Water Lily

 

Activity:

For this activity, students studied the work of Impressionist painter Claude Monet and explored the textures and colors of his famous water lily paintings. To begin, students taped down a piece of watercolor paper and used a wet-on-wet technique to blend shades of blue, purple, and green, creating a soft, pond-like background. While the paint was still wet, they sprinkled salt across the surface to add texture and visual interest as the paint dried. To build the 3D water lily, students used a green leaf and drew visible veins using blue and green crayons and markers and a white crayon. Next, they created the flower center by coloring one side of a pink paper strip with an orange crayon, cutting slits halfway down the strip, and rolling it into a spiral. They then drew, cut out, and shaped white flower petals to form a bowl-like base for the pink center (attached using hot glue). After assembling the flower, they glued it onto their watercolor pond to complete the scene and signed their names at the bottom corner. 

Extension Activity: 

I would have the students create a nature journal entry or mini art book focused on impressionism and plant life. Students could observe a real pond, garden, or outdoor space, sketch what they see, and try using impressionist techniques - like short brushstrokes, color blending, and light play - with watercolors or pastels. They could also write a short reflective paragraph describing how Monet captured the feeling or movement of nature instead of focusing on exact details. This ties in science through plant observation and habitats, and language arts through descriptive writing.

Printmaking

 

Activity: 

Students learned about the pop artist Andy Warhol and learned how repetition and bold color are key elements in his iconic style. Inspired by his floral prints, students began by drawing four different flower designs on small square pieces of paper. Each drawing was then transferred onto a piece of Styrofoam by placing the paper on top and pressing firmly, leaving and indented design. Using paint rollers, students coated their foam prints with vibrant pain and carefully pressed them onto blank sheets of paper to create a series of colorful prints. Once all four prints were completed, they were glued onto a larger piece of construction paper in a grid pattern, mimicking Warhol's repetitive layout. Students finished the project by signing their name in the corner. 

Extension Activity: 

I would have the students do a Pop Art Portrait or Object Series. We would build on Warhol's use of everyday subjects and repetition and students would choose a personal object (favorite toy, snack, or symbol) or even a self-portrait to turn into a new Styrofoam print. They would then repeat the design using different color combinations to explore how color affects mood and visual impact - just like Warhol did. To add in subjects like history and language arts, students could write a short artist statement explaining their subject choice, color decisions, and how their piece reflects the pop art style. 

Northern Lights

 

Activity: 

For the Northern Lights activity we started out with an introduction and overview of auroras and how they form in Earth's atmosphere. Students then practiced four different watercolor pastel techniques on scratch paper. Using those techniques, they painted northern lights on black construction paper, experimenting with color and motion to mimic the glowing sky. Next, students used a second sheet of black construction paper to sketch and cut out a mountain silhouette onto their painted background and outlined the shape with white watercolor pastels. 

Extension Activity: 

I would have the students create a "Layers of the Atmosphere" visual journal page or mixed media piece. Building on their understanding of auroras, students would research the Earth's atmospheric layers - troposphere, stratosphere, mesosphere, thermosphere, and exosphere - and create a layered artwork showing where the aurora occurs. Using watercolor, colored pencils, or collage, they can illustrate the layers, label them, and include facts about each one. 

Papel Picado

 

Activity: 

In this activity, students explored traditional Mexican folk art while learning about the cultural significance of Dia de los Muertos (Day of the Dead). To begin, students practiced drawing designs on scratch paper, using an outline to ensure the patterns would fit within the border of the paper. Once finished with their designs, students folded their brightly colored tissue paper and carefully cut along their lines, creating intricate, mirror-image cutouts when unfolded. This project helps students with fine motor skills and spatial awareness. 

Extension Activity: 

A great extension activity would be to have the students design a larger collaborative mural or banner incorporating individual papel picado pieces. Each student could create a piece that represents something meaningful to them - such as a symbol of a family tradition, heritage, or memory - and write a short reflection about its significance. To tie in literacy and social studies, students could research and present on how different cultures honor their ancestors or celebrate the lives of those who have passes, comparing traditions like Dia de los Muertos, Obon, and All Saints; Day. I would also use exacto knives instead of scissors depending on the age of the students. 

Clay Flowers

 

Activity: 

For this activity, students explored ceramic and clay techniques by creating a flower sculpture in a shallow paper bowl. First, they learned and practiced a variety of clay techniques - such as wedging to remove air bubbles, and coil, slab, pinch, adding, subtracting, and slip and score methods to shape and attach clay securely. Once familiar with these techniques, students rolled out slabs and carefully constructed individual flowers using at least 2 different methods to add realistic texture and dimensions. The flower was then shaped into a shallow paper bowl. To ensure each student got their own sculpture, students engraved their name on the back of the slab before placing it into the bowl to air dry. 

Extension Activity: 

Students would explore the connection between botany and art by studying real-life flowers or plants to use in their designs. This activity would encourage the students to research various flower or plant species, focusing on the structure, petal arrangement, symmetry, and texture. Using their findings, students will create a second clay flower that is scientifically accurate, applying techniques such as adding, subtracting, and engraving to mimic realistic features. Once complete, students can present their flowers to the class; explaining the specific plant they chose, how its anatomy influenced their sculpting process, and the difference between their interpretation, and the real flower. 

