2-D Lessons my students love!
I will add new projects from time to time, so bookmark Art Ed Guru, and come back.
Want hundreds more? Visit HERE
I will add new projects from time to time, so bookmark Art Ed Guru, and come back.
Want hundreds more? Visit HERE
Exploring English:
[English, Vocabulary, Illustration]
For this unit we start with a list of either compound words for my elementary students or idioms for my high school students. For advanced levels we look up idioms from their cultures of origin. Then they illustrate or sculpt them in an unexpected way. I use the computer lab or allow them to use their cell phones to look up information to use in their work. All projects begin with a sketch. I encourage all 2D work to include a background that fills up the page. Note that any theme or idea can be done in different media to meet your classroom needs and materials on hand for different levels. These represent a similar lesson done with ages 7 through high school.
[English, Vocabulary, Illustration]
For this unit we start with a list of either compound words for my elementary students or idioms for my high school students. For advanced levels we look up idioms from their cultures of origin. Then they illustrate or sculpt them in an unexpected way. I use the computer lab or allow them to use their cell phones to look up information to use in their work. All projects begin with a sketch. I encourage all 2D work to include a background that fills up the page. Note that any theme or idea can be done in different media to meet your classroom needs and materials on hand for different levels. These represent a similar lesson done with ages 7 through high school.
- Hold Your Horses
- Toad Stool
- Carpool
- Eye Candy
- Keep Your Eyes Peeled
Great article on composition HERE.
Core Content Cartoons:
[Vocabulary, Research, Writing, Core Content]
Students research puns and jokes about core content classes like Math, Science, History, etc and create a cartoon that both educates and illustrates the concept. The artwork can be accompanied with a written explanation of the concept showing understanding. This lesson could be tied to Pop Art with the use of cartoon illustrations.
[Vocabulary, Research, Writing, Core Content]
Students research puns and jokes about core content classes like Math, Science, History, etc and create a cartoon that both educates and illustrates the concept. The artwork can be accompanied with a written explanation of the concept showing understanding. This lesson could be tied to Pop Art with the use of cartoon illustrations.
Personification: [Vocabulary, Research, Writing, Problem Solving]
Artist Toby Allen has created a series of illustrations for mental disorders that many face. More Sample HERE. This is the sample for Anxiety, but he does many more. This concept could be extended to create imaginary creatures to represent emotions. This was also seen in the movie Inside Out. A list could be created, cut up and placed in a bucket for students to choose from for diverse results. I would suggest giving students a chance to trade with each other, or swap theirs for one in the jar. Create a sketch, a written paragraph to explain the creature and a final work that incorporates text and illustration in the same work.
Artist Toby Allen has created a series of illustrations for mental disorders that many face. More Sample HERE. This is the sample for Anxiety, but he does many more. This concept could be extended to create imaginary creatures to represent emotions. This was also seen in the movie Inside Out. A list could be created, cut up and placed in a bucket for students to choose from for diverse results. I would suggest giving students a chance to trade with each other, or swap theirs for one in the jar. Create a sketch, a written paragraph to explain the creature and a final work that incorporates text and illustration in the same work.
Sur & Realism: [History, Problem Solving]
This is a rather common project, ripping a section of a magazine image, glue it down, and have students complete the image as realistically as possible. Some complete images with a surrealistic touch, or turn the subject into a monster. I like the side-by-side approach. By ripping the image a few times, each portion can be completed in different techniques, and even different media. This is a fun way to explore the major movements in art from Renaissance to Pop Art. Cutting the image like a tick-tac-toe could yield 9 different approaches to the same image.
MORE Lessons Here
This is a rather common project, ripping a section of a magazine image, glue it down, and have students complete the image as realistically as possible. Some complete images with a surrealistic touch, or turn the subject into a monster. I like the side-by-side approach. By ripping the image a few times, each portion can be completed in different techniques, and even different media. This is a fun way to explore the major movements in art from Renaissance to Pop Art. Cutting the image like a tick-tac-toe could yield 9 different approaches to the same image.
MORE Lessons Here
Animation Cell:
[Technology, Photography, Cultures]
Similar to a project on my photography section, students were given an image of New York that included sky, land, and water. They put a piece of projector plastic over it and traced out building contours where they wanted to place an interactive creature. They created a sketch before adding it to the plastic.
The process started with a sketch, then the main contour was traced onto the plastic in permanent marker. They added their name too so we could know which side was the front. When the contours were complete, the plastic was turned over and colored in with more permanent marker, though acrylic paint or enamels can be used. When dry a final coat of "block out white" was added to the back and helps make the colors brighter and opaque. They were placed back on top of the scene and photographed with their cell phones and the class i-Pad.
CLASSROOM VERSION: This was a camp lesson so time was an issue and we completed these in one day for a cartoon themed week. Had this been a classroom lesson I would have done things a bit differently. First I would have students research their cultural backgrounds, and print a full page image that showed a location from that country or a landmark. (Multi-cultural kids can pick one of many) Then they would research mythological creatures from that culture through history, getting a few samples or descriptions. Their cell would incorporate both and be displayed with a simple paragraph about their culture and creature selection. This would add a level of personalization that I think is necessary in a classroom setting.
MORE Lessons Here
[Technology, Photography, Cultures]
Similar to a project on my photography section, students were given an image of New York that included sky, land, and water. They put a piece of projector plastic over it and traced out building contours where they wanted to place an interactive creature. They created a sketch before adding it to the plastic.
The process started with a sketch, then the main contour was traced onto the plastic in permanent marker. They added their name too so we could know which side was the front. When the contours were complete, the plastic was turned over and colored in with more permanent marker, though acrylic paint or enamels can be used. When dry a final coat of "block out white" was added to the back and helps make the colors brighter and opaque. They were placed back on top of the scene and photographed with their cell phones and the class i-Pad.
