure with 4-6 onion-shaped domes.
2.) Outlined the cathedral with black oil pastel.
3.) Fill the domes, towers, and base with a variety of patterns.
4.) Filled in the patterns and shapes with bright colors.
5.) Craftsmanship.
6.) Time and effort.
Leaf Turkeys
Project Description:
A Thanksgiving-themed project that illustrates how natural materials can be used in artwork.
Aims:
To gain an understanding of how to use a
variety of materials, including objects in the
world around us such as leaves, to create art.
Objectives:
To create a Thanksgiving turkey out of leaves.
Grade Level:
Pre-K and Kindergarten.
Time Allotment:
1 class period.
Materials and Equipment:
Leaves.
Glue.
White construction paper.
Colored construction paper.
Markers.
Googly eyes.
Yellow felt.
Scissors.
Resources:
Premade example.
Procedure:
1.) Teacher:
To introduce the project, take the students outside to collect leaves for themselves. Tell them that they have
only 5 minutes and that they will need a variety of different colors, sizes, and shapes.
Once inside, start a discussion with the students about what they do during Thanksgiving, what they eat
(turkey), etc.
Introduce the project to the students by showing them a premade example of a leaf turkey.
2.) Student:
With the colored construction paper, create the head and body of the turkey—follow the teachers example or
make it however desired (fat, skinny, colorful, etc.).
Put the head and body on a piece of white construction paper, but don’t glue it down yet.
Arrange the leaves behind the body to make a fan tail.
Glue the leaves down, and then the body and head on top.
Glue googly eyes onto the head.
Cut a beak out of yellow felt and glue it onto the head.
Draw legs using a marker.
With remaining time, use the markers to draw a background.
Evaluation:
1.) Used a variety of leaves.
2.) Created a tail with the leaves.
3.) Glued a body and head on top of the leaves.
4.) Added eyes, beak, and legs.
5.) Time and effort.
Painted Tissue Paper Collage
Project Description:
A study of the collage art form inspired by Eric Carle.
Aims:
To gain and understanding of and appreciated for Eric
Carle and his art.
To gain an understanding of the art form of collage.
Objectives:
To create a collage composition using painted tissue
paper.
Grade Level:
3rd and up.
Time Allotment:
2-3 class periods.
Materials and Equipment:
Tissue paper.
Watercolor paint.
Brushes.
Water (to rinse brushes).
Random classroom objects to use for stamping.
Scissors.
12 in. x 18 in. white paper (2 sheets per student).
Pencils.
Black sharpies.
Glue sticks.
Resources:
Video of Eric Carle demonstrating how he makes his tissue paper collage illustrations.
Books by Eric Carle for inspiration.
Procedure:
1.) Teacher:
To introduce the project, show the students the Eric Carle video, and have Eric Carle books available for ideas.
Explain to the students that they will be making their own tissue paper collages. Have a brainstorming session about ideas
for their compositions.
2.) Student:
Fold a large piece of tissue paper into eighths, and then unfold it.
Paint the eight sections of tissue paper red, orange, yellow, purple, green, blue, and then one section half black and half
brown, and then the last section half gray and half white.
Use random objects from around the room as stamps. Dip the objects in the paint and stamp each painted section to make
different patterns. Use a different stamp for each section and always dip the stamp in a different color of paint than the section
being stamped.
Let the tissue paper set aside to dry. Take a white sheet of paper and create a drawing of choice (look at Eric Carle books
for ideas). Draw in pencil and outline in sharpie.
Then use the tissue paper as the color for the drawing. Take a scissors and cut the drawing into the different shapes and
use those as a guide to cute the tissue paper.
Glue all of the tissue paper shapes together onto the second white sheet of paper, so that they look like the first drawing did.
Evaluation:
1.) Painted the eight different sections of tissue paper, stamping different patterns in each.
2.) Created an interesting composition for the illustration.
3.) Cut and arranged the tissue paper to match the shapes of the illustration.
4.) Craftsmanship.
5.) Time and effort.
Wild Flowers
Project Description:
A collage project using old magazines.
Aims:
To learn how to use images from magazines to create an
entirely unrelated object in a collage.
Objectives:
To create a collage flower using photos from recycled
magazines.
Grade Level:
2nd and up.
Time Allotment:
1-2 class periods.
Materials and Equipment:
Recycled magazines.
Scissors.
12 in. x 18 in. colored construction paper.
Glue.
Resources:
Previous student examples.
