2-D Paper

For this project, we completed a 2-D paper activity. We began by discussing different environmental issues, and our lesson was also tied to Dr. Suess' The Lorax. The Lorax was the protector of trees, so we were challenged to create our own characters that were fighting against some global issue. We were also asked to create a slogan for our character.

For an extension activity, students could create a brochure featuring the character they created, and inside of it, they could list a number of different ways that the type of environmental issue they chose can be stopped. 

Art/Science Integration (Watercolor Landscapes)

For my Art/Science Integration lesson, I chose to teach a lesson on 4 different types of biomes (Forests, Grasslands, Tundras, and Deserts). I gave a short presentation on each, giving students a few facts about each one as well. I then discussed the idea of foreground, middle ground, and background with students, and how they can use each of these to create a landscape. Next, students were allowed to select the landscape that they would like to create, and they did a practice drawing of it on a note card. Once they were confident in what they would like to do, they then drew their finalized landscape on watercolor paper with a sharpie, and then painted their landscapes using various watercolor techniques that we discussed in class. Once they were finished, they wrote the type of biome landscape they drew, and three facts about it on a note card.

For an extension activity, students could go back after their paintings have dried and using magazines, cut and paste animals that they find onto their landscapes for the biome that they chose.

Art/Social Studies Integration

For this project, we discussed totem poles and their meanings. We learned about the history of the totem pole, what different totems symbolize, and even how the different colors used within the totems have symbolism. We then selected a totem and sketched it on a piece of paper, also including all the details we were going to add to the final project. To complete the project, we cut different colors of construction paper and glued them onto the outline of our totem. We finished by layering the totem with different colors to give them more details and characteristics. 

For an extension activity for this project, students could pick one of their favorite Disney characters, and we could create a Disney class totem, highlighting some of the most popular Disney movies and stories. 

Clay

For this project, we had the opportunity to work with clay. We began by discussing the history of clay, and the different functions that it has had throughout history. We were then given our own clay, which we rolled out and then traced our hands on to. We then cut out our hands and added a design to them. To create the design, we learned about adding and subtracting the clay as well as how to "slip" and "score" it as well. After we completed one hand, we then created another hand the same way to add to the class bowl that we created. We then painted the first hand we created and set it aside to dry. 

For an extension activity for this project, students could be asked to write a short poem based on the design that they created on their hands. They could even write a short story making up an adventure that their hand could have traveled on. 

3D Design

For this project, we focused on 3D design. We began by discussing the artist Claes Oldenburg, and how he has famous sculptures around the world. To complete this project, my partner and I painted paper plates using a solid color on one side and split colors on the other side. Once the paint dried, we connected each of the plates together to resemble something similar to a hot air balloon. While this lesson was about 3D design, a lot of color theory was used as well.

For an extension activity for this project, students could each of the colors on their balloon a different meaning, and with these meanings write a short reflection on what their balloon represents based on the colors that they chose to use. 

Crafts

For this project, we were taught about the basics of weaving. We learned about warp and weft, and a brief history of weaving. The warp of my weaving is red construction paper, and the wefts are black and purple strips. The weft papers are woven over, under, over, under on one row, and then under, over, under, over for the next row. This pattern continues throughout the weaving. We also added three symbols to our craft that describe our lives. My symbols were a dumbbell to represent my love for lifting weights, a PB for my love of peanut butter, and a white star to represent the Dallas Cowboy's logo. 

For an extension activity with weaving, students could write out a multiplication table on their weave so that when they pull a strip, it will reveal the answer to the problem that they are trying to solve. 

Printmaking

For this project, we began by discussing the history of printmaking and about the artist Hokusai. We created our prints by rolling paint onto a gel square, then adding a stencil to create a design. We then placed the paper on the gel square and rolled over the paper to transfer the design from the gel square to the paper. After we had completed at least 4 prints that we were satisfied with, we glued them onto a piece of construction paper. 

For an extension activity, we could go even more in-depth and using Chinese letter stencils that I would provide, students could print their own names. We could then string them together and hang them around the classroom. 

Watercolor Planets

For this project, we did a lesson on watercolor painting and different watercolor techniques. We began by discussing Ludek Pesek and Lucien Rudaux, two artists very famous for their paintings of space. We then discussed 6 different watercolor techniques, including wet-on-wet, dry brush, salt, splatter, crayon resist, and gradation. After practicing these techniques, we then created our own watercolor planets, using 3 techniques of our choice. Once we had created our planet, we then glued it onto a piece of construction paper and used oil pastels to create a galaxy in the background. 