CLASSROOM VERSION: This was a camp lesson so time was an issue and we completed these in one day for a cartoon themed week. Had this been a classroom lesson I would have done things a bit differently. First I would have students research their cultural backgrounds, and print a full page image that showed a location from that country or a landmark. (Multi-cultural kids can pick one of many) Then they would research mythological creatures from that culture through history, getting a few samples or descriptions. Their cell would incorporate both and be displayed with a simple paragraph about their culture and creature selection. This would add a level of personalization that I think is necessary in a classroom setting.
MORE Lessons Here
Personalized Still Life: [Composition, History, Writing] Still lives have been around for eons, and it often feels like it. But it does not always have to be a dreary affair. As with most projects I do, students begin with a little writing. For this project students created a list about themselves; likes, aspirations, goals, and things they felt were personally important. After about 5 to 10 minutes I asked them to look at their list and see if anything in particular stood out as a theme or most important, and to circle it. They then thought about that theme and wrote down a symbol, an object that might represent this. For one student, travel was a goal, so a globe seemed appropriate. Another felt friendship was important and chose a teddy bear as a symbol. Another valued their annual trip to an aunt's beach house and how family was the key component to the trip, so they chose a sea shell.
Some objects were available from my collection, others students had to bring. Together we built a still life and everyone shared the importance of their object. We worked in a large circle, arranging objects so that what you brought was in your point of view as well as neighboring objects. After discussing composition and choice of view, students drew on paper I had prepared ahead of time.
The drawing paper had ripped strips of black paper glued onto white drawing paper. I used a spray adhesive, but glue stick would work fine. One sheet of black paper covers two sheets of white. Students drew in pencil first. It does show on black. We used permanent marker on the white paper to outline, and white colored pencil on the black papers. We spoke of value, and adding shades and highlights, even crosshatching for those that could handle it. (This was a mixed class summer class of grades 2 through 8) The white areas were colored realistically, and the black papers were done with metallic colored pencils I had. The black could have been done in contrasting colors, or any other color scheme, but I chose metallic colors since my students had been looking for an excuse to use them. Sometimes the use of a fun and new media can be a great motivator.
We were all happy with the results, and at the end everyone knew that each object had a specific, unique, and personal meaning. Had I built a still life for them to draw, we might have had similar results, but because the element of student choice were incorporated, it made it all that much more special.
MORE Lessons Here
Some objects were available from my collection, others students had to bring. Together we built a still life and everyone shared the importance of their object. We worked in a large circle, arranging objects so that what you brought was in your point of view as well as neighboring objects. After discussing composition and choice of view, students drew on paper I had prepared ahead of time.
The drawing paper had ripped strips of black paper glued onto white drawing paper. I used a spray adhesive, but glue stick would work fine. One sheet of black paper covers two sheets of white. Students drew in pencil first. It does show on black. We used permanent marker on the white paper to outline, and white colored pencil on the black papers. We spoke of value, and adding shades and highlights, even crosshatching for those that could handle it. (This was a mixed class summer class of grades 2 through 8) The white areas were colored realistically, and the black papers were done with metallic colored pencils I had. The black could have been done in contrasting colors, or any other color scheme, but I chose metallic colors since my students had been looking for an excuse to use them. Sometimes the use of a fun and new media can be a great motivator.
We were all happy with the results, and at the end everyone knew that each object had a specific, unique, and personal meaning. Had I built a still life for them to draw, we might have had similar results, but because the element of student choice were incorporated, it made it all that much more special.
MORE Lessons Here
Visual Language: [Illustration, World Cultures, Literacy, World Languages]
Learning a new language is hard, especially for visual learners. ShaoLan Hsueh has developed a system called Chineasy that teaches Chinese characters based on a visual mnemonic (A visual memory technique). Art and illustration can be helpful in learning a new language, and could be a great lesson in the art classroom. Here is a video of their first lesson on Chineasy.
Students could pick a language from a hat or one based on their own cultural background. Though this may be most interesting when using non-latin writing systems it can be applied to those that are. For example, Casa means house in Spanish, but it sounds like "castle" so an image, like on a flashcard could be created. I would suggest students take on anywhere from one to 10 words based on your time constraints. Images can be a full large image or on the size of flashcards. They might even be laminated to be used and built upon every year.
A list of the top 100 words used in the English language might be a good place to start. You'll find it with a simple Google search or here. This way, over a few years, you may be able to develop several learning alphabets, or have students focus on one particular language, and build decks one at a time.
I have also done name specific projects where students write their name in another language, like Chinese, but draw out the characters to show the things they enjoy or value. Find names HERE.
MORE Lessons Here
Messages of Positivity:
[Illustration, Writing, Social Studies]
I was struck by this simple cartoon by lunarbaboon.com that illustrated, what I call "positivity." Something I think we need more of in schools and maybe too the broader world.
A possible lesson could exploring bullying, and potential solutions. Start with some reflective writing:
Once I was bullied for _______.
I felt __________.
I wish more people would _______.
After sharing, explore possible ideas for a poster, cartoon, or drawing that promotes and illustrates the positive things we can do. Anti-bullying posters are everywhere, but there are fewer examples of "positivity."
Instead of focusing on what not to do, try illustrating how we can all be more uplifting to others. Maybe it will catch on.
MORE Lessons Here
[Illustration, Writing, Social Studies]
I was struck by this simple cartoon by lunarbaboon.com that illustrated, what I call "positivity." Something I think we need more of in schools and maybe too the broader world.
