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.

Hidden Safari

 

Description: Students began this project by choosing their favorite ocean creature to draw using a white crayon on a piece of blue construction paper. Once they finished drawing, they used cool colors (blue, green, and purple) with crayons to create different wave-like patterns and textures that filled the entire page. These patterns were meant to camouflage their sea creature in an underwater setting.

Extension Activity: To deepen their understanding of camouflage and its role in nature, students will choose a different animal (not the one they drew) and research how it uses camouflage to survive in its environment. They will learn about the specific patterns, colors, and behaviors the animal uses to hide from predators or catch prey. After completing their research, students will create a short presentation or poster that showcases the animal, its camouflage techniques, and the environment it lives in. They’ll include facts like what the animal eats, where it lives, and how its camouflage helps it stay safe. Finally, students will present their findings to the class and share one interesting thing they learned about how camouflage helps animals in the wild.

Van Gogh Inspired Landscape Collage

 

Description: This lesson integrated visual art with a focus on the life and work of Vincent van Gogh. We began by learning about Van Gogh’s background, including his early art, unique painting style, major influences, and the challenges he faced during his life, like only selling one painting while he was alive. We watched a short, engaging video about his life and artwork, and students took notes on key facts they found interesting or surprising. We paid special attention to Starry Night, discussing its swirling sky, bold colors, and emotional expression.

For our art project, students created their own interpretations of Starry Night. We began by covering large sheets of construction paper (18" x 24") with torn pieces of colorful tissue paper to form a vibrant background. After layering and gluing down the tissue, we sealed the design with Modge Podge. Once dry, students designed their own landscape silhouettes on black construction paper—these could be cityscapes, nature scenes, or anything meaningful to them.

Extension Activity: To extend the learning from our Starry Night art project, students were invited to write a creative story or descriptive paragraph inspired by their artwork. They imagined the scene they created—whether a beach, city, forest, or mountain—coming to life under a swirling, starry sky. Students were encouraged to include sensory details (what they might hear, see, feel, or smell) and write from any point of view: a person, an animal, or even the stars themselves.

Elements and principles

Movement

Color

Value

Pattern 

Contrast
 

Description: For this project, students explored the elements and principles of design through photography. Each student was tasked with capturing or collecting photos visually representing different design concepts—such as line, shape, color, texture, balance, contrast, and movement. We began with a PowerPoint presentation that introduced each element and principle, complete with clear definitions and visual examples to help guide their understanding

Extension Activity: To extend their understanding of the elements and principles of design, students were challenged to create an original piece of art, such as a poster, digital graphic, or mixed media collage, using at least three elements and two principles of design intentionally. Before creating, students planned their work by sketching a layout and labeling which elements and principles they would focus on.

Dot Day

 

Description: After reading and discussing the idea of what makes us unique, students were encouraged to create their own personalized footprint. We started by tracing and cutting out our own foot on construction paper. Students could choose any shape or add flair to the outline if they wanted. Next, we decorated our footprints using crayons, markers, magazine clippings, and stickers to show the things that represent who we are—our favorite hobbies, colors, foods, and people. Some students drew their pets, while others added words that described their personality. Once finished, we shared our footprints with the class and hung them in a path around the room to show how each of our journeys is different but important.

Extension Activity: After creating our unique coffee filter dots, students were invited to take their creativity a step further by turning their dot into something new. Inspired by The Dot by Peter H. Reynolds, each student glued their decorated dot onto a blank sheet of paper and used their imagination to transform it into a larger scene or object. Some dots became the center of a flower, others turned into hot air balloons, animals, planets, or abstract art pieces.

FootPrint Project

 

Description: In this creative get-to-know-you activity, each student traces and cuts out the shape of their own foot on a piece of construction paper. Once the footprint is cut out, students decorate it with words, drawings, magazine clippings, or small printed photos that represent who they are. This can include their hobbies, family, favorite foods, dreams for the future, cultural background, favorite colors, sports, or anything that helps others understand what makes them unique.

Extension activity: After students have shared their decorated footprint representing who they are now, they will create a second footprint titled “My Future Steps.” In this version, students will reflect on their hopes, goals, and dreams for the future. They’ll decorate the new footprint with images, words, or symbols representing where they want to go—this might include future careers, places they’d like to visit, personal goals, or new skills they want to learn.