Procedure:
1.) Teacher:
Introduce the project by explaining how recycled materials can be used in art projects.
Show the students previous student examples of a collage wild flower.
Explain to the students that they can cut out images that are totally unrelated to flowers—this project will help
them to see how the images they cut out can be used in an abstract way.
2.) Student:
Look through magazines to pick out pictures that are personally interesting.
Cut out pictures into the shapes for the flower (petals, leaves, etc.).
Arrange the pieces on a sheet of colored construction paper. Start in the center of the flower and work out.
Optional: lightly draw the flower with pencil as a guide for the collage.
Glue down the pieces of the flower when arranged as desired.
Evaluation:
1.) Cut out a variety of magazine images in the shapes of a flower.
2.) Arranged the pieces to resemble a wild flower.
3.) Craftsmanship.
4.) Time and effort.
Coiled Yarn Bowls
Project Description:
A project inspired by basket-making techniques of other cultures.
Aims:
To gain an appreciation for baskets as an art form especially in other cultures.
To learn the different stitches used in coil basket making, and the different elements/principles of design that are used in basket making.
Objectives:
To make a coil basket out of heavy jute and yarn.
Grade Level:
5th and up.
Time Allotment:
3 class periods.
Materials and Equipment:
Slide projector.
3/16’’ heavy jute (clothesline, rope, etc. also work).
Yarn in various colors.
Raffia, ribbon, torn fabric (all are optional, but work nicely).
Buttons (optional).
Blunt end, #16 tapestry needle.
Masking tape.
Scissors.
Resources:
Photos of coil bowls from other cultures.
Premade coil bowl examples.
Procedure:
1.) Teacher:
Introduce the project by showing the students example of coil bowls from other cultures, or collect a variety of bowls to show the
students if possible.
Start a discussion with the students about how they think the bowls were made.
Guide the students through the first stages of the process.
2.) Student:
Begin at the center of the bottom by forming the coil. Taper one end of the clothesline with scissors—add some masking tape to
bring to a point. Thread tapestry needle with about 6 feet of yarn and then double the yarn—use the double strand of yarn to cover the
core.
Place about 1 inch of the yarn next to the end of the core and then wrap the two tightly together with some of the remaining yarn as
shown in Illustration A
Pinch the covered core to bend and hold in place. Using needle, work figure 8's over and under the core, toward the tapered end,
until it is covered with yarn as shown in Illustration B.
Coil yarn-covered end around to start the circular shape. If necessary, repeat another figure 8 to hold first coil in place, then work
three winds around core, followed by a figure 8 to attach to previous coil. See Illustration C. Continue shaping around in a circle –
threading the needle through the lower level every 4 or 5 stitches. Once the desired size base has been made - start to shape outward
and up.
This is the basic pattern that you will continue on the rest of the basket. Place each layer slightly to the outside to shape outward -then place slightly to the inside to bring shape back in.
To add on more yarn or change to a new color: when 2"--3" remain, cut the needle off and lay the yarn ends along the clothesline
core; thread another needle and then place the ends of the new yarn next to the ends of the old yarn and secure in place by winding the
new yarn over them until covered. See Illustration D.
To end a basket, taper the core about 1 inch from the end. Securely attach the last row end to the previous row with figure 8's and
then wrap the yarn around the last row end and the previous row as if they were both one. Thread yarn back through the figure 8's and
cut off.
Evaluation:
1.) Correctly stitched the bowl.
2.) Creative design (shape, size, and colors).
3.) Craftsmanship.
4.) Time and effort.
Checkerboard Op Art
Project Description:
An optical illusion study using a unique checkerboard design.
Aims:
To gain an understanding of the use of geometric shapes in art.
To develop skill in creating an alternating/contrasting pattern.
To gain an understanding of and appreciation for Op Art.
Objectives:
To create a colorful Op Art composition by using vertical lines
and concentric circles.
Grade Level:
5th and up.
Time Allotment:
1-2 class periods.
Materials and Equipment:
9 in. x 12 in. white paper.
Markers.
Pencils.
Erasers.
Resources:
Previous student examples of checkerboard Op Art.
Examples of optical illusions and Op Art.
Procedure:
1.) Teacher:
To introduce the project, allow the students to study some examples of optical illusion for a couple of minutes.
Start a discussion about their discoveries from the illusions as well as the science behind them—why some hurt
our eyes and others trick our eyes.
Show some examples of Op Art. Emphasize the meticulous craftsmanship, rhythm, balance, and movement.
Demonstrate some different approaches to the project—draw wavy vertical lines, etc.
