In this lesson, we made a pop-up character art project with a partner. First, we each drew two characters and picked a scene from a pile of options. My partner and I ended up with a cow, a bunny, and a city background. We planned on how to arrange our scene and deciding on the construction paper colors. We chose purple for the night sky. Next, we marked where the pop-up sections would go and cut two slits, about one inch wide and two inches tall. Then we started designing our scene. We cut out buildings and added windows for the city, created yellow diamond shapes for stars, and drew a moon. We also drew a cow and positioned it as if it were jumping over the moon. For our pop-up elements, we included the bunny (as required) and a “no jumping” stop sign for the cow, attaching them to the slits we had cut. Finally, we shared our project with the class and explained it in two sentences, describing what was happening in our design.

As an extension, students could create a “mini comic” using their pop-up characters. They could make 2–3 small pop-up scenes that continue the story from their original artwork, showing what happens next to their characters. They could use the same cutting and folding techniques to make each scene pop up, add simple backgrounds or props, and write a short caption for each one. This activity combines storytelling and 3D art, allowing students to be creative with movement and sequence in their designs!

 

Mosaic tiles

We made mosaic tiles using air-dry clay. We had to brainstorm ideas and symbols for our designs, like favorite foods or drinks, hobbies, family traditions, or places we’d like to visit. We sketched our ideas on a small paper-like square before working with the clay. Next, we prepared our clay by wedging it, then used a roller to flatten it evenly and make it large enough to fit our square template. Once the clay was the right size, we placed our sketched paper on top and traced the square outline onto the clay. After cutting out the square shape, we started designing. Our project required three techniques: additive, subtractive, and one of our choice. The additive technique involved adding pieces of clay, while the subtractive technique meant carving or removing clay. When using the additive method, we scored the clay by making “X” marks and adding a bit of water so the pieces would stick together securely. Once our design was complete, we finished the project by painting our tiles however we wanted.

My additives were an iced coffee, a teacher clip bored top left, a bow bottom left, and the letter K for my name in the middle. My subtractive was making a checkered background, my carving lines in a pattern. I used lots of pink for my painting, and the background was black and white. I really liked how mine turned out!

As an extension, students could create a small series of story tiles inspired by their original mosaic tile. Each tile would show a scene or moment connected to their design, like a favorite hobby in action, a family tradition, or a place they love. They could continue using additive and subtractive techniques to add texture and detail, then paint the tiles to bring the scenes to life. Once finished, the tiles could be arranged to tell a short visual story, combining art and storytelling in a fun, creative way!

 

PrintMaking Ornaments

During this lesson on printmaking, we explored the history through a PowerPoint presentation. For the hands-on activity, we created Christmas ornaments. We started by sketching two different designs on the rubric, choosing images that reflected our personalities, family, culture, or traditions. After comparing the two sketches, we selected one to develop further. Then transferred onto a smaller square piece of paper. Once the drawing was complete, we placed it on a piece of styrofoam and secured one side with tape. We carefully traced over the design, pressing firmly so the image would transfer onto the styrofoam. After tracing, we cut out w/ scissors. The next step was painting. We placed the ornament on a plain sheet of paper and used a brayer to evenly roll paint onto its surface. Then, we pressed the ornament onto the construction paper with a dry brayer, to transfer the design. We repeated this process once more with our own ornament, and two times using our partner’s ornament. Each partner’s ornaments were painted in blue and red. To finish, we added strings to make it look like the ornaments were hanging.

Extension-

After printing your ornaments, cut out several copies of them and create a holiday-themed collage on a larger sheet of paper. You can overlap the ornaments, arrange them in a pattern, or even add extra details like glitter, markers, or small drawn decorations. This extends the project by exploring composition, layering, and creativity without requiring much extra time or materials.

 

I chose the blue ink as Spiderman

My partner did red and had a Christmas tree and snowflakes.

