Northern Lights

 

Description: In this project, we learned about the northern lights and how they appear in the sky, including the science behind their vibrant colors and movement. After the lecture, we were introduced to six different techniques for using oil pastels, which we would apply in our artwork. We began by using a black sheet of paper to draw mountains and then carefully cut them out to create a stencil. We set the stencil aside and traced its outline onto another piece of black paper, ensuring we had a clear vision of where the mountains would go and how much sky would show. Next, we used bright colors and the techniques we learned—such as blending, layering, and creating texture—to color the sky, ensuring that we included at least three different colors. After finishing the sky, we added white tips to the mountains to simulate snow, then glued the black paper with the mountains onto the colorful oil pastel background. Finally, students had the option to add stars or a moon to complete the scene, adding a magical touch to their northern lights-inspired artwork.

Extension Activity: To deepen the connection to the northern lights theme, students will write a short creative story or poem inspired by their artwork. The story could be about what happens under the northern lights, who might be witnessing the spectacle, or a magical event that takes place in the sky. Students will use their own artwork as a visual prompt to guide their storytelling, describing the colors, mountains, and stars they included in their design. They can also incorporate elements of the environment or mythical creatures tied to the northern lights, such as the legends of the aurora borealis. After writing their stories or poems, students will share them with the class, explaining how their artwork inspired their creative writing.

Clay

 

Description: Students began this project by wedging the clay, which involved kneading, slamming, and slapping the clay to remove air bubbles and make it more pliable. After the clay was properly wedged, students used rolling pins and wooden pieces to roll out their clay into an even slab. Once the clay was prepared, we all agreed on a flower design and chose between making rolls for the flower petals as borders or cutting out individual petals and molding them together. After arranging the flower petals flat on the table, we carefully picked up the design and placed it in a bowl, gently shaping it to give the flower a curved, three-dimensional look, mimicking the natural form of a blooming flower.

Extension Activity: To further explore the art of clay, students will create an entire flower garden using the techniques they learned in the previous project. They will design and create multiple clay flowers, each with different shapes, sizes, and colors. Students can experiment with new methods of forming petals, leaves, and stems, incorporating more complex textures or patterns. Once all the flowers are completed, they will arrange them in a creative way on a piece of board or tray to create a three-dimensional "garden." To complete the project, students can paint or glaze their flowers to add color and shine. Afterward, they will present their clay flower gardens to the class, explaining their design choices and how they used different techniques to create their flowers.

Crafting

 

Description: For this crafting project, we combined several different types of media to create a beautiful lily pad scene. First, we created a watercolor base for the lily pad using soft blues and greens. While the watercolor was still wet, we sprinkled salt on it, which created a crystal-like texture on the paper, adding depth to the water. Next, we used crayons and markers to draw the lily pad and flower, giving our artwork more texture and vibrant color. We then cut out the lily pad from green paper and the flower from white and pink paper. After gluing the pieces together with hot glue, we attached the 3D flower to the lily pad, adding a pop of dimension to the painting. Finally, we carefully removed the tape around the edges of our watercolor, leaving clean lines for a polished finish.

Extension Activity: To further explore the theme of nature, students will research the habitat of lilies and other aquatic plants. They will learn about the types of animals that live in these environments, such as frogs, fish, and insects. After gathering information, students will create a diorama that represents an aquatic habitat. They will use materials like clay, paper, and small plastic figures to add animals and other features to their scene, while ensuring their diorama reflects the natural setting of a lily pad in a pond or lake. Students will then write a short description of their diorama, explaining the plants and animals that live in their recreated habitat and how they interact with each other.

Paper cutting

 

Description: In this project, we explored the art of paper folding and cutting using tissue paper. We started by learning how to fold the tissue paper in a specific way to create symmetrical patterns. After folding, we carefully cut small shapes into each section of the paper, adding unique details to every fold. Once the paper was unfolded, we revealed a beautiful, intricate cut-out design. The process allowed us to create stunning patterns and explore the magic of how simple folds and cuts can transform into a work of art.