Introduce concentric circles to the students. Compare them to a target/bulls-eye.
2.) Student:
Draw vertical lines with a pencil on the white paper. Make them wavy—not too bumpy or too close.
Off-center, somewhere on the white paper, draw a small circle the size of a quarter. Continue drawing
concentric circles to the edges of the paper.
Now that the grid has been created, use a pencil to lightly mark in every other space. This is planning where
the color goes before the marker touches the paper. Go slow and concentrate, starting on the edge of the paper
opposite from the circle.
Starting in one corner, begin coloring in only the marked spaces with a single color of marker.
After all spaces are colored in a checkerboard design with one color and the white of the paper, fill in the
leftover white spaces with the complement of the first color choice.
Evaluation:
1.) Created a grid pattern with vertical lines and concentric circles.
2.) Correctly colored in the spaces to create a checkerboard design.
3.) Colored in the spaces with complementary colors.
4.) Craftsmanship.
5.) Time and effort.
Happy Clowns
Project Description:
An introductory study of how to express emotion in art.
Aims:
To gain an understanding of how to express emotion in portraits.
To gain an understanding of how color expresses emotion.
To develop skills in working with paint.
Objectives:
Students will paint a clown that expresses a specific emotion, using
colors that help express that emotion.
Grade Level:
1st.
Time Allotment:
1-2 class periods.
Materials and Equipment:
18 in. x 24 in. white paper.
Tempera paint (bright colors).
Brushes.
Resources:
Premade example of a happy clown.
Procedure:
1.) Teacher:
Introduce the project by talking about emotions and how people use their faces to express certain emotions.
Ask the students how they think color expresses emotion—guide the discussion so that the students
understand that bright or warm colors are more cheerful, and dark or cool colors are more sad.
Show the students the premade example of the happy clown and explain that they will be using bright, cheerful
colors to help express that the clown is happy.
Guide the students through the activity.
2.) Student:
Following the teacher’s example, and starting with black tempera paint, paint an oval in the middle of the paper
for the head.
Paint a triangle on top of the head for the hat.
Paint “loopy” lines for the collar beneath the head.
Paint lines on either side of the collar that curve downward and go off the sides of the paper—these are the
shoulders.
Paint the eyes/eyebrows, nose, smile, ears, and hair.
Paint 2 large buttons on the shirt.
Optional details include patterns on the clothing or the little triangles beneath the eyes.
Fill everything in with the bright colors. Paint red around the smile, any color above the eyes, and leave rest of
the face white.
Evaluation:
1.) Outlined the clown with black paint.
2.) Made the clown “happy”.
3.) Painted the clown and background with bright, cheerful colors and added patterns.
4.) Craftsmanship.
5.) Time and effort.
Glue Relief Flowers
Project Description:
A still life activity combined with an art history lesson on Georgia
O’Keefe
Aims:
To gain an understanding of and appreciation for the work of
Georgia O’Keefe.
To develop skills in creating art directly from life.
Objectives:
To create a glue relief flower in the style of Georgia O’Keefe.
Grade Level:
5th and up.
Time Allotment:
2 class periods.
Materials and Equipment:
Slide projector.
Crayola project glue (dries clearer than other brands).
Crayola Gel FX crayons (designed for black paper; also in metallic).
9 in. x 12 in. lightweight black cardstock.
A variety of high-quality “silk” flowers (they should look realistic).
Resources:
Examples of work by Georgia O’Keefe.
Premade example of a glue relief flower.
Procedure:
1.) Teacher:
Begin the project with a short art history lesson on Georgia O’Keefe. Show the students examples of her work.
Introduce the project to the students. Explain to them that they will be doing a “still-life”—a composition that is
directly in front of them, not from a photograph.
Show the students the premade example of the glue relief flower, and explain the steps they will take to
complete their own. Explain the concept of a contour drawing.
2.) Student:
Studying a flower of choice, use the glue bottle to make a basic contour drawing of the flower directly onto the
black paper (pencil lines will show through the glue). Work carefully—always pull the glue bottle, and squeeze
firmly for a thick glue line. Mistakes can be fixed while the glue is wet.
Allow the drawings to dry overnight. The glue will dry clear, making them look black and shiny.
Once dry, go in with the crayons and color the flower. Apply the color in thick amounts. Blend colors together
to add dimension. Color doesn’t necessarily have to be “realistic”.
Clean off glue lines with damp paper-towel if necessary.
Evaluation:
1.) Created a neat contour drawing of the flower.
