Paper Plate Fish

Grade Level: 1st grade

Steps:

• I created a pattern in a 5x5 grid. I used a triangle, heart, and square. The marker colors I chose for my pattern included yellow, red, and orange.
• I colored the remainder of the plate yellow and orange. 
• On one side of the plate, I cut out a triangle for the mouth of the fish. 
• To create the fin, I use the triangle I cut out for the mouth and placed midway. We help it there for 10 seconds to ensure the glue would help the fin stay. I added gills in front of the fin.
• I also added an eye.
• The teachers of this lesson handed out a triangle piece that I colored pink for the tail. I used to glue hold it on.
• To end this lesson, they added fishing line for us and we got to take a picture. I really enjoyed this part.

Extension Activity:

I would use this activity in math. I would focus on the different shapes that one could use. After studying the many different shapes, I would ask the students to create a animal only using shapes.

Scrapbook Quilt

Purpose Description: We learned that there are many cultures who make quilts. Each of the cultures makes their quilt a little bit different. It usually is based on the arrangement of the squares. We were able to make our own paper quilt to represent us.

Steps:

• We picked out eight pieces of scrapbook paper. Each piece was suppose to represent meaning to us.
• 1. The bird houses were for my grandma. She loved bird houses when she was alive. 
• 2. There was one with keys and said home is where they heart is. Since I moved a lot when I was young, this meant that no matter where we lived it was home because we were together. 
• 3. There was a dark purple with black rubbed on it. This symbolizes how I like older pictures.
• 4. The one with blue and tulips represents my longing for nice weather to come and stay. 
• 5.-8. I really liked those colors. I love colorful things. 

• From four of them, I cut a square out. From the other four I cut a circle out. 
• We glued a circle in the center of each square. 
• After the glue dried, we cut each of the four squares into fourths. This made sixteen squares total. 
• On my white construction paper, I arranged my sixteen squares into a pattern and glued them down. 
• I created a boarder around my quilt. 
  
  
  
  
  
  

Extension Activity: Student would bring in a couple pictures to use on their quilt. We would create a photo quilt using these pictures. This would be done at the beginning of the year as a way to get to know my students. 

Clay Pinch Pots

Grade Level: 3rd grade

Project Description: To reflect the Hopi culture, we made clay pinch pots. When we finished forming and smoothing it out, we could either crave or pain symbols on it to represent who we are.

Steps:

• We kneaded the lump of clay to remove all the air bubbles. 
• Once we felt their were not air bubbles, we rolled the clay into a ball. To form the pot, we pressed our thumb into the middle of the ball. We kept moving out fingers around until we had the desired result. I chose to do a square for my pot shape. 
• To help fill any cracks and prints, we used water. This also helped smooth it out. 
• I chose. then, to paint my pot dark purple. Instead of carving into my paint, I choose three different designs to put on my pots after the purple dried. I did a dot creation to represent that everyone is unique. The flower represents my love for warmer weather. Lastly, the smiley face represents how a smile can brighten someone's day. We left our pots out to air dry. 

I found the most difficult part to be smoothing the pot out. I kept getting my fingernail print in the bowl. 

Extension Activity:I will have students research their own culture. If their culture makes pots, I will ask them to create a pot resembling their culture. Each student will make a pot. On their pot, they will put a symbol that represents their culture. We will present our pots at the end of the lesson and share the meaning behind them.

Jasper Johns Name Art Lesson

Grade Level: 3rd grade

Project Description: Using something common (my name), we were able to create a pattern using oil pastels, construction paper, and watercolors.

Steps:

• We divided our white construction paper that was 11"x16" into 12 squares. There were three rows and four columns.
• Using a 12"x18" piece of orange construction paper, I glued my white paper down. This created an orange boarder.  
• To create a checkerboard effect, we glued construction paper squares that were 3.6"x4". I choose the color purple.
• I created a pattern with my name; I choose to use my first initials. My first pattern I created using color was with my initials. I rotated between green, blue, and orange. For the M's, I had  bubble letters. For the W's, I made a thicker line.
• We learned about color resistance. Using this technique with watercolor paints, I painted the white squares. I use blue-violet, orange, and green.  This helped me meet the requirement of having two of the following; an intermediate, a shade, or a secondary color.
• We let them dry on a the drying rack.

  The biggest challenge I had with this project was trying not to get watercolor paint on the construction paper.

Bulletin Board: My partner and I created this bulletin board after presenting the lesson and grading the projects. We choose a blue background that we splattered with paint. The words on the board are "What a Colorful Class." We chose this because of all the different colors that are represented when the projects are next to each other.

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Extension Activity: When students are learning words that rhyme, this would be a fun project. Students are given the same word to use for their first line. For the following lines, students would think of words that rhymed with the one given to them. It would be interesting to see how many words the class could come up with.

We're Melting into Spring!

Grade Level: 2nd

Project Description: Using melted crayon shavings, we were able to make this spring look a little better.

