My First Grade students looked at a short video about the Iditarod.
I demonstrated how to draw a dog and a sled. We also discussed the Northern Lights.
They could have as many or few dogs as they wanted.
My 1/2 combo students read a book called “Those Shoes”.
One of the teachers asked if we could draw or paint shoes.
Since we were doing Still Life this month, I brought in several pairs of sneakers (mostly Converse High Tops).
I set them in the middle of the tables for the students to draw from.
We did a lot of Still Life images this month.For Kindergarten, we did cupcakes. I use Staonal marking crayons for K’s instead of sharpies.
Staonal chunky black crayons are great for little hands and of course, hold up far better than a sharpie when used on a wet painting.
I demoed how to draw cupcakes and the different types of frosting tops. Then they chose to draw and paint one or more.
I like to show my youngest students how to draw something but leave up the composition and images up to them. For me, this allows them to learn how to draw while giving them the freedom to create an image as they see it.
I feel that this approach allows more creativity. I always tell them that they can follow along and draw what I draw or watch me first and then create their own.
Oh I love my little K’s! I had asked one of the K teachers what was happening in K so I could pick a fun lesson that related to the classroom lessons.
She told me her class would miss art the following day because they had a guest coming to school to talk to the kids about bees.
They had inadvertently planned a reverse field trip with an apiarist (bee keeper) during her class art time! Well, K’s missing art was a sad thing for me and for her so I invited them to join me into the art room that very day after lunch.
She was able to quickly re-work their afternoon schedule and I was able to squish them in between things for their 30 minute art time. I literally threw this lesson together in my head on my walk back to the art room after lunch. It was a win-win if there ever was!
Students used yellow paper and black crayon for the bees. We glued those on then they used a paper donation for the wings. It is paper for some sort of office machine-it came on a roll and is iridescent on one side and has the thickness of tissue paper-really fun for wings and jellyfish tentacles. After they glued on their bees, they added flowers in oil pastel to the black paper.
I did this project with our TK and Preschool Classes. I had mistakenly cut some colored construction paper too small and needed a way to use it up.
I showed the students a book called The Keeping Quilt by Patricia Polacco.
And we talked about quilts, patterns and how people look when they sleep.
I also showed them images of quilts.
I love all the different patterns and colors they came up with.
A few weeks ago some friends returned from Thailand and we talked about the Tuk-Tuk and how other countries have some really unique modes of public transportation. I presented images of jeepneys, tuk-tuks, autos, and rickshaws to the first graders.
I asked them, “What kind of terrific transportation would you have?”
These are just a few vehicles that they came up with.
There is a Chinese fable called The Frog in the Well. It is perfect for second graders who are learning about fables, folk tales and stories with morals.
The book I found has a great image by Roger Duvoisin.
I shared this with the students. They created perspective drawings as if you were looking up out of the well (like the Duvoisin image). They added turtles and frogs with green paper.
Years ago, my parents were members of Save Our Heritage Organization (SOHO), a group of individuals who work to preserve historic properties in our community.
My parents had a book called Images of American Architecture by Robert Miles Parker. they also have a lithograph by the artist. Those pieces were always favorites of mine.
Remembering the images drawn by Miles Parker, I did this line drawing lesson with my students.
Students looked at line drawings and photographs of Victorian houses. We discussed architectural components and they created these images in pen.
I have the pleasure of teaching two amazing K/1 combo classes. Many of the students have looped with their teacher. Some of them were at our school for preschool and I worked with them last year. I knew they could follow directions and that they would love to jump right into painting.
I liked the idea of masking tape resist and we tried it last year but it was an awful mess with paper ripping and gloppy color mixing. I wanted something that had a bit of that peel and reveal magic, so this is what we did.
For this lesson, the students were given a white paper with a sticky note stuck onto it. They were instructed to write their names on the white paper and move the sticky note anywhere they wanted to.
I gave them all the same directions-usually I write them down so I remember but today I did not. It is kind of like Simon Says. I saw the activity in a Monart book about 10 years ago.
Here is what I told them today. Draw a triangle; any size, anywhere on your paper. Draw a rectangle-any size anywhere on your paper. Draw three circles anywhere on you paper. They may be different sizes, they may be next to each other, it is your choice-you just must have three. Draw two straight lines-they must go off the page but can go any direction. Draw a loopy line that starts on one of your circles and goes off the page. Draw a zigzag line on your paper (forgot that with one class).
Once they finished drawing, they painted however they chose to. When dry, we removed the sticky note revealing a “secret” square. Pretty fun how they are all so different.
About 5 years ago, I was gifted large posters for the art room. One was an image of a painting by George Catlin.
Upon researching the artist, I learned that after the passage of the 1830 Indian Removal Act, Catlin wanted to preserve the heritage of the Native Americans. He lived with several different tribes, learned their languages, painted portraits and kept records of his visits. He never made any money. He tried to get the governemnet to buy his paintings but they never did. His debts were paid by Joseph Harrison whose widow donated the original paintings and a collection of artifacts to the Smithsonian.
For this lesson, I told the students a little bit about George Catlin and his work through a powerpoint presentation. The students used copies of vintage photographs of Native Americans for reference. The students sketched in pencil then filled in with watercolor paint.