2.) Applied thick amounts of color.
3.) Use of color adds dimension to the flower.
4.) Glue lines are clean.
5.) Craftsmanship.
6.) Time and effort.
Sole Fish
Project Description:
A study of visual texture.
Aims:
To gain an understanding of visual and real texture in art
Objectives:
To create a fish using the rubbing of a shoe sole.
Grade Level:
K through 3rd.
Time Allotment:
1 class period.
Materials and Equipment:
White drawing paper.
Crayons.
Blue construction paper.
Glue.
Scissors.
Resources:
Premade example of a sole fish.
Procedure:
1.) Teacher:
Introduce the project by talking with the students about texture—ask them to look around the room or out the
windows and discuss the different types of textures they see.
Show the students a premade example of a sole fish without telling them that the body is made from the
rubbing of a shoe sole. See if they can figure that part out on their own.
Explain/demonstrate the steps they will take to make their sole fish. Show them photos of different types of
fish to give them ideas for colors and patterns.
2.) Student:
Using the side of a bright-colored crayon, create a rubbing of the bottom of a shoe sole (personal, or another
student’s) onto the white drawing paper The real texture of the shoe sole now becomes the visual texture on the
paper.
Looking at the rubbing, imagine what kind of fish could be made from the pattern—the pattern is the scales of
the fish.
Outline the rubbing. Add a fish tail on the heel end. Add an eye, gills, fins, and any other elements to make
this a fun, unique fish.
Cut out the fish and glue it onto a piece of blue construction paper. Using crayons, add seaweed, smaller fish,
and other ocean-themed elements to create an interesting background.
Evaluation:
1.) Made a complete shoe-sole rubbing using the side of a crayon.
2.) Outlined the rubbing to make the body of the fish.
3.) Added a tail, eye, fins, gills, and other elements to create a fun, unique fish.
4.) Glued the fish onto blue construction paper and added an ocean background with crayons.
5.) Craftsmanship.
6.) Time and effort.
Ceramic Leaf Bowls
Project Description:
A clay project focusing on the draped-slab technique.
Aims:
To gain an appreciation for artistic ideas inspired by nature.
To understand the draping technique in pottery.
To gain skills and craftsmanship in handling clay.
Objectives:
To create a draped bowl resembling a leaf.
Grade Level:
3rd and up.
Time Allotment:
2 class periods.
Materials and Equipment:
Kiln.
Clay.
Fresh leaves (large sized like a Sugar maple. Pumpkin leaves also work).
Canvas.
Rolling pins.
Guide sticks.
Clay modeling tools/cutting tools.
Water/slip dishes.
Styrofoam bowls.
Plastic wrap (optional as a separator).
Resources:
Leaves or photos of leaves.
Premade example of a draped leaf bowl.
Procedure:
1.) Teacher:
Start a discussing about how artistic ideas can be inspired by nature.
Introduce the project by guiding the discussion towards leaves—talk about symmetry and design in nature.
Show the students photos of leaves or place real leaves on the tables.
Show the students an example of a leaf bowl.
Demonstrate the process to make the bowl.
2.) Student:
Choose a desired leaf for the design of the bowl.
Wedge the clay to remove any air bubbles.
Roll out the clay with a rolling pin so that an even slab is made—use the guide sticks to ensure even thickness.
Press the leaf into the clay.
Using a cutting tool, cut around the edges of the leaf.
Smooth the edges using slip/water.
Carefully lift the leaf and clay into a bowl, gently pressing it into the shape of the bowl. Keeping the leaf on the clay while
pressing it into the bowl will add the texture. Remove the leaf and discard.
Inscribe name into the bottom of the Styrofoam bowl.
After the bowl has been fired, glaze with “leaf colors”—yellow, orange, red, brown, green.
Evaluation:
1.) Created a slab of even thickness.
2.) Pressed leaf into slab and neatly cut around the edges.
3.) Smoothed edges with slip/water.
4.) Leaf texture was pressed into draped bowl.
5.) Glazed with appropriate color/s for a unique bowl.
6.) Time and effort.
Picasso Wire Portraits
Project Description:
A wire sculpture project combined with an art history lesson on Pablo Picasso and Cubism.
Aims:
To gain an understanding of and appreciation for Pablo Picasso and Cubism.
To learn how to break complex objects down into simple shapes.
To gain skills in working with wire sculpture
Objectives:
To create a “Cubist” portrait using colored wire and beads.
Grade Level:
4th and up.