Steps:

• We began by watching a short clip from It's A Bug's Life to introduce the lesson. 
• After looking how to properly use a file with a crayon, we picked at out as many colors as desired. In my butterfly I choose four colors; blue, pink, green, and purple. 
• We shaved fillings of the crayons onto our wax paper. I wanted enough to cover the whole side that we had to use(the wax paper was folded in half to being with). 
• Once I had my desired amount, I flipped the other half of the wax paper on top.
• I carried it to one of my teachers so she could use an iron to help melt the crayons inside. 
• Using a butterfly pattern, I traced it onto the wax paper. I cut out the butterfly. 
• I glued it onto construction paper. I again cut the butterfly out leaving a border of construction paper.  
• To finish this project, I used sharpie to had a little more detail to my butterfly.

Extension Activity: For an extension activity, I would incorporate this lesson into a science one. I would describe how the changes crayons go through; physical and chemical. The subject matter of the project would be anything ranging from season and animals to something to describe them

Spring Printmaking

Grade Level:

Project Description: The world is surrounded by objects that will make prints. Just think about after a fresh snowfall. As you walk through the snow, you are creating prints with your shoes. In this projects, we were able to explore different materials that make prints as we made a spring time picture. 

Steps:

• We were told to draw an item that reminded us of spring; I choose a caterpillar. We drew first in pencil. 
• Use different materials, - toy car wheels, forks, spoons, marshmallows, Q-tips, wooden spools, forks, spoons, sponge, etc - we were to create different prints on our drawing. We used tempera paint to create the prints.  We were to at least use three different materials to make our prints. I chose to use a different material for each of the different body sections of the caterpillar. I chose a wooden spool to help make the eyes. Some the other materials I used include: Q-tip, marshmallows, fork, and two different types of sponges. 
• Once our printing making project was dry, we cut out our design.   

Extension Activity:There are endless possibilities I think of for this area. I remember making cards using print making in middle school. This would be a good idea  for a project near a holiday. Another idea I have is using it when teaching about materials. Students could create different patterns depending on the material provided. 

Yarn Balloon Eggs

Grade Level: 3rd Grade


Project Description: By creating yarn balloon eggs, students will learn about the circumference.

Steps:

• We started this lesson off, by reading Sir  Cumference. 
• Once completing the book, we blew up the balloon that we were given at the beginning of the class.
• Our teachers gave us a glue/water mixture. It was roughly 40% glue 60% water.   
• We dipped the yarn (we picked it up as we walked in) into the mixture. We drug the string through our thumb and pointer finger to get the excess mixture off. 
• With the damp yard, we wrapped it around the balloon. We made sure that the two ends were connecting.
• We continued this procedure until we felt that are balloon had enough yarn to hold its form when the project was complete. It took about 12 pieces of yarn.
• Once the yarn had dried, the teachers popped the balloon and removed it.

 I found it difficult to get the correct moisture on the yarn. I always seemed to get the yarn too wet thus making it not stick to the balloon.  

Extension Activity: Depending on where I was teaching and the students I had, this would be a fun activity to do for Easter. Once the balloon was removed, we could fill it with candy. To add on to the lesson about circumference, before dipping the yarn into the mixture, you could measure the circumference around the balloon in different directions. I would have the students wrap the yarn around and then measure the length of the yarn with a ruler. The students would record their results. 

Blooming Into Spring - Crayon Resist

Grade: 2nd grade

Project Description: This project is learning how oil pastels and crayons resist watered down tempera paint. This project was based on art work from Georgia O'Keeffe

Steps:

• 1. I drew an enlarged flower with oil pastels on a 9x9 piece of drawing paper. 
• The key was to press hard using the oil pastels.

• 2. The teachers handed out watered down black tempera paint and paper towels. Using my paint brush I applied the paint. When applying the paint, we had to be sure that we moved our brush in the same direction as the petals. We also had to be quick to not allow the paint to dry.
• 3. Once finishing applying paint, I took the paper towel and rubbed off the excess paint. I rubbed in the same directions as the petals. The paint stayed in areas that contained white. 

  

Extension Activity. I would use this activity when I wanted to the students to catch their audiences attention. For an extension, I would have the student do an about me art piece. The students could either draw or put words that describe them. This would emphasize make words/objects standout. This helps me get to know the students and could possible help their students standout.

Hidden Safari

Grade Level: 1st Grade

Project Description: Can you see the hidden animal? This project played tricks with the mind. Using warm and cool colors help the animal not be seen.

This lesson was designed so that we would start by making "magic red ruby glasses." They were made from construction paper and red cellophane. We started  practicing drawing upside down. For our project, I picked one of the several safari animals in a packet. I choose a monkey hanging from a tree. I flipped the picture upside down and began to draw. Our next was task was to layer our picture with warms color in a pattern formation. On top of the warm colors, I put a cool color (light blue). The warm and cool colors helped hide my monkey. When I used my "magic red ruby glasses," I was able to see my picture. Lastly, I came up with three clues to help others figure out what my animal is.