A possible lesson could exploring bullying, and potential solutions. Start with some reflective writing:
Once I was bullied for _______.
I felt __________.
I wish more people would _______.
After sharing, explore possible ideas for a poster, cartoon, or drawing that promotes and illustrates the positive things we can do. Anti-bullying posters are everywhere, but there are fewer examples of "positivity."
Instead of focusing on what not to do, try illustrating how we can all be more uplifting to others. Maybe it will catch on.
MORE Lessons Here
Chalk Drawings: [perspective, shade, tone, literature]
This artwork is by David Zinn and might be a great inspiration for some outside drawings and playing with perspective. Take a look at some more examples of this Michigan based artist's playful art HERE.
It might be possible to base illustrations on sections of a story, creating a path that can be walked and a story that can be told. This could be a classical work or poem like the Jabberwocky.
End the project by asking students to take pictures with their cell phones should they have one. Integrating a bit of personal electronics is a great way to tap into photography, technology, and student's interests.
MORE Lessons Here
This artwork is by David Zinn and might be a great inspiration for some outside drawings and playing with perspective. Take a look at some more examples of this Michigan based artist's playful art HERE.
It might be possible to base illustrations on sections of a story, creating a path that can be walked and a story that can be told. This could be a classical work or poem like the Jabberwocky.
End the project by asking students to take pictures with their cell phones should they have one. Integrating a bit of personal electronics is a great way to tap into photography, technology, and student's interests.
MORE Lessons Here
Drawing from Observation: [scale, measuring, comparing] This is work from a trompe l'oeil unit with my
Art 1s (High school with a mixed class of 9th through 12th grade, an introductory course) with watercolor pencils. They had to add 6 items to a board as their subject. One item had to be from their wallet/backpack/pockets, another was a scrap with their initials, and I had boxes of items for them to rummage through so they could choose 4 more items they felt "spoke" to who they were in some way symbolically.This lesson was preceded by a tone focused project (Shading) a color unit for mixing compliments and analogous colors, another on texture, so this is supposed to show off several skills learned up to this point.
We started by tracing the board and it's contours twice so we knew there would be room for the example board and the drawing. Students traced some items, others were hand drawn depending on their ability level. After doing light contours, shades were added to make the board itself look 3D. Then items were colored, first with their basic hue, then "tuned" by layering analogous and complimentary colors to match the tones. Shadows again were added and a tortillion was used to even and smudge the shadows made with graphite pencil. Finally shines and highlights were added with an eraser, or a light colored pencil dipped into water to cut through previous layers.
When complete, students hot glued their board next to their drawings.
MORE Lessons Here
Art 1s (High school with a mixed class of 9th through 12th grade, an introductory course) with watercolor pencils. They had to add 6 items to a board as their subject. One item had to be from their wallet/backpack/pockets, another was a scrap with their initials, and I had boxes of items for them to rummage through so they could choose 4 more items they felt "spoke" to who they were in some way symbolically.This lesson was preceded by a tone focused project (Shading) a color unit for mixing compliments and analogous colors, another on texture, so this is supposed to show off several skills learned up to this point.
We started by tracing the board and it's contours twice so we knew there would be room for the example board and the drawing. Students traced some items, others were hand drawn depending on their ability level. After doing light contours, shades were added to make the board itself look 3D. Then items were colored, first with their basic hue, then "tuned" by layering analogous and complimentary colors to match the tones. Shadows again were added and a tortillion was used to even and smudge the shadows made with graphite pencil. Finally shines and highlights were added with an eraser, or a light colored pencil dipped into water to cut through previous layers.
When complete, students hot glued their board next to their drawings.
MORE Lessons Here
The Christmas Monsters: A K-12 collaboration:
[Community Service, color theory, vocabulary]
After seeing a video about Dave DeVries, founder of The Monster Engine, I was inspired to have my high school students collaborate with lower elementary students. I connected with fellow art teacher Judy Maida who had her students do monster drawings for Halloween. They were to be black and white line drawings on 8 x 10 inch paper, or about that size for ease of shipping. Her students did their initial drawings in pencil, and then traced them in sharpie.
When I received them, I had every work photocopied so we would retain an image of what the original looked like. These were paired for students as a reference to be photographed with their finished work. Before working though, my students completed several exercises to explore the basics of color theory, tonal value, gradations of color, and color transitions. They learned to make monochromatic color transitions as well as analogous and complimentary ones. They experimented with shading effects on drawn spheres and forms. When those exercises were complete and graded, they were allowed to choose a work from the monster pile.
Organization was an issue, so every student had a folder to keep ALL their work in. These were passed out and collected daily. I had several visuals up for students to see the process. Once they had an image they had to clean it up: erase the pencil lines, and finish any sharpie the child may have left incomplete. Sometimes it was a guess. We used no sharpie after that so that the original work would stand out with its original sharpie lines. Students worked right on the original, keeping the photocopy as a reference.
In hindsight, it would have been nice for the little kids to note on the back of their work their favorite colors and say if they wanted a scary or cute monster ala the "Monster's Inc." movies.
Knowing these would be holiday gifts, my high school students, many "rusher's," slowed down. I may have laid on a little guilt when some got lazy... "I hope that kindergartner won't feel sad if her drawing is the only one that didn't get done..." or high praise about how the kids will surely "treasure your gift." I shared stories of how I was influenced by my uncle's drawings, and wanted to be like him when I was a small child. It seemed to resonate for them, and they did really try their best. Only one student added some insensitive gore that I turned into "tar" with a black pen later.
They were graded on evidence of all the coloring techniques I had discussed with them. Their rubric was a check list; either the evidence was there or not. I wanted to see all of the following: everything colored, monochromatic transitions, analogous transitions, complimentary color use in shadows, use of texture, backgrounds, smooth coloring with small pencil strokes. I think you can see, the results were quite spectacular.