Extension Activity: To extend the skills we practiced with folding and cutting tissue paper, students will create a tissue paper collage using their cut-out designs as the focal point. After completing their cut-out project, students will choose a theme (such as nature, animals, or abstract art) and create a background collage to complement their design. They can use more tissue paper, colored construction paper, or other materials to build up the background. The cut-out piece will be glued onto the collage, adding depth and dimension to the artwork. Students can experiment with layering, textures, and colors to enhance their designs. Afterward, students will share their finished collages with the class and explain how they chose their theme and combined the different elements in their artwork.

Print making

 

Description: In this activity, we learned about Andy Warhol and how he became famous for his vibrant printmaking techniques and use of bold, bright colors. We started by discussing his artistic style and how he used mass production methods in his art. After that, we taught everyone how to use rollers and foam pieces to create their own prints. Each student drew two flowers on paper, then traced their drawings onto foam squares. Using rollers, we spread paint over the foam, creating a smooth, even layer. Next, we pressed the foam onto gallery paper to make multiple prints, each one slightly different. Every student worked in pairs, and each pair was required to stamp their design four times, creating a series of flower prints in true Warhol fashion.

Extension Activity: To extend our exploration of Andy Warhol’s style, students will create their own pop art portraits. They will start by choosing a photo of themselves or a famous figure to recreate in a Warhol-inspired style. Students will learn how to break the image into simple shapes and use bold, contrasting colors to create a vibrant, eye-catching portrait. They will apply the same printmaking techniques they used in the flower activity by tracing their image onto foam, rolling paint over it, and pressing it onto paper to create multiple prints of their portrait. Each print can have different color variations, mimicking Warhol’s signature style of repetition with a twist. After completing the prints, students will reflect on their artwork by writing a short artist’s statement explaining the colors and techniques they chose and how they were inspired by Warhol’s work.

Stain glass

 

Description: In this activity, we created our own simple stained-glass windows, inspired by the techniques of a famous artist known for his stained-glass work. We started by learning about the artist’s life and how he created his intricate designs. Then, we each drew four different window designs of our own, experimenting with shapes and patterns. After selecting our favorite design, we transferred it onto a larger piece of paper. To give our artwork a true stained-glass effect, we placed a clear piece of material over our drawing, taped it down to prevent it from moving, and outlined the lines with a black Sharpie. Finally, we used at least three different colors to fill in our design, allowing the colors to shine through when held up to the light, just like a real stained-glass window.

Extension Activity: To deepen our understanding of stained-glass art and its use in storytelling, students will create a stained-glass window design that tells a story or illustrates a theme. They will choose a myth, legend, or personal experience to represent through their design. Students will plan their artwork by sketching out their design ideas, focusing on how their chosen story or theme can be symbolized through shapes, colors, and patterns. Once they finalize their design, students will transfer it onto a clear sheet, using a Sharpie to outline their story elements, and then color it in with at least three different colors, just like the initial project. After completing their stained-glass window, students will write a short paragraph explaining the story or theme behind their design and share it with the class.

Watercolor

 Description: In this activity, we explored four different techniques for painting with watercolors. First, we learned about a famous watercolor artist and how he became well-known for his unique style. As a class, we worked through a step-by-step drawing of a still life scene, including the walls, floor, and a table with a flower vase on it. Once the pencil drawing was complete, we used a black Sharpie to outline all of our lines, which helped keep the watercolors inside their designated areas as we painted. Then, using the watercolor techniques we had learned earlier, such as wet-on-wet, wet-on-dry, gradient washes, and color blending, we painted our still life, making sure to incorporate at least three different techniques into our artwork.

Extension activity: To continue developing our watercolor skills, students will create a landscape painting using the same techniques learned in the previous lesson. They will choose a landscape, such as a beach, mountain, or forest scene, and incorporate at least three watercolor techniques (wet-on-wet, wet-on-dry, gradient washes, or color blending) into their composition. Before starting the painting, students will sketch out their landscape lightly with a pencil and then outline their lines with a black Sharpie, just like in the still life project, to help control where the paint goes. Once the outlines are set, they’ll begin painting their landscape, experimenting with different effects to create texture in elements like the sky, water, or trees. After finishing their painting, students will reflect on their choices and write a brief description of the techniques they used and how they applied them to their landscape.