Time Allotment:
1-2 class periods.
Materials and Equipment:
Slide projector.
Pliable colored wire (12 in. lengths) or pipe cleaners.
Wire cutters or scissors.
Assortment of colorful beads.
Masking tape.
Sharpies.
Paper and pencils (optional).
Resources:
Photos of work by Pablo Picasso (especially portraits).
Premade example of a wire portrait.
Procedure:
1.) Teacher:
Introduce the project by discussing the Cubist movement. Introduce the artist Pablo Picasso.
Show the students examples of work by Picasso and ask them to discuss what’s different or unique about his work—
guide the discussion towards the use of color and the idea of breaking complex objects down into simple shapes and
abstracting them.
Demonstrate how to create a wire portrait. Encourage the students to draw out their idea as a guide when create the
sculpture.
2.) Student:
Connect two pieces of wire by wrapping one end around the end of another. Join the other ends in the same way to
make the head. The head can be circular or rectangular.
Add a piece of wire vertically, “splitting” the head in half and bending the wire to create a nose in the middle—it should
look somewhat like a side profile. Wrap the ends around the head to secure it.
Bend a piece of wire for each eye, connecting them from either side of the head to the nose.
Bend a piece of wire to form the mouth. Connect the ends to the middle wire and either side of the head.
Bend wire to add ears on either side of the head.
Bend wire to add hair on top of the head.
**Cut wire when necessary, use many colors, and add beads for an interesting effect/composition.
Evaluation:
1.) Used many colors of wire and added beads for interesting effects.
2.) Securely connected wire at all “joints”,
3.) Displayed understanding of the Cubist style.
4.) Craftsmanship.
5.) Time and effort.
Complementary Color Names
Project Description:
A study of complementary colors and Pop Art.
Aims:
To learn about the color wheel and its importance in the field of art.
To gain an understanding of and appreciation for Andy Warhol and the
qualities of his bold Pop Art style.
Objectives:
To paint names or initials in complementary colors to make a Pop Art
design.
Grade Level:
3rd and up.
Time Allotment:
2-3 class periods.
Materials and Equipment:
9 in. x 12 in. white paper.
Tempera paint.
Brushes.
Colored pencils.
Rulers.
Resources:
A color wheel.
Examples of Pop Art by Andy Warhol.
Premade example of a complementary color name.
Procedure:
1.) Teacher:
Introduce the project by showing students a color wheel.
Explain “complementary colors” to the students by showing them how contrasting colors are directly opposite each
other on the color wheel.
Show the students various works by Andy Warhol—discuss his Pop Art technique of using bold complementary
colors and repetition.
Explain the process to the students.
2.) Student:
Looking at the color wheel, choose two complementary colors of paint that will be used for the project.
Divide the white paper into at least nine equal sections (or however many is appropriate) using a ruler and a colored
pencil that matches the paint colors that will be used. Paper can be vertical or horizontal, depending on length of name.
Write the letters of the first name or initials in each section using block letters.
With a paintbrush, paint the first letter, and then every other after that in one color. Alternate this pattern with the
following rows (start with the second letter). Next, go back and paint the backgrounds in the sections where the letter was
NOT painted.
Fill in all remaining letters and backgrounds with the second color.
Evaluation:
1.) Separated the paper into the appropriate number of even sections.
2.) Used block letters for the name or initials.
3.) Painted with complementary colors, alternating each section appropriately.
4.) Craftsmanship.
5.) Time and effort.
Pinch Pots
Project Description:
An introduction to working with clay.
Aims:
To learn the pinching method of pottery.
To gain skills in working with clay.
To gain an understanding of how to create texture in
pottery.
Objectives:
To create a simple, textured pinch pot.
Grade Level:
Kindergarten.
Time Allotment:
2 class periods.
Materials and Equipment:
Kiln.
Clay.
Clay modeling tools.
Acrylic paints.
Brushes.
Resources:
Premade example of a pinch pot.
Procedure:
1.) Teacher:
Introduce the project by showing the students an example of a pinch pot.
With all the students around one table, give a demonstration of how to make a pinch pot, and showing how
thick the walls and base should be.
Start a discussion with the students about what texture is. Ask them to think of ways they could make texture
on the outsides of their pinch pots.
2.) Student:
Make a ball out of the chunk of clay by forming it using the hands, or rolling it in small circles on the table using
the palm.
Sticking the thumb into the ball, but not all the way through, start squeezing the clay between the thumb and
fingers, moving around the ball. Repeating this will make the pinch pot. Make it short and wide or tall and thin.
