a lei for you!

Aloha! Today we traveled to Hawaii for Kalei's lesson. After learning some of the language, we were ready to make our own leis for May Day. In this fourth grade lesson, we used watercolor paper with bright colors and cut our flower shapes. After we cut out our watercolor flowers, as well as construction paper flowers, we began constructing our leis.

With a piece of yarn and a bobby pin, we strung on the paper flowers and pieces of cut straws for the stems. We were asked to include at least 24 flowers. After we completed the project we were asked to give our lei to a special person.

An extension for this project could include researching other Hawaiian traditions. After researching a tradition, such as food, activity, dance, or song, the students can then present to the class. A larger extension would be to explore something unique about each of the 50 states.

Have a creative day!
Marissa

coilin' like the egyptians

We had an opportunity to create coil pots like the Egyptians in Kelsey and Ella's lesson for 4th grade students. Their lesson began with two images of pots: one of a pot we would use today on our stoves at home and one from many, many years ago. The class was asked to share the differences they saw between the two kinds of pots. It was explained that the Egyptians, as well as many other cultures, used pottery for many things, such as recording history and sharing messages.

The teachers explained each step of the process to create our pots. With our coils in place, we were to add a symbol or design that represented our culture or life. I added "Proverbs 3:5-6" on one of the top coils of my pot. Just ignore that I forgot the 'S.' Oops!

After the pot dried over night, it was ready to paint! Including one primary and secondary color, I painted my pot with red and purple.

An extension of this activity could include students researching Egyptian culture and creating a poster to go with their pot.  Students could also research the materials the Egyptians used to make their pottery.

Have a creative day!
Marissa

curvy, loopy, swirly

Oh, the places you'll go! Mariah, Amanda, and Cara began their lesson with Dr. Seuss' famous book as an introduction to this abstract 3-D project. The teachers instructed us in creating our own places out of construction paper. After demonstrations of various ways to fold and cut our paper, we used the construction paper at our tables to created a 3-D "town."

My town, "Marapolis" was created with the warm colors of orange, red, and yellow. Another table used cool colors, and another, complimentary colors. We were to include at lease three different kinds of folds and at least a total of seven pieces.

An extension activity could include students writing about the town they live in compared to what it would be like to the town they have created in the 3-D project.

Have a creative day!
Marissa

a railroad print

"Railroad Printmaking" was the title of the seventh grade lesson presented by Allyson, Danielle, and Elizabeth. We learned about the art of printmaking and how it can be done in a variety of ways. Our printmaking was completed by first carving into a small rectangle of Styrofoam. Using a roller, we covered it evenly with paint and pressed it onto a sheet of construction paper.

While the prints were drying, the background for the train car scene was created. With a connection to South Dakota history, the background was supposed to represent something the train cars would pass on their way through our state. Another requirement was that the train cars be carrying a good or product from the state. My train cars were carrying corn.

An extension for this activity could include a variety of South Dakota history activities. Students could also research how the railroad industry affected the establishment of South Dakota towns and other cities around the country.   

Have a creative day!
Marissa

marbled scenery

This week in K-8 Art Methods we did some traveling! Wish that was actually true because that would mean I caught some sun in Australia! Karissa and Jami's lesson for seventh grade students was called "Marbled Sightseeing." Each student was given a sheet with a picture of a famous location. My location was the Sydney Opera House in Sydney, Australia. We copied our contour drawings  and then traced them in black permanent marker before cutting them out.

The first step to the painting portion of this fun project was to cover the bottom of a large pan with shaving cream. After smoothing the shaving cream, three adjacent paint colors from the color wheel were chosen to dribble into the shaving cream. After I used a comb and a wooden stick to create a woven-looking design, it was time to place my drawing in the pan.

I pressed my design into the shaving cream making sure all of it was face down. After pulling up my drawing and wiping away the shaving cream, a marbled design was revealed. After the painting dried, we attached it to construction paper and cut around it for a border.

I saw other sites from students like the Great Wall of China, Eiffel Tower, Leaning Tower of Pisa, and many more! An extension activity for this project could include a research presentation of the site the student drew. The painting would be the visual for the presentation to the class.