For an extension activity, I could have students do a similar project to this, but instead of painting planets, we could use it for a holiday theme, such as painting a picture of a pumpkin for Halloween or a tree for Christmas. I would also challenge students to use different techniques than they had used before so that they would have experience using all the watercolor techniques we discussed. 

Oil Pastel Sky Line

For this project, we were first introduced to the architecture of Frank Gehry. We were shown examples of buildings that he designed, and asked to pick out a few of our favorites. We were then allowed to draw and cut out 3 of our own building designs that we used to design our own landscapes. To create the actual project, we used out building templates and traced them onto construction paper using oil pastels. We then smudges the outlines with our fingers to create a glowing effect.

For an extension activity, I could use this same idea but with tessellations, and see if my students could design buildings or a landscape with shapes that fit together perfectly. They could then blend the shapes together with their fingers to create the same effect as we did here.

Scratch Art Flag

For this project, we used scratch art to make our own personal flags. We began class by discussing different symbols on flags, and how different symbols have different meanings. When it was time to design our own flags, we were asked to use 4 different symbols to represent ourselves. We then colored over the flag with the color of our choice, and painted over it with scratch off paint. Once it was dry, we were then able to scratch our own designs that we practiced onto our actual flags.

For an extension activity, I could also incorporate this into a Native American history lesson. We could discuss the different symbols that they used in their daily lives and beliefs, and then students could create their own short story based on the Native American symbols that they scratched onto their flags.

Van Gogh Inspired Collages

For this project, we took a look at "The Starry Night" done by Vincent Van Gogh. More importantly, we looked the concepts of foreground, middle ground, and background. For the background, we glued different colors of tissue paper onto a dark-colored sheet of construction paper. Once the tissue paper had dried, we then used oil pastels to draw bold lines and shapes onto the background. We finally created the foreground by drawing the silhouette of a landscape that we glued onto the background.

For an extension activity, students could research and find different real world images and examples in which foreground, middle ground, and background are apparent. They could then write a brief reflection on what aspects of each picture are located in each level of perspective. 

Hidden Safari

For this project, we focused on the use of warm and cool colors. We took a blank sheet of paper and drew an African animal on it with a light blue colored pencil. We drew our animals upside down so that way we did not focus on trying to make it look exactly like the picture we were modeling it from. We then drew a variety of geometric patterns over it using warm colors to "camouflage" our animals. We ended by making our own red film glasses which helped us to see our hidden animals.

For an extension activity, I would do a similar exercise, but instead of animals, I would have students draw a hidden character from a story that we have read. They would then have to give their classmates hints to see if they could guess who the character is based on the information that they are given.

The Dot

For this project, we integrated Art with a Language Arts lesson. We began by reading "The Dot" by Peter H. Reynolds. The story was about a little girl who doubted her abilities as an artist, but learned that a lot of inspiration and creativity can come from something as simple as starting with a dot. I think that this story will really help my students to gain confidence in their own abilities, as well as finding their artistic creativity as well. We then used coffee filters to make our own dots, and decorated them with markers, crayons and oil pastels. We then painted the filters with water and watched the marker bleed across, as well as how the crayon and pastels reacted.

For an extension activity, I could have my students do this activity using only the primary colors (red, yellow, and blue). We could then paint the water onto the coffee filter, and write down observations that we see based on what happens when the colors blend (the blending spots should create the secondary colors of orange, green, and purple). 

Elements and Principles of Design

For this project, we were asked to take 12 different pictures that capture each of the elements and principles of design. I chose the following 5 pictures because they do a great job of capturing value, line, symmetry, texture, and pattern.

An extension activity I could do with my students is to give them magazines and have them find more examples of these. Once they do, they could cut them out and create a collage to help give them even more real world examples of the elements and principles of design.

My Footprint

My first project was entitled "My Footprint". It is a creative snapshot that can be used to describe yourself to your students using different types of media, including pictures, words, and symbols. This is a great icebreaker activity to give your own class a little insight as to what your interests are and who you are as a person. The more that you can fill up your footprint, the better your students will be able to grasp who you are and better understand what you like to do. It may also even help your students to relate to you if they have similar interests when looking at your own.

There are a few different extension activities that you could do with this. The first would be to have your own students do the same, and create their own "Footprint" expressing their own interests and hobbies. Another idea would be to incorporate this activity into content areas, such as having your students create a "Footprint" based around their favorite school subject. For example, if their favorite subject was math, they could create a math footprint involving different math concepts that they enjoy doing. There are many more activities that you could do with this, but hopefully these few ideas can help to kick start your own classroom and help you to get to know your students a little better.