Using the modeling tools, make a texture pattern on the outside of the pinch pot.
With a needle tool, write initials on the bottom.
After being fired, paint the pinch pot with 2-3 colors of acrylic paints.
Evaluation:
1.) Made a pinch pot with walls of even thickness.
2.) Added a texture design on the outside of the pinch pot.
3.) Painted it with 2-3 colors of paint.
4.) Craftsmanship.
5.) Time and effort.
Hand Sculpture
Project Description:
A study of the expressive qualities of clay sculpture.
Aims:
To gain an understanding of the expressive qualities of clay
sculpture.
To develop skills in working with clay and rolling out slabs.
Objectives:
To create an individualized hand sculpture out of clay.
Grade Level:
4th and up.
Time Allotment:
2 class periods.
Materials and Equipment:
Kiln.
Clay.
Rolling pins.
Guide sticks.
Clay modeling tools.
Slip/water.
Acrylic paints.
Brushes.
Resources:
Premade example of a clay hand.
Procedure:
1.) Teacher:
Introduce the project by explaining how clay isn’t just made for functional or decorative purposes. It can be
sculptural and expressive. This project is personal and meant to express something special about each student.
Demonstrate how to roll out a slab of even thickness using the guide sticks.
Explain the following steps of the process.
2.) Student:
Roll out a slab of clay using the guide stick to ensure even thickness.
Trace hand and cut it out.
Using slip or water, smooth out the edges. Move the fingers around or lay flat. If necessary, use paper towel,
newspaper, or other objects to prop fingers up. Some texture may be added if desired and appropriate.
Once the hand is fired, paint it in a way that is expressive of personal qualities, characteristics, interests, etc.
Make it unique and special!
Evaluation:
1.) Cut out hand from an even slab.
2.) Smoothed the edges.
3.) Position of fingers, texture, and painting work together to make a unique and creative sculpture.
4.) Craftsmanship.
5.) Time and effort.
Watercolor Technique Butterflies
Project Description:
A study of different watercolor techniques.
Aims:
To learn different techniques used in watercolor painting.
Objectives:
To create a butterfly that displays the techniques of “wet on
wet” and “wet on dry”.
Grade Level:
2nd and 3rd.
Time Allotment:
1 class period.
Materials and Equipment:
12 in. x 18 in. white paper.
Watercolor paints.
Brushes.
Water.
Pencils.
Scissors.
Resources:
Butterfly patterns.
Procedure:
1.) Teacher:
Talk with the students about different watercolor techniques and some of their purposes.
Introduce the project by demonstrating the wet on wet and wet on dry techniques.
After the students finish the activity, discuss what they liked or disliked about the techniques, as well as any
discoveries they may have made.
2.) Student:
Using one or two of the butterfly patterns, trace two butterflies on two separate pieces of paper. Cut them out
with a scissors.
Paint one butterfly using the wet on wet technique demonstrated by the teacher. Use any colors and
patterns—get creative! Avoid muddying the colors up.
Paint the other butterfly using the wet on dry technique demonstrated by the teacher. Use any colors and
patterns—get creative! Avoid muddying the colors up.
Evaluation:
1.) Traced and cut out two butterflies.
2.) Painted one with wet on wet and the other with wet on dry.
3.) Made creative designs through colors and patterns.
4.) Craftsmanship.
5.) Time and effort.
Winter Trees
Project Description:
A mixed-media activity.
Aims:
To practice using several medias for one project.
To practice observational drawing and paying special attention
to detail.
Objectives:
To create a winter tree/scene using crayons and tempera paint.
Grade Level:
3rd and up.
Time Allotment:
1 class period.
Materials and Equipment:
Digital projector.
12 in. x 18 in. light/pale blue construction paper.
Drawing boards.
Black/dark brown/grey/white crayons (depending on type of tree).
Optional: red crayons for cardinals.
White tempera paint.
Brushes.
Tooth brushes.
Resources:
Premade example of a winter tree.
Photos of winter trees.
Procedure:
1.) Teacher:
Introduce the project by showing the students photos of winter trees. Ask the students to make observations about
them—what makes them beautiful? Guide the discussion to emphasize the idea of the many lines and details of the
branches that can’t be seen with the leaves. Also mention the contrast of the snow with the dark branches.
Explain to the students that they will be doing a multi-media project—meaning more than one medium will be used.
They will be drawing a tree from life by looking out a window either in the classroom or the hallway.