Posters HERE.
Similar idea in 3-D HERE.
MORE Lessons Here
[Community Service, color theory, vocabulary]
After seeing a video about Dave DeVries, founder of The Monster Engine, I was inspired to have my high school students collaborate with lower elementary students. I connected with fellow art teacher Judy Maida who had her students do monster drawings for Halloween. They were to be black and white line drawings on 8 x 10 inch paper, or about that size for ease of shipping. Her students did their initial drawings in pencil, and then traced them in sharpie.
When I received them, I had every work photocopied so we would retain an image of what the original looked like. These were paired for students as a reference to be photographed with their finished work. Before working though, my students completed several exercises to explore the basics of color theory, tonal value, gradations of color, and color transitions. They learned to make monochromatic color transitions as well as analogous and complimentary ones. They experimented with shading effects on drawn spheres and forms. When those exercises were complete and graded, they were allowed to choose a work from the monster pile.
Organization was an issue, so every student had a folder to keep ALL their work in. These were passed out and collected daily. I had several visuals up for students to see the process. Once they had an image they had to clean it up: erase the pencil lines, and finish any sharpie the child may have left incomplete. Sometimes it was a guess. We used no sharpie after that so that the original work would stand out with its original sharpie lines. Students worked right on the original, keeping the photocopy as a reference.
In hindsight, it would have been nice for the little kids to note on the back of their work their favorite colors and say if they wanted a scary or cute monster ala the "Monster's Inc." movies.
Knowing these would be holiday gifts, my high school students, many "rusher's," slowed down. I may have laid on a little guilt when some got lazy... "I hope that kindergartner won't feel sad if her drawing is the only one that didn't get done..." or high praise about how the kids will surely "treasure your gift." I shared stories of how I was influenced by my uncle's drawings, and wanted to be like him when I was a small child. It seemed to resonate for them, and they did really try their best. Only one student added some insensitive gore that I turned into "tar" with a black pen later.
They were graded on evidence of all the coloring techniques I had discussed with them. Their rubric was a check list; either the evidence was there or not. I wanted to see all of the following: everything colored, monochromatic transitions, analogous transitions, complimentary color use in shadows, use of texture, backgrounds, smooth coloring with small pencil strokes. I think you can see, the results were quite spectacular.
Posters HERE.
Similar idea in 3-D HERE.
MORE Lessons Here
Product Parodies: [Advertising Design, Engineering, Writing--possible technology connection]
This project could be done in a serious mode, creating actual mini-inventions, or packaging super heroes/characters, or just about any other product, but during our art camp program we chose to go "silly."
You could also pair this project with some Photoshop use to include technology into your lesson. This project was based on another posted by Ashley Gonzalez in the Facebook Art Teacher's Group. Here's her blog if you want to see more amazing projects of all kinds.
Based on a silly sample of "Justin Bieber's Belly Button Fuzz," students brainstormed what other silly things they could make for some obsessed fan or a silly product they could design and sell. We talked about how packaging often "sells" a product no matter how good or bad it is. We asked "What could you make from little bits of scrap that could be sold as something else people might want?"
After sketching, we used a heavy weight watercolor paper folded in half to make our product label, and sandwich bags to hold the items. We stapled them together when complete, and punched a hole in the card so it could hang in a store. Heaver items were reinforced with cardboard within the label.
The results were fun and they had a great time making them. MORE Lessons Here
This project could be done in a serious mode, creating actual mini-inventions, or packaging super heroes/characters, or just about any other product, but during our art camp program we chose to go "silly."
You could also pair this project with some Photoshop use to include technology into your lesson. This project was based on another posted by Ashley Gonzalez in the Facebook Art Teacher's Group. Here's her blog if you want to see more amazing projects of all kinds.
Based on a silly sample of "Justin Bieber's Belly Button Fuzz," students brainstormed what other silly things they could make for some obsessed fan or a silly product they could design and sell. We talked about how packaging often "sells" a product no matter how good or bad it is. We asked "What could you make from little bits of scrap that could be sold as something else people might want?"
After sketching, we used a heavy weight watercolor paper folded in half to make our product label, and sandwich bags to hold the items. We stapled them together when complete, and punched a hole in the card so it could hang in a store. Heaver items were reinforced with cardboard within the label.
The results were fun and they had a great time making them. MORE Lessons Here
Monochrome Moons: [Science of the Moon, Moon's influence on Cultures]
Based on a project introduced by Julie Gallow on the Facebook Art Teacher's Group, we explored tone through a monochromatic moon image, using a compass or cup to trace a moon shape, students blended from a saturated blue adding black little by little to create darker tones. While drying students can have a discussion about the history of the moon in famous works of art (Starry Night and others), Students can explore what various ancient cultures believed about the moon and it's origin, or if a science class is focusing on the moon as a topic, it's a good opportunity to work with them as well.
The second part was to observe trees, and see how complicated their branches really are. Students emulated these as if laying on the ground looking up through the trees. We opted not to have a sense of "up" with a horizon, but chose upward as our point of view.
To personalize their projects they included symbols of personal interest within the branches. Books, ballet slippers, a sword to represent fantasy books, and more. Some chose to include stars or snow. To complete the painting they did grey blue highlights on the sides of the branches that face the moon. We used a video game analogy... if your character fell from the moon, what side of the branch would he land on first? This seems to make sense to them.