Have a creative day!
Marissa

a piece to the puzzle

"Hot and Cold Animal Puzzles" is the title to the lesson Chad, Sadie, and Lyndsey taught to us last week. In this 3rd grade lesson, we were each given a puzzle piece and asked to use either warm or cool colors. I was to use warm colors for my project. I followed the example sheet they handed out to draw my fox with red texture. I then used yellow and orange to create my background of geometric squares.

Some of the vocabulary from this lesson included: warm colors, cool colors, patterns, line, and texture.

An extension for this activity may include a writing about the process to make the puzzle or about the new terminology presented to the class. The class could also collaborate to create another puzzle with more similarities. The students could work together to put the puzzle together.

Have a creative day!
Marissa

macramé madness

Last week we made Macramé keychains with Britlyn and Karli. Along with a little history of the practice, the class learned the Macramé technique of knotting hemp string. We each included a minimum of three beads to this 6th grade project. 

I have used embroidery floss with similar techniques, but this was one of my first experiences with using the hemp string. 

An extension activity could include completing more research on the history of Macramé. The students could them compile their research into a Ppt or Prezi Presentation with pictures of their own work.

Have a creative day!

Marissa

hoppy in plaid!

For my peer teaching lesson, I had the opportunity to work with Sara and Ashley. I've really enjoyed working on many lessons with these two smart ladies and this one was no exception! We had the topic of painting. Our lesson, entitled "Hoppy in Plaid!" was for first grade students.

Some of the vocabulary we introduced included horizontal and vertical lines, complimentary colors, and plaid pattern.

The statement that is displayed with our bulletin board offers a nice description of what we did:

"Students noticed the pattern of plaid around them as they created these plaid bunnies. Beginning with the warm color at their designated table, students demonstrated their understanding of horizontal lines with variation in thickness. While the lines dried, they enjoyed the story Mad About Plaid by Jill McElmurry. Vertical lines were then painted on their paper using the compliment cool color to create the plaid pattern. Students then traced pre-cut patterns to create the pieces for their bunnies. They glued the pieces on construction paper, trimmed a border, and added a face. 

Oh, and don’t forget the cotton ball tail!" 

Our bulletin board was created by painted green grass and stems on a blue background. We used blue's compliment, orange, to create the border and title letters. The compliments of purple and yellow were used to make the flowers. 

Some of the extension activities from our lesson plan include:

• Math class could continue instruction with horizontal and vertical lines with a discussion about where each type is seen.
• Students could write a story about their plaid bunny in Language Arts.
• SMARTBoard activities could be implemented in the lesson for instruction about the color wheel.

I really enjoyed teaching this lesson and I feel that we could reflect and add more to make it even better a second time around!

Have a creative day!

Marissa

some spring-like drawing

Last week we began peer teaching. Each group of three students drew a topic for their lesson. With their topic they got to choose what they would like to do and for what grade level they prefer.

The first group to present, Hilary, Maggie, and Laurie, had the topic of drawing and their main focus was blind contour drawing for first grade students. The group made us "shields" with holes in the center so we could not see what we were drawing. After practicing our blind contour drawing of random items, we used some of Georgia O'Keeffe's famous artworks to guide our flower drawing for out project.

With a white crayon, I drew my flowers with the blind contour technique and then used watercolors to create the resist effect. We were to be sure to use both warm and cool colors.

An extension for this activity could include using the project to make cards for Mother's Day. The students could make the images and then write a short letter to a woman that has influenced their life.  

Have a creative day!

Marissa

we're going on a safari!

As we begin to prepare our lessons to teach to our classmates, we participated in an example lesson about warm and cool colors. This lesson, entitled "Hidden Safari," is for first grade.

The safari required "magic ruby red glasses" because the animals were hiding! The glasses were constructed by folding strips of paper in half and using the provided pattern to cut the eye holes. Next, red cellophane was attached to create the lenses.

After viewing a quick clip from the Lion King movie, we learned about warm and cool colors and how we would use them in our project. We practiced upside down drawings with contour lines. Then, we created an upside down contour drawing by following an example sheet of safari animals. This was done with the cool color of blue.