2.) Student:
Choose a window with a good view of a tree.
With the paper clipped to the drawing board, draw the tree with the appropriate color of crayon. Pay special attention
to the branches and follow the pattern fairly well. Optional: add a squirrel or bird for a fun effect.
When the drawing is completed, come back to the art room and paint snow on the tree with white tempera paint.
Don’t cover up the branches, but lay the snow on top of them. Paint snow at the base of the tree.
To show snow falling, lightly dip a toothbrush in the white paint and splatter it onto the paper.
Evaluation:
1.) Used an appropriate color of crayon to draw the tree.
2.) Good use of detail with the branches.
3.) Didn’t cover up the branches with the snow.
4.) Overall composition—snow at the base of the tree, splattered snowflakes, birds or squirrels, etc.
5.) Craftsmanship.
6.) Composition.
Circles Galore
Project Description:
A simple, beginners’ printmaking project.
Aims:
To become familiar with printmaking as an art form.
Objectives:
To create a printed composition using circular objects
(or those that make dots).
Grade Level:
Kindergarten.
Time Allotment:
1 class period.
Materials and Equipment:
9 in. x 12 in. construction paper (all colors).
Tempera paint (all colors).
Styrofoam plates (to be used as inking plates).
Any objects that will make circles or dots when printed.
Resources:
Premade example.
Procedure:
1.) Teacher:
Start a simple discussion with the students about what printmaking is. Explain that there are many different
techniques, but this project is much like stamping.
Show the students a premade example.
Demonstrate the project to the students. Warn them about using too much paint and making the prints look
thick and messy.
2.) Student:
Choose any color of construction paper.
Dip different objects such as paper towel tubes, cotton swabs, oranges, pencil erasers, etc. into tempera paint
and stamp them onto the construction paper—if the paper is white, gray, or black, use bright colors of paint. If the
paper is a bright color, use white, black, and grey paint.
Stamp the objects in such a way that a design or pattern is created. Using different sizes and take up the
whole paper!
Evaluation:
1.) The paint colors are appropriate for the color of construction paper (see above).
2.) Many different objects were used to create an interesting composition.
3.) The entire paper was used.
4.) Craftsmanship.
5.) Time and effort.
Moon Flowers
Project Description:
A dry pastel drawing that focuses on using the imagination.
Aims:
To learn how to use the imagination when creating art.
To understand the elements of color, shape, texture, and pattern.
Objectives:
To create an imaginary flower that would be found on the moon.
Grade Level:
2nd and up.
Time Allotment:
1 class period.
Materials and Equipment:
12 in. x 18 in. black construction paper.
Dry pastels.
Resources:
Previous student examples.
Procedure:
1.) Teacher:
Set the “scene” for this project by telling the students to imagine that they are astronauts who are flying to the
moon. Start a fun discussion with them about what they might find there. Ask them what kinds of flowers they think
they would see.
Introduce the project and show the students previous student examples.
Talk to the students about using their imaginations in art—not all art has to be realistic. Emphasize the
importance of color, shape, texture, and pattern in their moon flower.
2.) Student:
Before drawing, imagine what a moon flower could look like—think of wild colors, shapes, sizes, and patterns!
Using the dry pastels, outline the flower in one color—remember to include a stem, leaves, petals, and the
center of the flower if it is visible.
Fill in the flower with many bright colors. Make fun patterns and textures. Press fairly hard so the black paper
doesn’t show through.
Add a background—a horizon line of the moon, stars, and other planets.
Evaluation:
1.) Flower took up the entire paper.
2.) Does not resemble existing flowers.
3.) A variety of shapes, colors, and patterns are used.
4.) Interesting composition (horizon line, background, etc.).
5.) Craftsmanship.
6.) Time and effort.
Paper-Mache Tribal Masks
Project Description:
A Paper Mache project combined with exploration of an art form used in
other cultures.
Aims:
To develop skills in working with Paper Mache.
To gain and understanding of and appreciation for tribal masks as an art
form in other cultures.
Objectives:
To create a Paper Mache mask that demonstrates patterns and techniques
used in other cultures.
Grade Level:
4th and up.
Time Allotment:
3 class periods.
Materials and Equipment:
Digital projector.
Balloons.
Paper Mache paste.
Newspaper.
Trays.
Needles.
Scissors or cutting utensil.
Tempera paint.
Brushes.
Wooden or clay beads.
Raffia, yarn, etc.
Glue.
Resources:
Photos of tribal masks made by various cultures.
Previous student examples of paper Mache tribal masks.