Though we have done this project with acrylic paint on canvas, one could also do this with pastels, watercolor and ink, or any media available. MORE Lessons Here
Based on a project introduced by Julie Gallow on the Facebook Art Teacher's Group, we explored tone through a monochromatic moon image, using a compass or cup to trace a moon shape, students blended from a saturated blue adding black little by little to create darker tones. While drying students can have a discussion about the history of the moon in famous works of art (Starry Night and others), Students can explore what various ancient cultures believed about the moon and it's origin, or if a science class is focusing on the moon as a topic, it's a good opportunity to work with them as well.
The second part was to observe trees, and see how complicated their branches really are. Students emulated these as if laying on the ground looking up through the trees. We opted not to have a sense of "up" with a horizon, but chose upward as our point of view.
To personalize their projects they included symbols of personal interest within the branches. Books, ballet slippers, a sword to represent fantasy books, and more. Some chose to include stars or snow. To complete the painting they did grey blue highlights on the sides of the branches that face the moon. We used a video game analogy... if your character fell from the moon, what side of the branch would he land on first? This seems to make sense to them.
Though we have done this project with acrylic paint on canvas, one could also do this with pastels, watercolor and ink, or any media available. MORE Lessons Here
Three years worth of my 2D and 3D lessons HERE.
Playing with Fire: [Science, History]
Another project we do during "CrAzY aRt" week involves fire. Candles actually. It produces a lot of smoke so an outside setting on a calm day may be best. Materials however are simple. Candles, short dowels, drawing paper, fixative, foil, and colored wax candles if you want to add color. It requires close observation and setting clear instructions. We have 2 teachers and an aide during this project, bucket of cool water in the event of a burn, and an extinguisher.
We talk about how charcoal is likely the oldest art medium, used by cave men, and ancient cultures. That they would record the stories of their culture, their lives, and beliefs for generations through this simple element. That we are made up of carbon, and carbon is the basis of all life as we know it. We talk about how fire reduces the wood we use to carbon and we can draw with it. It's an archival material, as carbon never changes over eons, but a delicate one, so we use fixative to keep it from spearing.
We cover plates with foil, and hot glue votive candles to the center so they will stay fixed. The foil protects the table surface and is a convenient resting place for dowels. We do a lengthy demonstration of how to use fire. That sticks should be put above the flame one at a time. To not let the flame get larger than an inch. Instead of blowing which can make embers fly, we roll the stick on the foil to extinguish it. ANYONE who does not follow directions is given crayons to continue participating but without fire. (We had one in all our years of doing this.)
We have several themes for them to choose from. A: Draw as if you were a caveman, and show me what is important to you. B: Do a drawing from observation and record what you see. C: Pick a colored sample image and use that as a drawing reference, like an animal you feel is similar to your personality.
When these are done, we spray them with Fixative but NOT near open flames!
If you want to add color, like we did, use colored candles. We got some on Amazon, fairly cheaply. Candles must be held horizontally, and turned slightly so the candle burns evenly. You could even precede this project with a candle making unit, and color them with scrap crayons.
We also gave students popsicle sticks to smear wax if they chose, or to just use dotted drips of wax to color their work. You can see that in these images the students are not smiling as in many of our other projects. Here they are being very careful, focused, and when allowed to, they live up to the challenge. We had to remind people to pay close attention from time to time but no one was burned, and all really enjoyed the process.
(PS: Our space is well ventilated with a strong one-way airflow, so we were able to work indoors)
MORE Lessons Here
Another project we do during "CrAzY aRt" week involves fire. Candles actually. It produces a lot of smoke so an outside setting on a calm day may be best. Materials however are simple. Candles, short dowels, drawing paper, fixative, foil, and colored wax candles if you want to add color. It requires close observation and setting clear instructions. We have 2 teachers and an aide during this project, bucket of cool water in the event of a burn, and an extinguisher.
We talk about how charcoal is likely the oldest art medium, used by cave men, and ancient cultures. That they would record the stories of their culture, their lives, and beliefs for generations through this simple element. That we are made up of carbon, and carbon is the basis of all life as we know it. We talk about how fire reduces the wood we use to carbon and we can draw with it. It's an archival material, as carbon never changes over eons, but a delicate one, so we use fixative to keep it from spearing.
We cover plates with foil, and hot glue votive candles to the center so they will stay fixed. The foil protects the table surface and is a convenient resting place for dowels. We do a lengthy demonstration of how to use fire. That sticks should be put above the flame one at a time. To not let the flame get larger than an inch. Instead of blowing which can make embers fly, we roll the stick on the foil to extinguish it. ANYONE who does not follow directions is given crayons to continue participating but without fire. (We had one in all our years of doing this.)
We have several themes for them to choose from. A: Draw as if you were a caveman, and show me what is important to you. B: Do a drawing from observation and record what you see. C: Pick a colored sample image and use that as a drawing reference, like an animal you feel is similar to your personality.
When these are done, we spray them with Fixative but NOT near open flames!
If you want to add color, like we did, use colored candles. We got some on Amazon, fairly cheaply. Candles must be held horizontally, and turned slightly so the candle burns evenly. You could even precede this project with a candle making unit, and color them with scrap crayons.
We also gave students popsicle sticks to smear wax if they chose, or to just use dotted drips of wax to color their work. You can see that in these images the students are not smiling as in many of our other projects. Here they are being very careful, focused, and when allowed to, they live up to the challenge. We had to remind people to pay close attention from time to time but no one was burned, and all really enjoyed the process.
(PS: Our space is well ventilated with a strong one-way airflow, so we were able to work indoors)
MORE Lessons Here
Exploding Paint! [Science, Chemistry]
Everyday this week students painted a new layer on their canvas. Day 1: two colors that express your personality. Day 2: cover 20% of your canvas with masking tape and paint over with a contrasting color. Day 3: 20% more tape in patterns and 4 symbols for your personality cut from wide masking tape, paint the whole thing with an analogous color. Day 4: Exploding paint made with left over paint mixed with water (50/50).
