Oil pastel butterfly

 

Description: For this project, we traced a butterfly outline. Then, we made patterns in the butterfly’s wings. We, then, used oil pastels to color the inside of the wing. I used cool colors for inside the wing. I also realized after coloring two of the patterns that yellow and orange were warm colors, so I messed up on that part, but for the most part I used cool colors inside the wing. Then, on the outside we were supposed to paint it cool or warm colors, opposite of inside the wing. I did a warm color. I then tried to add texture to the outside with salt. It didn’t work out the way I wanted it to but still looks good. 

Extension Activity: For this art project, I could incorporate it into a science lesson. The science lesson could be about a butterfly’s life, and the cycles a butterfly goes through. Then, they could make this project and incorporate what they learned about butterfly’s. For example, if they learned that a butterfly has antennas, they could draw antennas. This would help me see what they learned about a butterfly. 

Balanced plate- clay

 

Description: For this project, we created a balanced plate. We needed to pick three sections from the balanced plate, then we needed to pick a food in each of those three sections. I picked fruit, vegetable, and diary. For the fruit, I picked pineapple. For the vegetable, I picked a cucumber. For the diary, I picked ice cream. For the pineapple, I made the oval bottom, then scored it. I then made leaves and added them to the top. For the cucumber, I rolled a little clay on the table to make it look like a cucumber, then I added lines to add texture. For the ice cream, I made the cone by cutting a triangle of clay, added the texture/scoring. Then, I cut the top out of the clay and tried to make it look like ice cream. Then, I painted all of them.

Extension Activity: For this art project, teachers could incorporate health into it. Teachers could do a lesson about eating healthy food and talking about the balanced plate. This will help students get to understand their food choices a bit better. This will also help them come up with ideas of food choices for the art project. 

The Seasons

 

Description: This is a seasons art project. We took a blank white sheet of paper, and made a season on each side of the paper. I did summer on one side and winter on the other side. Then, we numbered each strip of the white paper and cut them out. We glued them together, but glued them every other so that when we turned it to one side it was winter and the other spring, as you see in the images. 

Extension Activity: This art project, you can tie it into science. Students could learn about the four seasons in science, and then make the art project by picking two seasons to draw. Students would learn about what each season consists of and what they look like. This will help them make their art project.

Perspective Drawing

 

Description: For this project, we learned about an artist that does patterns. We then made four rectangles/squares on each half of the paper. Then, we connected each corner to the middle of the paper. After that, we drew a different pattern on each of the squares/rectangles. Then, we colored the towers with oil pastels. We picked 2 colors for each tower to blend together. 

Extension activity: I could incorporate this into my classroom during social studies. We could talk about the different forms of buildings, and then I could have them make one of these. To add to this lesson, the students could write a paragraph as to how perspective drawing is unique to them, and what it means to them. 

Print Making

 

Description: For print making, we learned how to print with stencils and without. They also had vegetables that they wanted us to use to print some of the cool designs as well. For the first image shown, I used a dark green and teal color. I also used a snail stencil. Then, I used a broccoli to stamp the outside of the image. For the middle image, I used a leaf stencil in the middle with dark green. I then stamped the four corners with a pepper. With this one, I also attempted to write leaf with the celery, but it didn’t work because I didn’t realize that it mirrors. For the image on the right, I used an arrow stencil with purple and pink. Then, I let it dry. Then, I stamped the paper with the pepper with gold on top. For this project, we needed to make sure we got the sticky print maker wet enough, but not too wet for the print making to work. 

Extension Activity: To add to this lesson, the teacher could also teach the students about vegetables, how they grow, and etc. This would be a great science lesson to incorporate in the classroom, but still be able to make the art project. The students could also learn more about stencils and what they do to add to the lesson. 

Paint- Galaxy

Description: For this lesson, we explored paint. The first thing we did was go through and practice the different types of paint techniques. The paint techniques are flat wash, graded wash, crayon resist, scraffito, wet-n-wet, and salt. Most of these paint techniques were new to me. I have not really heard of a lot of these paint techniques. After practicing each technique, we then made our own galaxy and had to have some of the paint techniques in the painting. One paint technique I used was the salt one. I also used the wet-n-wet, crayon resist, and flat wash techniques. I added some stars and Big Dipper in the painting. I also added mountains. The colors I used in the painting were blue, purple, and black. 