Procedure:
1.) Teacher:
Introduce the project by showing the students photos of tribal masks. Discuss how they are used and ask the students to
talk about observations, likes, dislikes. Guide the discussion towards the idea of color, pattern, etc.
Explain the process the students will go through to make their own tribal masks.
2.) Student:
For the first part of the project, choose a partner (someone next to you or at your table). Blow up a balloon so that it is close
to the size of your head. With your partner, rip newspaper into strips, dip them in the paste, and layer them onto the balloon.
Put many layers on to create a thick, sturdy mask. Allow them to dry on trays.
When the Paper Mache is dry, poke a needle through the bottom until the balloon pops. Carefully cut the “balloon” in half,
and share with your partner. Now you each have your mask.
Paint the mask with tempera paints—remember patterns, styles, and colors that you saw in the photos. Make a unique
design. Be sure to add eyes, a nose, and a mouth.
Add extra elements such as raffia or yarn for hair, beads in the hair, etc.
Evaluation:
1.) Created a sturdy mask and cut it evenly.
2.) Painted the mask with a unique, tribal-like design.
3.) Added extra elements like raffia and beads.
4.) Craftsmanship.
5.) Time and effort.
Textured Pocket Pots
Project Description:
An exploration of texture in pottery.
Aims:
To develop skills in making and working with slabs of clay.
To gain an understanding of texture and how it can be created when
working with clay.
Objectives:
To make a hanging pocket pot that displays texture.
Grade Level:
1st and up.
Time Allotment:
2 class periods.
Materials and Equipment:
Kiln.
Clay.
Rolling pins.
Guiding sticks.
Clay modeling tools.
Random objects that can be used for texture.
Cardboard tubes.
Slip/water.
Oxide stain.
Glazes.
Brushes.
Resources:
Previous student examples.
Procedure:
1.) Teacher:
Introduce the project by discussing the element of texture with the students. Ask them to look around the room or out the
window and talk about the different textures that they see.
Show the students an example of a textured pocket pot.
Demonstrate for the students how to roll out a slab. Also demonstrate how to create different textures in the clay.
2.) Student:
Roll out a slab of clay in the shape of a long oval. Use guiding sticks if necessary to ensure even thickness.
If necessary, trim the edges to make the shape more even.
Cut off one of the rounded edges (this will be folded up to form the pocket).
Press objects into the slab to create textures.
Carefully turn over. Slip and score the edges. Fold the slab up to form the pocket—the straight end will be folded up. Use
a cardboard tube to make sure the pocket has the right form.
Texture the top rounded part of the pocket and add a hole in the middle for hanging purposes. If time remains, add relief
elements—little flowers, etc.
Once fired, brush on and rub off an oxide stain (it will stay in the nooks and crannies of the texture). Glaze with earth tones.
Evaluation:
1.) Correctly formed the pocket pot out of an even slab.
2.) Added unique textures.
3.) Added a hole for hanging.
4.) Glazed neatly.
5.) Craftsmanship.
6.) Time and effort.
Abstract Newspaper Art
Project Description:
A creative study of turning abstract shapes into real-life objects.
Aims:
To gain an appreciation for and develop skills in using the
imagination.
To gain an understanding of how abstract art breaks things
down into simple shapes.
Objectives:
To connect a letter throughout a page of newspaper to create several
abstract shapes and turn them into realistic objects.
Grade Level:
5st and up.
Time Allotment:
1-2 class periods.
Materials and Equipment:
Slide Projector.
Newspaper.
Pencils.
Tempera paint.
Brushes.
Resources:
Previous student examples.
Examples of abstract art.
Procedure:
1.) Teacher:
Introduce the project by showing the students examples of abstract art. Discuss how the various pieces show
real-life “things” broken down into simple shapes.
Show the students previous student examples of the project.
Practice one example with the students—using an abstract object, ask the students to come up with different
ideas of what it could be made into.
2.) Student:
On a sheet of newspaper, use a pencil to circle every instance of one letter that doesn’t appear too often.
Connect the circles letters so that several abstract shapes are made.
Create a realistic thing out of each shape—animals, architecture, people, nature, etc. Shapes cannot be
changed or addes to. Get creative!
Draw the details in each shape and paint with tempera paint.
Evaluation:
1.) Chose one letter to connect throughout the page of newspaper.
2.) Connected the letters to create 3 or more abstract shapes.
3.) Added details and color to make the shapes into something realistic.
4.) Craftsmanship.
5.) Time and effort.