Day 5: Remove all tape, and use sharpie to enhance images.
To explode paint we used a paint water mixture in a tight container with Alka-seltzer tablets. The containers were very similar to film canisters; tight fitting and small. I hot glued no-name brand Alka-seltzer-type tablet to the lids and set them aside. Students filled their little containers half way with a paint water mixture, and carried them to our "demolition zone." (Lids were not put on at this point)
We set up our canvases side-by-side with tape under them. I identified 4 or 5 canvases to be used at a time. Students were shown how to cap lids tightly. Seems easy, but there is a method. Place paint filled cup on a firm surface, we used a bench. Leave it there. Place the cap on top and press down firmly. If they do it off the bench, as they press in their hands, paint sloshes and activates the tablets, and you have chaos. One student didn't listen, and as you'd expect, it was a purple pop dread. Others took note and were more careful.
Students lined up, and on the count of 3, turned their container over, lid-side-down, and placed it on their canvas. Then walked away. We had only 2 duds by folks who did not put lids on tightly, but all in all it went well and was a lot of fun.
To tie this to the sciences, we discussed carbon dioxide, and sodium bicarbonate, the main ingredient in our tablets, and how water released the carbon from the compound. How this same kind of action happen in sodas they drink.
After you're done, show this fun Mr. Bean Video.
MORE Lessons Here
Everyday this week students painted a new layer on their canvas. Day 1: two colors that express your personality. Day 2: cover 20% of your canvas with masking tape and paint over with a contrasting color. Day 3: 20% more tape in patterns and 4 symbols for your personality cut from wide masking tape, paint the whole thing with an analogous color. Day 4: Exploding paint made with left over paint mixed with water (50/50).
Day 5: Remove all tape, and use sharpie to enhance images.
To explode paint we used a paint water mixture in a tight container with Alka-seltzer tablets. The containers were very similar to film canisters; tight fitting and small. I hot glued no-name brand Alka-seltzer-type tablet to the lids and set them aside. Students filled their little containers half way with a paint water mixture, and carried them to our "demolition zone." (Lids were not put on at this point)
We set up our canvases side-by-side with tape under them. I identified 4 or 5 canvases to be used at a time. Students were shown how to cap lids tightly. Seems easy, but there is a method. Place paint filled cup on a firm surface, we used a bench. Leave it there. Place the cap on top and press down firmly. If they do it off the bench, as they press in their hands, paint sloshes and activates the tablets, and you have chaos. One student didn't listen, and as you'd expect, it was a purple pop dread. Others took note and were more careful.
Students lined up, and on the count of 3, turned their container over, lid-side-down, and placed it on their canvas. Then walked away. We had only 2 duds by folks who did not put lids on tightly, but all in all it went well and was a lot of fun.
To tie this to the sciences, we discussed carbon dioxide, and sodium bicarbonate, the main ingredient in our tablets, and how water released the carbon from the compound. How this same kind of action happen in sodas they drink.
After you're done, show this fun Mr. Bean Video.
MORE Lessons Here
Surreal Environments: [Art History, Biology/Biomes]
I did a 3D pop-up environment project last week (See 3D projects) and this week I wanted to do it as a flat project but mixing biomes in an unexpected way to introduce surrealism. As we did last time, students generated a list of possible environments/biomes; Desert, Jungle, Forest, Grassland, Tundra, Swamp, Arctic... We put up some posters showing many of them, and have a box of visual references from cut up magazines.
We also talked about foreground, middle-ground, background, and overlap. That a full image needed to have all of this. But then we threw in the twist; your environment must include the impossible or unexpected. Mountains with fish swimming between them, an underwater world with lions and elephants, penguins in a sunny green space, and what could you put in outer-space that would be totally wild?!
After sketching, kids were given watercolor paper. The drew lightly in pencil, got approval to move on to pen, erase, paint with watercolor. We gave demos of a few techniques and let them lose. The samples below are from ages 8, 12, and 15. MORE Lessons Here
I did a 3D pop-up environment project last week (See 3D projects) and this week I wanted to do it as a flat project but mixing biomes in an unexpected way to introduce surrealism. As we did last time, students generated a list of possible environments/biomes; Desert, Jungle, Forest, Grassland, Tundra, Swamp, Arctic... We put up some posters showing many of them, and have a box of visual references from cut up magazines.
We also talked about foreground, middle-ground, background, and overlap. That a full image needed to have all of this. But then we threw in the twist; your environment must include the impossible or unexpected. Mountains with fish swimming between them, an underwater world with lions and elephants, penguins in a sunny green space, and what could you put in outer-space that would be totally wild?!
After sketching, kids were given watercolor paper. The drew lightly in pencil, got approval to move on to pen, erase, paint with watercolor. We gave demos of a few techniques and let them lose. The samples below are from ages 8, 12, and 15. MORE Lessons Here
Three years worth of my 2D and 3D lessons HERE.
Class Friendly Batik:
I have long wanted to do batik with my students, but the idea of hot wax, ironing, and the mess was a real deterrent. Plus on a tight budget I need to use what I have available. Then at the Art Teacher's Facebook page someone posted a link that you could batik with Elmer's washable glue! With a little thought and preparation, I was ready!
This unit could easily be ties to Asian cultures and the use of Batik, or even a discussion about resist, color mixtures, primary and secondary colors, etc.
The obvious thing would be to batik t-shirts, but getting all the right sizes is a pain in the butt. Someone always gets one too big or too small. I didn't want to just do a piece of cloth; I wanted them to use them. So I chose pillow cases from PeachSuite, they sell them in bulk for under a buck.