Extension Activity: I would have each child make a hidden picture around the theme of our week. I would have the students also come up with three clues to help their peers. I would use this activity for children who got done with the assignment early and as an occasional brain break.

Story Collage

After watching  a video about Eric Carle, we were able to create our own story collage. As a class, we painted 12x18 white sheets of paper. For this process, we wet our brushes before applying the paint. This paint was a half and half mixture of wall paper paste and paint. We were allowed to create different textures using our brush, sponges, and stamps. We could also use our hands during the process. We allowed them to dry on the racks until the following class period. The next step was to create a drawing on an 12x18 piece of white paper. The paper represented two pages of a story. We were also to think of a short story (no more than a few sentences) to go along with the picture. I drew a squirrel along a trail.

During the following class period, I cut out the objects I drew. To this, I placed my picture on top of the colored sheets of paper. The colored sheets were what we had painted the previous class. Under all this was a matte. I used a X-Acto knife to cut. I needed to be sure to place enough pressure that it would go through both sheets. I often switched the colored sheet I used. I used my original drawing as a guide to where I should place the objects. I used one of the colored sheets as a background. I glued each piece down using regular glue. I used sharpie to add the details. The last step was gluing the story onto my art piece.

Extension Activity: I would divide the students into groups. I would ask the students to create a fantasy story. Once they have completed the story, I would have each students create a drawing to go along with their story. They would be provided with blank sheets of paper to paint. They would cut the object the need out of them.

Van Gogh Inspired Tissue Paper Collage

Vincent Van Gogh is known best for his piece of work entitled Starry Night. For this project, we were to create our own Starry Night. We were to use different lines, movements, color, and elements within our art piece. There were many steps within this project. We were to pick  any color of 12x18 sheet of construction paper. I choose the color black. The next step was to use a variety of tissue paper to create the background of our art work. I did a variety of colors and shapes. We used a gel medium which adhered the tissue paper to the construction paper and created a glossy look. We were then to add a landscape. I choose to do a farm scene. The yellow swirl in the left corner represents a sun. The last step in this project was to use oil pastels and sharpies to enhance the movement.

I felt that the most challenging aspect was using the gel medium to have the tissue paper stick. The tissue paper would sometimes bunch up for me.

Extension Activity: For an extension, I would have students use crayons and markers to provide a background on an 12x18 white piece of construction paper. I would has that students draw random objects and shapes. I would have the students use construction paper to provide a landscape. To enhance their movement within their work, they would use colored pencils.

Implementing Art History: Chapter 20 and 21 listed numerous ways to use art within the classroom. I feel that I would integrate art in the subject of history most often. I would teach a lesson and then have it followed up with a project. In Chapter 21, it shows picture of students' view of a sarcophagi.

Elements and Principles

Elements and Principles in Everyday Life

For this project, we had to go on a scavenger hunt looking for different elements and principles. We were to put together a presentation using the photographs of the different elements and principles found. Here are my top five photographs that I took.

Prinicple: Unity

  

• This is what it looks like when colors and objects work together. 
• This is a picture of a fabric book. This picture also exhibits color and pattern. 

 

 

 

Principle: Movement

 

• Visual movement to follow throughout the artist work. 
• This is a picture of a box I found outside.

 

 

 

 

 

Element: Shape

• Any object that connects has two dimensions
• Organic Shape - natural object
• Geometric Shape - simple shapes found in geometry 
• This photograph represents and organic shape. It is a picture of a Gerber Daisy.

Elements: Texture

•  The way a surface appears. (bumpy, smooth, and rough)

•  This is a picture of a bar that a friend had made me. 

 

• The brown in this picture is the wall. The blue fluffy mix represents snow. We created this texture in the room I work in by combining paint, shaving cream, and glue.

Footprint Introductions

Footprint Introductions

My first project was to use my footprint to introduce me. The assignment was to use different materials to describe who we are. The following are materials I used and how they related to me.

• Family Picture: My family means the world to me. They are my rock.
• CD's: I made the CD's out of aluminum foil. The CD's describe that music plays a huge role in my life. I am always listening to music. I played in band from 5th grade until I graduated high school. 
• Pencil and Building Blocks: These two represent my dreams and goals. I have always wanted to be a teacher. I feel that it is important to make a mark on the children. The building blocks mean that I want to be a step as they build their future. 
• Sundae: The sundae represents my love for ice cream! I absolutely love sweets!
• Y logo: The Y logo symbolizes my job. I have been working at the YMCA Learning Tree since 2010. I love my job and kids.
• Horse Shoes: The horse shoes tell my love for horses. I have always wanted a horse but still waiting to own one. 
• Baby Rattle: I became an aunt on December 18, 2012. My nephew is my world. I love spoiling him and spending time with him.

There are numerous ways you can use the footprint idea in a classroom. I feel this would work really good when studying culture and diversity in the classroom. I would have the students decorate their footprint with objects that represent the students culture. This would show how individualized each child is. This would also provide another way of learning about culture instead of using a textbook or other reading books.