For my string I chose gold crayon and added loops

Vincent Van Gogh Landscape

In this lesson, we explored the life and artwork of Vincent Van Gogh. We learned about his background, early pieces, artistic techniques, and self-portraits. We also took a closer look at one of his most well-known paintings, the Starry Night. As we listened to the facts about him, we wrote down three new facts we learned about him. After that, we created our own artwork of Starry Night. We started with a sheet of black construction paper and covered it with torn pieces of tissue paper in any colors we liked, using glue to attach them. Once the tissue paper was in place, we used oil pastels to draw patterns over the top. For the final step, we used another piece of black construction paper to design a landscape.

For my tissue paper, I chose colors of a sunset, like light pastel colors. For the designs on top, I tried to make them mostly look like wind and other patterns found in the sky. For my landscape, I chose waves in the water. The waves had a pattern of flowing water to make them appear moving, and they were depicted in blue and pastel colors.

An extension activity I chose was to have students create a small practice card where they experiment with Van Gogh–style brushstrokes and color blending. Give students a small scrap of paper and use more oil pastels and have them try different types of Van Gogh-inspired strokes like swirls, dashes, short lines, and circular motions. Then have them label it as“brushstroke study” and attach it next to their main artwork from before.

Here is my completed artwork

 

Hidden Safari

We began by selecting an animal that could normally be found on a safari. After choosing, we sketched the animal upside down using a colored pencil. Once the outline was finished, we filled the animal with different warm-colored patterns we were required to include at least three different patterns. Next, we created our own ruby-red glasses using red construction paper and a piece of red film. We traced the frame using a stencil, cut it out, and glued the film onto the paper to form the lenses. When we looked at our artwork through these glasses, the red film filtered out the warm colors, allowing the cool-colored outline of the animal to become visible again. To finish the activity, we wrote three clues on an index card that would help someone guess which animal we had drawn.

I choose to draw my animal blue, and it was an elephant. My patterns were used with dark purple, orange, and pink. The patterns were circle like wind and zig-zag patterns to hide the elephant. 

An extension activity to go w/ this could be to have students create a simple background that matches the natural habitat of their safari animal—but they draw the background only in warm colors so it also disappears when viewed through the ruby-red glasses.

Here is my artwork

 

Greta And Avery - Snowflake

This project started w/ teaching us about snowflakes and how they're all unique. We then practiced by following both presenters' designs and then made our own design. We then cut it out and glued it to the construction paper. We then glue designs to add salt on top to make a crystal effect. Then added water color on top I added purple. We then did a gallery walk and wrote 3 things about our class's snowflakes, which we found unique, and then had a group discussion. We also listened to a snowflake audio book and listened to Christmas music. 

Here is Mine

 

Elements and Principles Project

Project - For this activity, we participated in a scavenger hunt where we took photos that illustrated the elements of art and principles of design. We were required to capture at least twelve images showing concepts such as line, shape, texture, space, value, color, balance, movement, contrast, unity/variety, emphasis, and pattern. Afterward, we created a presentation featuring these twelve photos, including definitions suitable for the grade level we selected. My partner and I decided to target K-2 students.

https://www.canva.com/design/DAGzLLFQG9M/_XcuYDiTlDndqT-RW3HCJQ/edit?

Extension activity - Students can take their twelve photos and create a visual story or theme using the elements of art and principles of design. They can arrange the photos in a sequence that tells a story or shows a connection between the images, then add captions explaining which element or principle each photo demonstrates. This helps students think critically about composition, storytelling, and how art concepts work together in real life.

These are my favorite five images. 

My space picture - Space in art means the area around, between, and inside things in a picture. It helps us know where things are and how big or far away they look.

My Spiderman painting hanging up in my room

My Shape picture -Shapes are the forms we see around us. They can be flat (like circles and squares) or solid (like balls and cubes)

A picture of a plant hanging in my living room.

My line Picture - A line is a long, straight mark that goes on and on in both directions. You can see lines in drawings, writing, and even in roads!

A pillow in my bedroom.

My Pattern Picture - Repetition means using the same shape, color, or line over and over. When you repeat something in a special way, it makes a pattern!

A blanket in my living room.

My texture picture - Texture is how something feels or looks like it feels. It can be rough, smooth, bumpy, soft, or hard.

A zoomed-up picture of a sparkly sign hanging in my bedroom.