Watercolor Flowers

 

Activity: 

Students first explored basic watercolor techniques by dividing a blank sheet of watercolor paper into four sections and experimenting with different methods, such as blending, gradients, and crayon resist. Once familiar with the techniques, they moved on to a new blank sheet to create a room scene. Students began by drawing the lines to represent the walls and floor, then added a central vase filled with flowers on top of a stand. After sketching their designs, they outlined the major shapes and patterns with black sharpie to create bold definition. Next, students used watercolors to paint their composition, applying their previously practiced techniques. To add extra visual interest and variety, each wall and the floor included unique crayon patterns that resisted the watercolor paint, resulting in rich textures and layered effects. 

Extension Activity:

For an activity that incorporates art and math, students can take on the role of an interior designer by redesigning their watercolor room with a specific theme or client in mind - such as a jungle-themed bedroom, an artist's studio, or a cozy reading nook. Before beginning their new design, students will plan the layout using simple ratios to ensure mathematical accuracy in the scale of their walls, furniture, and floor patterns. For example, they might determine that the wall height is twice the height of the table, or that the window takes up one-third of the back wall. Using rulers and light grid lines, students will sketch out proportionate elements before applying watercolor techniques and crayon-resist patterns to bring their vision to life. This cross-curricular activity reinforces concepts of measurement and proportion while encouraging creativity and real-world problem solving through art. 

Nature Landscape

 Activity:

In this art activity, students used layering and mixed media techniques to design a unique landscape scene. Each student started with two pieces of construction paper - the base sheet and one to create their chosen landscape shape. After sketching and cutting out their landscape silhouette (such as mountains, hills, dessert cactus, or underwater scenes), students set it aside to build their background. 

Using the full sheet of construction paper, students applied clear paint and layered small pieces of colored tissue paper to create expressive, colorful backdrops. These backgrounds represented a variety of scenes, including northern lights, underwater settings, and sunsets or sunrises. Once dry, students used watercolor pastels or white crayons to add details such as start, light reflections, or secondary designs. Finally, they glued their cut-out landscapes onto the background to complete the composition and signed their name to personalize the piece. 

Extension Activity:

As an extension of the tissue paper landscape collage, students will create a series of two or three additional artworks that represent different times of day or seasons of the year. Using the same mixed media process - tissue paper layering, landscape silhouettes, and pastel details - students will explore how color, light, and atmosphere change depending on the environmental setting. For example, a winter night scene might include cool blues and purple with snowflake-like accents, while a summer sunset might have warm oranges and soft shadows. This activity allows students to build on their artistic skills but also connects to science concepts such as the Earth's rotation, seasonal cycles, and the way sunlight interacts with the atmosphere. By observing and reflecting on how light and color vary in nature, students gain a deeper understanding of both artistic expression and natural phenomena. 

Stained Glass

 Stained Glass 

Students were given a blank piece of paper that they split into 4 squares. The students were then able to draw 4 different designs using a pencil. After they were finished with their designs, they picked their favorite to copy onto a full, blank sheet of paper. They then traced their design onto a piece of translucent paper with a black sharpie. (Taking care not to smear the sharpie) Next, students were instructed to color in part or all of their design using at least 3 different colored sharpies. (I used light green, dark green, and blue) 

Extension Activity: 

Students will participate in a color theory experiment to explore how colors interact when layered. Each student will begin by creating a second copy of their original design on a new sheet of translucent paper. They will then use a different combination of Sharpie colors - such as warm colors, (red, orange, yellow) or cool colors (blue, green, purple) - to fill in the shapes. Once their designs are complete, students will experiment by placing their colored transparencies over different backgrounds, such as white paper, black paper, or foil, and observe how the appearance of the colors changes. They will also have the opportunity to layer two or three translucent designs together to see how overlapping colors blend or create new shades. After the exploration, students will discuss or reflect on their observations, considering how color choices and background surfaces affect the mood, contrast, and visibility of their artwork. Students can be given an observation sheet to use while experimenting. 

Hidden Safari

 

Students are given a blank sheet of paper. On the paper they draw an animal that they would see on a safari using a light blue colored pencil. There are printed outlines of the animals that the students can use as examples for their drawing. They use the upside-down method to students focus on lines and what they see instead of the animal. Then using warm colors (red, orange, yellow) crayons the students cover the paper with patterns, including the animal. There should be at least 3 different types of patterns covering the page. Then using a red film paper and a piece of construction paper the students make glasses that they can then use to see their blue animal. The red film cancels out the warm colors and students are able to see the cool colors. Next, the students have to write 3 clues for their hidden animal on a notecard. Lastly, the students need to write their name on the bottom of the paper. 

Extension Activity: 

I would use this activity in conjunction with a geography or science lesson. I would have students draw different animals found in specific geographic locations. Another option would be to reverse the color. The animal could be drawn in a warm color and the pattern would be drawn in cool colors.