Clay Frogs

 Description: 

For this project we created a frog and a lily pad out of clay. We started by rolling out our clay using leveling boards to create an even slab of clay. Then we used a cardboard template to cut out our lily pads. Next, we started making our frogs. We rolled our clay into a ball and cut it into 2/3rds. We used the bigger piece to make the body of our frog. Then we rolled the rest of our clay into a long snake-like log. We cut two longer pieces for the legs of our frog, two medium pieces for the eyes, and four small pieces for the feet. Then, we scored the body and the pieces to attach everything to the body. We also used a small amount of water to sort of "glue" everything together. Then we created the details on the face, and feet. Finally, we painted the frog and the lily pad. 

Extension Activity: 

To incorporate language arts. students could write a short story about their frog. Before they write the story, they could do some research on frogs including how they live, what they eat, etc. This could help create a science tie-in to the lesson. They could then include some characteristics of the frogs in their story that they write. If the teacher is currently focusing on informational writing, the students could instead write a report on frogs. If the students are older, they could even focus on a particular species of frog. 

Skyline Print Making

 Description: 

For this project, we created a skyline using printmaking techniques. First we started by painting the sunset background using watercolors. We used the wet-on-wet technique to create a more authentic sunset look on the watercolor paper. Then, we set these aside to dry. While our sunsets were drying, we started making our print. We used a piece of paper the same size as our foam plate to create a skyline of our choosing. The only requirement was that it had 3 structures. Then, we taped our paper to the foam printmaking board and traced the design again using a lot of pressure. After this, we took the paper off and traced the outline on the foam plate one more time to make sure everything was pressed really well into the plate. We then took black printmaking ink and rolled it onto the foam using a brayer. We first pressed this design on a piece of scratch paper to make sure that it was going to work correctly. Then we covered the print with black printmaking ink one more time and pressed the plate onto our sunset background. 

Extension Activity: 

To incorporate social studies into this project students could learn about different groups of Native Americans and create a "skyline" project depicting different villages or settlements of Native Americans and what their houses or other structures looked like. They could also present these to the class and include a PowerPoint presentation talking about the Native American group that they researched. 

Paper Earth Project

 Description: 

For this project, we talked about Earth Day and how to use recycled materials in art. The materials we used were cardboard circles, green tissue paper, glue, cotton balls, blue construction paper, and continent stencils. First, we took our cardboard circles and traced the continents onto them using a pencil. Then, we used blue construction paper that was cut into small squares and glued them all around the circle, but left the space with the continent tracings that we had done blank. Next, we took green tissue paper and rolled it into little balls and glued it onto the cardboard in the continent outlines. After we had finished making the oceans and the continents, we stretched out white cotton balls and glued them on to make them look like clouds over the earth. 

Extension Activity: 

To incorporate math and science, students could go outside and collect as much litter as they can find. Then, they can bring it inside and sort it into piles like plastic, paper, tin, etc. Then, they could create a graph or chart comparing all of the litter that they collected. 

Watercolor Painting

Description: 

For this project we created an underwater sea scene using watercolor paints, saran wrap, salt, and crayons. We started by practicing on a piece of paper with a variety of different techniques. We used wet-on-wet, watercolor with salt, watercolor with saran wrap, and crayons with watercolor. We also practiced drawing different sea animals. Then, we moved on to a project that combined all of these different techniques. We used the different techniques that we had learned to create an ocean scene. We first drew our animals and other things with crayon and then used watercolor. I even used the salt and saran wrap technique in my painting. 

Extension Activity: 

To incorporate science, students could learn about a variety of different animals in the sea and how they all interact with each other as part of a science lesson. Students might create a diorama of an ocean or be asked to write a report on a specific animal of their choice. 

To incorporate social studies, students could learn about different oceans and the animals that live in them around the world. They could also learn about how people interact with the oceans and use the oceans and the animals in it for survival. 