I had some left over foam-core boards and cardboard. I covered them with a kitchen garbage bag so water wouldn't warp them. They were just a half inch smaller than the pillow cases so they were a tight fit, essentially stretched. Students sketched first on scrap paper, either a nature pattern, environment, or symbol for themselves. When they felt they knew the subject well they "drew" with washable Elmer's Glue. Some swear by the gel kind, I use the cheapest white--It worked well. Once done on one side, they were set aside for a day to dry while we worked on another project. Overlapping another project helps keep students busy and on task. It's helpful with a project like this that requires a lot of drying time between steps.
Day 2, we used watered down acrylic paint as dye. It's cheap and works well. Our "dye" was about 50/50 water and paint. I encouraged them to paint near the glue and allow the paint to bleed and not worry if it transferred over the line. We let this dry. We worked one side at a time.
Day 3, we chose to cover the backs of the pillow cases with free-form flowing brush work using colors from the front. However you could do the same batik-ing technique on the back, it will just take more days to complete. One could layer batik, crackle and enhance the look, but we were limited to four days for this project at the art camp I run. Each day is 3 hours.
Final Day: We put them all in a hot dryer to set the colors, 20 minutes at high heat. Then soaked them for another 20 minutes in buckets of hot water to soften the glue. We had to then scrub them a bit, but the soaking made it easy. If I was doing this in a school setting, I would come in early, fill buckets or a sink with hot water, and let them soak till class time. If possible, I would also do this part outdoors.
We noticed the glue felt "slimy" so when the slime was gone, the scrubbing was done. Certainly after the hand scrub, they could be sent home to wash there. We have hardly any noticeable bleed, and colors stayed fairly vibrant.
I have done this kind of acrylic dying without the use of a dryer, but I think heat helps set the color. You could send projects home with these directions: "Please iron this pillow case well, with newspaper on top and below. Then wash once with 1/4 cup of salt to help set color."
It was pretty easy and we were pleased with the results.
MORE Lessons Here
I have long wanted to do batik with my students, but the idea of hot wax, ironing, and the mess was a real deterrent. Plus on a tight budget I need to use what I have available. Then at the Art Teacher's Facebook page someone posted a link that you could batik with Elmer's washable glue! With a little thought and preparation, I was ready!
This unit could easily be ties to Asian cultures and the use of Batik, or even a discussion about resist, color mixtures, primary and secondary colors, etc.
The obvious thing would be to batik t-shirts, but getting all the right sizes is a pain in the butt. Someone always gets one too big or too small. I didn't want to just do a piece of cloth; I wanted them to use them. So I chose pillow cases from PeachSuite, they sell them in bulk for under a buck.
I had some left over foam-core boards and cardboard. I covered them with a kitchen garbage bag so water wouldn't warp them. They were just a half inch smaller than the pillow cases so they were a tight fit, essentially stretched. Students sketched first on scrap paper, either a nature pattern, environment, or symbol for themselves. When they felt they knew the subject well they "drew" with washable Elmer's Glue. Some swear by the gel kind, I use the cheapest white--It worked well. Once done on one side, they were set aside for a day to dry while we worked on another project. Overlapping another project helps keep students busy and on task. It's helpful with a project like this that requires a lot of drying time between steps.
Day 2, we used watered down acrylic paint as dye. It's cheap and works well. Our "dye" was about 50/50 water and paint. I encouraged them to paint near the glue and allow the paint to bleed and not worry if it transferred over the line. We let this dry. We worked one side at a time.
Day 3, we chose to cover the backs of the pillow cases with free-form flowing brush work using colors from the front. However you could do the same batik-ing technique on the back, it will just take more days to complete. One could layer batik, crackle and enhance the look, but we were limited to four days for this project at the art camp I run. Each day is 3 hours.
Final Day: We put them all in a hot dryer to set the colors, 20 minutes at high heat. Then soaked them for another 20 minutes in buckets of hot water to soften the glue. We had to then scrub them a bit, but the soaking made it easy. If I was doing this in a school setting, I would come in early, fill buckets or a sink with hot water, and let them soak till class time. If possible, I would also do this part outdoors.
We noticed the glue felt "slimy" so when the slime was gone, the scrubbing was done. Certainly after the hand scrub, they could be sent home to wash there. We have hardly any noticeable bleed, and colors stayed fairly vibrant.
I have done this kind of acrylic dying without the use of a dryer, but I think heat helps set the color. You could send projects home with these directions: "Please iron this pillow case well, with newspaper on top and below. Then wash once with 1/4 cup of salt to help set color."
It was pretty easy and we were pleased with the results.
MORE Lessons Here
Sidewalk Stories: [Literature]
Literature lends itself to illustration, and though it can be done as a traditional painting or drawing, getting students outside for chalk drawing can be a great motivator. Students can spread out over a large area, arranged by chapter, to create an outdoor exhibition of artwork illustrating a particular story. As they work other students can visit their work stations and learn about the work through the students.
MORE Lessons Here
Literature lends itself to illustration, and though it can be done as a traditional painting or drawing, getting students outside for chalk drawing can be a great motivator. Students can spread out over a large area, arranged by chapter, to create an outdoor exhibition of artwork illustrating a particular story. As they work other students can visit their work stations and learn about the work through the students.
MORE Lessons Here
Data Painting: [Math, Geometry, research]
Students can create a visual code of colors and shapes to represent numbers, letter place-holders, and functions, then illustrate a math concept through these colors, shapes, and composition. Pi as a color code, the quadratic formula, solving for unknown angles, etc. This can result in some very abstract works of art but reinforce the math concepts the students have chosen to base their work on. Images should be examined afterward to see if any larger patterns emerge. Work written below the image explains the illustration.