In order to "hide" our animals, we add warm colors to make a pattern. We discussed repetition of a design and frequently check with our "magic ruby red glasses" to see if we could still see our animal.

After we were finished we wrote three clues for our animals. Can you guess?

Extension activities for this project can be completed in science as well as language arts. Students can research the safari animal they have chosen to show in their picture and write about the characteristics of that animal.

Have a creative day!
Marissa

the very eric carle project

This week we learned about Eric Carle and how he illustrates and writes his children's books. Although I love them all, Brown Bear, Brown Bear, What Do You See? and The Very Hungry Caterpillar are two of my favorites.

I remember creating a class book based on Brown Bear in kindergarten. (My mom was my teacher, so that might be how I remember so much from that year!) We each came up with a page by drawing a different colored animal. She wrote the words, laminated the pages, and assembled it to create something we were all proud to share. After she moved to a different grade level, I got to keep it. I still have it in my special box of school things from elementary school.

After learning about how Eric Carle makes his pictures in last week's class, it was our turn. We started the process by covering large pieces of white paper with streaky paint and textures. After they were dry it was time to take out our drawn design and trace the pieces we needed to cut out. I applied all of my pieces by layering them and attaching them with a glue stick. I used a black sharpie to add little details and add text.

"Yellow duck and blue donkey saved the day at the farm."

An extension activity for this project would be write an entire children's story like one of Eric Carle's or write about your favorite Eric Carle book.

Have a creative day!
Marissa

van gogh's got it

The second project we completed for our study of Van Gogh had a modern twist. We created a cityscape with varying skyscraper heights. First we cut out tissue paper in "swirly" and "moving," organic shapes and applied it to our background sheet of construction paper. I chose to tack down my many pieces with a little Elmer's glue before I sealed it all. After I applied all of my pieces of tissue paper, as well as the skyscraper silhouette, I used the medium to seal it all. The medium dries to a plastic. It is comparable to Mod Podge. After the piece was dry I used a silver Sharpie to create line and movement in the design. You could also use oil pastels. I think I may have gotten a little carried away with the Sharpie on mine, but I really enjoyed the process! After the project is trimmed and framed, it is important to press it to create a nice, flat, finished project.
An extension activity that would go well with this project would be for students to write a narrative about the scene they created. Perhaps this is the view the main character sees from their window at night, they are on an adventure in the city, or they dream of the big city lights. I think students would really enjoy creating a story to accompany their beautiful Van Gogh inspired scenes.
I encourage you to check out my blog list to follow the link to "NSU K8 Art Methods 2012" blog to look at the projects of my classmates! The "ArtSavesLives" blog displays the work from the Mixed Media class I am in this semester.

Have a creative day!
Marissa

it's a starry night

The work of Vincent Van Gogh was our inspiration this week. At the beginning of class we viewed this video of his work and also a PowerPoint presentation sharing information about his short life. Did you know that Van Gogh did not learn to paint until his late twenties and he died at the age of 37? He only sold one work of art in his lifetime. Today, his work is very recognizable and he is a favorite for many. I have many of his prints hanging in my home.



We used our fingers to paint this week! The assignment was to imitate the brushstrokes of Van Gogh and to use bright colors like those seen in his later work. It was interesting to watch my classmates find it difficult to let go and use their fingers. For so long we have practiced controlled, neat art, so it was fun to be able to experiment and use our fingers to apply the paint to the paper. We were to be sure to include a foreground, middle-ground, and background to create our landscape scene.
Following the activity we were asked to write about our painting. I like this idea because it allows students to reflect on their work. Here is the caption for my painting:
"My scene is from a small city that overlooks a large park area. The buildings in the foreground are closest to the viewer who may be standing on a balcony. The open area of grass in the middle ground is the city park that is cherished by the community. The shapes in the background are more homes on the edge of town. The sky from the beautiful sunrise."