Pumpkin Drawing

 Description: 

For this drawing activity, we made a pumpkin using oil pastel, black marker, and glue. We started by practicing on another piece of paper for how to create the pumpkin. Then, once we had an idea of how to create it, we drew the pumpkin on a piece of black construction paper. We drew the pumpkin first in pencil and then outlined it in black marker. Then we drew a moon and added a grassy patch around the pumpkin. Next we started with our light colors for the moon and pumpkin and shaded the bottom left of the pumpkin to create the illusion of a shadow. We then colored our sky, added stars to the background, and colored our grass. Lastly, we added glue over the black marker lines to give our drawing a sort of 3-D effect. 

Extension Activity: 

I could bring in a real pumpkin for my class to base their drawings off of. Then, once we have completed our drawings, we could cut the pumpkin open and scoop out all of the seeds. After the seeds have been cleaned, I could bake them, and students could use them as manipulatives for a Halloween themed math project. 

I could also have students pretend their pumpkin that they drew has come to life and they need to create a story about their pumpkin and an adventure that it goes on.

Hidden Safari

 Description: 

For this activity, we started out by creating glasses with red film that were kind of like the 3-D glasses you get at the movie theater. We created these together as a class. Then, we practiced in our binders drawing different images upside down because it helps you look at the lines of the image instead of the image as a whole. Next, we choose an animal to draw for our project. We used a blue colored pencil and drew the animal upside down on a piece of white construction paper. Then, we used a variety of different warm color crayons like red, yellow, and orange and drew different patterns over the animal. When I had finished drawing different patterns in warm colored crayons over my animal, I glued the paper onto a larger piece of construction paper and used a notecard to write three clues about the animal hidden on my paper. At the end, I used my 3-D glasses that I had created and looked through them at my project to see through all of the warm colored patterns I had drawn. I was able to see the animal underneath much better through my glasses than I could without them. 

Extension: 

After students have finished the project, they could do some research on the animal they drew and create a PowerPoint presentation talking about their animal. They could even present the PowerPoint to the class in order to practice their public speaking skills.

Van Gogh Collage

 Description: 

For this project, we listened to a PowerPoint presentation about Vincent Van Gogh. The PowerPoint covered his life, how he became an artist, and the different kinds of art he worked with. The main piece that we discussed was his famous painting "Starry Night." We learned about different ways the aspects of his work and wrote down three things that we learned about him. When we started the project, I took a piece of black construction paper and different colors of tissue paper, mostly black, blue, and some white, and began gluing it down with clear acrylic glue. Once all of the tissue paper had been glued to the background and it had dried, I took some more black construction paper and cut out some skyscrapers in different heights. I glued these skyscrapers to the background and used a white crayon to make the outline of some windows on the skyscraper. I also used a white oil pastel to make some stars in the background of my project. 

Extension Activity: 

Because we were each allowed to make different projects with different backgrounds and other things added to it, I could have students do a science project discussing the different ecosystems that they created in their projects and the plants and animals that could be found in that ecosystem. 

Elements and Principles of Design

 Process: 

I took a variety of photos to represent the different elements and principles of design in art class. These different elements and principles included: line, value, shape, texture, space, color, emphasis, rhythm and movement, pattern, unity, contrast, and balance. I have included below 5 of the best pictures that I took, what element or principle I used them for, why I used each picture, and what my definition was for that element or principle. 

The above picture was taken a few weeks ago on my family farm. I used this picture for color. The picture has different values and intensities of blue in the sky and clouds. There are also different values and intensities in the green grass, field, and trees. I defined color as the following: 

Color is made up of three parts:

1. Hue is the name of the color, like red or blue. 

2. Value tells us if the color is light or dark. 

3. Intensity shows how bright or dull the color is. 

The above picture was taken at the brown county fair this year. I used this picture for rhythm and movement because the carnival ride in the picture was rotating and moving while I took the picture. If you know it's a carnival ride, movement is sort of a given. I defined rhythm and movement as the following: 

Rhythm is like a pattern in art that makes your eyes move around. It happens when you see the same shapes or colors repeating, and it can be smooth and regular or fun and surprising. 

Movement is how art guides your eyes around a picture. It helps you look at lines, shapes, and colors, leading you to the most important part of the artwork.