AP Option: Data driven visualization. Students write down their areas of interest, possible career choices, hobbies, etc. 10 should be sufficient. From this list they should find some data driven information like average pay scale for the job they are interested in, materials used to physically make components of the games they play and the countries where those materials come from, winning and losing teams in a sport they like. After watching THIS VIDEO, students research and create a visualization for an area of their own interest.
MORE Lessons Here
Students can create a visual code of colors and shapes to represent numbers, letter place-holders, and functions, then illustrate a math concept through these colors, shapes, and composition. Pi as a color code, the quadratic formula, solving for unknown angles, etc. This can result in some very abstract works of art but reinforce the math concepts the students have chosen to base their work on. Images should be examined afterward to see if any larger patterns emerge. Work written below the image explains the illustration.
AP Option: Data driven visualization. Students write down their areas of interest, possible career choices, hobbies, etc. 10 should be sufficient. From this list they should find some data driven information like average pay scale for the job they are interested in, materials used to physically make components of the games they play and the countries where those materials come from, winning and losing teams in a sport they like. After watching THIS VIDEO, students research and create a visualization for an area of their own interest.
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Alphabets: [Problem Solving, Literature, History] Students pick a broad theme of their own interest and create an entire alphabet based on that theme. Objects should be in the shape of the letters, so the "A" in the sample is pizza because of the shape, rather than a "P" for pizza. Trying to match letters and words by spelling is a challenge unless you allow students to work outside a theme to create a "learning" alphabet. Illuminated Manuscripts are a good historical reference for this project.
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MORE Lessons Here
Family with Shapes and Colors: [Psychology, problem solving] Students list 8 members of their family and write 5 descriptive words about each. After exploring the emotional values of colors and shapes, students create symbolic shapes and colors for each family member, and create a composition to represent their family. Colors between shapes can show how they feel about each other. A great resource for this project is the book, "The Emotional Color Wheel." As well as the posters on the bottom of this page. If you want a large one for your classroom click here. Klee and Kandinsky are good samples for work like this.
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MORE Lessons Here
Comic Book / Movie Poster Parody: [Literature, career studies] Taking a favorite movie, change the name a bit and create a new image for the parody. Include foreground, middle-ground, background, overlap, title, subtitle, logo, and dramatic action.
Match Up: Putting characters together that should not, like Barney the Dinosaur and Godzilla together. Hello Kitty and Batman.
Fill in the blank: Teenage Mutant Ninja _________
Making a popular title with a twist can be fun. Teenage Mutant Ninja Butterflies, or Ladybugs, or Aliens. What would you do with "Killer ______ From Outer Space?"
It does not have to be silly, you could take a character you know and love and imagine them as the topic of a comic book like my student did in this example.
See Warhol and Lichtenstein for Pop Art samples of comic art.
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Match Up: Putting characters together that should not, like Barney the Dinosaur and Godzilla together. Hello Kitty and Batman.
Fill in the blank: Teenage Mutant Ninja _________
Making a popular title with a twist can be fun. Teenage Mutant Ninja Butterflies, or Ladybugs, or Aliens. What would you do with "Killer ______ From Outer Space?"
It does not have to be silly, you could take a character you know and love and imagine them as the topic of a comic book like my student did in this example.
See Warhol and Lichtenstein for Pop Art samples of comic art.
MORE Lessons Here
Aboriginal Family Story: [World Cultures] Using samples of aboriginal paintings, and internet samples of aboriginal symbols, create a work that describes an important event from your own family history, recent or old, good or bad. Add information from the emotional values of color and shape to help tell the story. Fill all areas with pattern.
This sample shows butterflies as the children of the 2 lions. One was lost. Kids can often express visually what may be too difficult to express in words.
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This sample shows butterflies as the children of the 2 lions. One was lost. Kids can often express visually what may be too difficult to express in words.
MORE Lessons Here
Trading Cards: [History, Cultures] Create trading cards (2) for a famous artist in history based on a list provided by the teacher, chosen from a hat, or based on student interest. One card should show the artist, and their personal information on the back, similar to a baseball card. The second should be an artwork they are known for, with an illustration on the front, and simple but pertinent information on the back. These can be presented to the class, but also used later as a matching game to reinforce concepts, or copied and used to make a class set of flashcards for studying. MORE Lessons Here
Treasure Maps:
[Geometry, Geography, Ruler Skills]
Students create a treasure map of an imaginary island. The island can take on the contour of an object, but break it into small pieces so it is not too obvious.
Include the following: Detailed border, rose compass, longitude/latitude, 5 land feature symbols, key for symbols, 2 landmarks, 2 water symbols in the water, 1 sea monster and 1 ship.
Maps can be aged by wrinkling and soaking in watered-down paint.
MORE Lessons Here
[Geometry, Geography, Ruler Skills]
Students create a treasure map of an imaginary island. The island can take on the contour of an object, but break it into small pieces so it is not too obvious.
Include the following: Detailed border, rose compass, longitude/latitude, 5 land feature symbols, key for symbols, 2 landmarks, 2 water symbols in the water, 1 sea monster and 1 ship.
Maps can be aged by wrinkling and soaking in watered-down paint.
MORE Lessons Here
Feel free to maximize and print the images below.
If you want a full scale poster, they are available trough links below the images.
If you want a full scale poster, they are available trough links below the images.
The poster above can be purchased here if you want a large one (Click this sentence).
The Poster that focuses on just color (2 above) in detail is here (Click this sentence).
The Poster that focuses on just color (2 above) in detail is here (Click this sentence).