I really like the idea of having an artist of the week in my classroom. I see great value in students knowing the name of famous artwork and a few interesting facts about the creator. An extension activity for this project would be for students to create a running book of the artist of the week. They can include images of famous artwork by that artist, interesting information, a portrait, and perhaps artwork of their own that imitates the artist. The class could also create a collaborative book of the artists that are covered.

Have a creative day!
Marissa

let's go on a hunt

In class this week, we continued our discussion of the elements of art and the principles of design. Although I was working with oils in painting class last semester, it was nice to revisit the tempera paint and review the basics of color.

element: space; subject: window reflection

There's just something about the smell of tempera paint that gives me flashbulb memories of those elementary school art projects. Crayola crayons will sometimes do that to me, too. I'm excited to create memories of art projects for my students some day.

element: unity; subject: Bananagram tiles

To complete this week's assignment, we were sent on a scavenger hunt to find examples of the elements and principles in the world around us. After we compiled our images and wrote definitions, we were to create a PowerPoint for future students. I chose to make mine for the third grade, but I feel it would work well for any of the lower elementary grades because I tried to keep the definitions as basic as possible.

element: value; subject: hay bales

I do not have any experience with the camera past the basics of point-and-shoot, but I really enjoyed looking for ways to creatively capture these elements and principles.

principle: contrast; subject: sign post

The photos here are five of my favorites from my hunt as I looked for the principles and elements of art in the world around me.

principle: emphasis; subject: doorknob

Have a creative day!
Marissa

a footprint of me

The first project of the semester was to create your footprint containing things that represent you. A spin off of the self-portrait, students represented themselves with things about themselves like their family, where they are from, and their interests and hobbies. Most individuals are able to share what is important to them through words, but it was nice challenge to present them with a variety of materials in the space of a footprint.

Procedure and Requirements:
1) Students will collect their ideas on a scrap sheet of notebook paper and determine how they would like to represent their life as an introduction to classmates.
2) Students will trace the outline of their foot/shoe on construction paper and then cut it out. They may use both feet and their completed design can run off the edge of the paper.
3) A minimum of 3 mediums will be used to decorate their footprint. Example of mediums: construction paper, markers, ribbon, fabric, found objects, magazines
Note: It is important to remind students to complete their layout before they use any glue and for the younger grades to remember, "just a dot, not a lot!"
4) After the project, students will introduce themselves by explaining the items they have chosen to present on their footprint.
The pictures here are the footprint I created. I will share with you what each is made of and what they represent to me.

From left to right:
fork and spoon (cut out of crafter's metal, ribbon): I have really enjoyed learning more about how to cook and bake this past year. I also enjoy eating!
poodle (foam, felt, ribbon): This represents my family. They are very important to me and I love spending time with them. We have a poodle (a very spoiled one, I must add) and I really enjoy dogs.
shoes (card stock, twine): I really enjoy working out and being active outdoors. I find running to be the best workout!
book (card stock, pen): I enjoy books and reading.
leaf (sticker): Fall is my favorite season and I love seeing the leaves change every year. I also have a thing for trees.
postage stamp (card stock, pen): Sending and receiving mail can be the highlight of my day. I really enjoy taking the time to send a letter to someone I love.
name (sticker, stamped): My sisters and I all have names that begin with 'M.'
cross (found object, used to be on a cord as a necklace): My faith in God is most important to me.
lamp (card stock, foam): I really enjoy antiquing and interior design. I can't wait to have a house of my own someday! I also really like lamps and how they can "cozy-up" a room.
shopping bag (wrapping paper, tissue paper, raffia): I really enjoy shopping as well as gift-giving.
An extension activity that would go well with this project would be a writing that explains what each thing represents to them and why they chose to display it in that way on their footprint. By writing about each thing, students can work on sentence variation and word choice. There could even be "off-limits" phrases that they cannot use such as, "I like...," and "I made..." to challenge them to think of other ways to share about themselves.

After the completed project, the teacher could construct a bulletin board with the footprints forming a path and a title that says, "On the path to success in __ grade!"
Another collage art project that would be fun for introductions would be for students to work in pairs and trace the silhouette of their head by using an overhead projector. Then they could use magazines, drawings, text, or other materials to create a collage of things that represent them.

Have a creative day!
Marissa