The above picture was taken by me of my little sister for her senior pictures on our family farm. I used the picture for Balance. On the left side of the picture is a silo on our farm and my sister is leaning off the silo into the right half of the picture to provide balance to the picture. I defined balance as the following: 

Balance is how the parts of a picture are spread out so it feels even. It can be symmetrical, where both sides look the same, or asymmetrical, where they are different but still feel balanced. There's also radial balance, where everything spreads out from a center point, like the rays of the sun! 

The above picture was taken outside of Krikac Administration Building looking across campus towards Graham Hall. I used this picture to show space. In the picture you can see what is closer to me: the tree and the small garden separating the walking paths. You can also see what is farther away: Graham Hall and part of the Student Center. I defined space as the following: 

Space is about how we see things in three dimensions: width, height, and depth. In flat pictures, it can look like things are deep and far away. Artists can show space in different ways, like making some things bigger or smaller, putting some things in front of others, or using special lines to make things look like they're going back. 

The above picture was taken along the western shore of the Missouri River in Pierre, South Dakota looking at the train bridge that crosses the river. I used this picture to show pattern. The trusses and structure of the bridge repeat in a regular pattern across the entire bridge. There is also the concrete and brick supports in the water that are all the same color and shape repeating at regular intervals across the width of the river. I defined pattern as the following: 

A pattern is when something is repeating over and over. It can be a set pattern that's planned, like stripes or dots, or it can be random and surprise us with different shapes and colors! 

Extension: One example of an extension project for this lesson could have students learn about texture and create a collage with different textures. The students could use a variety of different materials including tinfoil, cardboard, construction paper, tissues, paper towels, wrappers, and more to make a hands-on "touch and feel board". Once they have finished their creation, I might ask them to write a short description of the items they included and the texture they have. For example, they might say something like, "We used cardboard to make a bumpy texture." For older grades, I might tell them they need to include a certain number of different materials or that they have to have a specific number of materials that have a certain texture. I might also ask them to write more in depth about how they created their touch and feel boards.

"The Dot"

 

“The Dot”

There are a variety of ways I could use this book in my future classroom and have students make “dots” of their own. The first thought that came to mind was reading this book and providing students with paper and watercolors to paint their own dots. If I wanted, I could also ask them to write a short description of how their painted their dot to incorporate writing into the lesson. If the students are a little older, we could also incorporate math my measuring the circumference of every students dot and plotting them on a bar graph. Another fun way to incorporate art and math with “The Dot” would be to give the students a variety of supplies after reading the book and ask them to make a 3-D dot. I could incorporate math by talking about 2-D vs. 3-D shapes. The final idea I had was making jewelry “dots” with clay, beads, and other jewelry supplies. I could then incorporate social studies and talk about jewelry making in different cultures around the world. Because we live here in South Dakota, it would also be pretty easy to find a Native American bead worker to come in and talk to the kids. They could explain how they make the beads and the meaning behind all of the different kinds and colors of beads. Such a lesson would allow me to bring in a community member and might even open the door to other learning opportunities for my students. Overall, there are a variety of fun and different ways that I could incorporate “The Dot” into my future classroom and mix art with other subjects. These ideas were just a few that came to mind for me. I know there are so many different ways I could do it. In my future classroom, I might even ask for students input on ways they might like to make their own dots.

Footprint Introduction

This is my footprint introduction. For this project, we had to outline our foot and fill it with symbols and things that represent us. We were required to use at least 3 different kinds of media in this project. Here are what my symbols represent: 

Apple- Future Teacher; I used nail polish to color it because I enjoy makeup. 

Grass, Tree, Sun, and Cow- I enjoy the outdoors and my family owns a cattle ranch and farm. 

Paw Print- I like animals and I have 4 pets. 

Camera- I enjoy photography. 

Flower- I enjoy flowers and gardening. 

Book- I love to read. 

Stars- I like to stargaze and I enjoy watching movies. 

Yarn- I used two different "stitches" around the outside to represent sewing and cross stitching, which I enjoy doing.  

Extension Activity: Once students create their own footprint, they can write a short paragraph describing each of the symbols/elements they included. Then, they could present their footprints to their classmates and answer questions from their classmates about the symbols/elements they included. This would include both a writing and a speaking/presenting component. 

This is a picture of my footprint.