Extension Activity: To add to this lesson, they could also have the students add some different texture to the painting. They could use cotton balls for clouds and etc. I could incorporate this into my class, and have the students make one of these for the hallway outside the classroom. It can be a hallway project. I could also incorporate this into my class when we are talking about the sky and its features in science. 

 

Dot Day

 

Description: For this assignment, we learned about dot day and what it entails. We learned how to make dots with coffee filters. We were able to write with white crayon on the coffee filter before painting. We then used watercolor paint to paint the coffee filter with whatever colors we wanted.

Extension activity: An activity that could be added to this project is the students could do a gallery walk around the classroom to see how other students made their dots. After they did the gallery walk, they could make another dot with the coffee filters, but with new ideas from others. They cannot copy other students’ dot though. They can only take ideas from them, and use those ideas on the new one. 

2D paper- Whoville

 

Description: For this art project, we made a whoville for the 2D paper lesson. We put a pattern on 4 strips of paper. Then, we made at least 2 folds. For my folds, I have a fold that looks like a tent, the pleat fold, the roll, the curl, and then I also included some arches. We used a glue stick to glue this strips of paper down. The Whoville is supposed to look crazy because no Whoville is perfect. 

Extension Activity: An activity you could add to this project is having the students write a story about their whoville. The story will be made up. It can be about something that happened at their whoville, changes that are getting made to their whoville, and etc. 

Hidden Safari

 

Description: For this assignment, we made our 3D glasses. Then, we drew an animal upside down, so we wouldn’t focus too much on what it was supposed to look like and focus more on how the lines and etc are on the image. Then, we put patterns over the top of the animal to cover it. The patterns would help cover the animal, that way we can see the animal when we put the 3D glasses on. Next time, I don’t think I would use such a dark color for the hearts, but otherwise it showed up great. 

Extension Activity: An activity we could add to this lesson would be to explore more safari animals with books or the internet. The students could look up at least two new safari animals and learn 2 new facts about them. Then, the class could share with each other. 

Van Gogh Inspired lanscrape

Description: In this project, we used gel paint to paint on tissue paper for the background. After that, we made a landscape. The landscape I chose was an ocean. I wanted to make it look like you were inside a sea but still have the waves. I then, added some fish, coral reefs, starfish, sand, waves, and more to add detail to the project. This taught me how to use gel paint and how to make landscapes. 

Extension Activity: Students could learn about the ocean/sea in science. After they learn the content, they could do this project. Another extension activity would be to learn about the different types of landscapes in social studies, and then have to students do this project, and let them pick their favorite landscape to use. 

 

Elements and principles

Description: For this assignment, we were supposed to find 12 images. One image for each element and principle. I found 12 images for each, but listed the 5 best photos for this blog. For the assignment that we did with out partner, we did a scavenger hunt where we put the images and the student friendly definition around the room, and the students need to match the images and definitions with the correct element or principle. 

 

Unity: This is all the parts of a picture or artwork that look like they belong together. These photos are achieved through similar surface treatment, dominant color, clustering, consistent hard edges, repeated shapes, and etc. I picked this image because the sun is a dominant color, and the image looks like it belongs together. 

Pattern: This is something that repeats again and again. It can be shapes, colors, or lines that follow the same order. These patterns can be regular or random. I picked this photo for pattern because it repeats the squares and colors over and over again. 

Emphasis: This is when an artist makes one part of the artwork stand out the most. It helps your eyes know where to look first. It creates dominance and focus. I picked this photo for emphasis because the firework is what stands out the most in the image.

Movement: This is how an artist shows action or guides your eyes through a picture. It makes the artwork feel lively. It directs the viewer through the work of art. It leads the viewer to the focal area. I picked this image for movement because the waves in the image are representing movement. 

Shape: This is a flat form that has sides and edges. They can be circles, squares, triangles, and more. This can also be the area contained within an implied line. I chose this image for shape because the door has triangles and squares on it. 

Extension activity: Students could play a memory game with all twelve images. Students would need to flip all images over, then they can flip two over at a time. If students don’t match them, they would need to flip them back over and keep playing. Once all images are matched, students will count how many each of them have.