Gone Fishing

For the last peer taught lesson the theme was crafts. To start out we talked about geometric shapes and patterns. The teachers showed students how to create a few different shapes and how a pattern with the shapes and a different color for each shape would look. Then we got a paper plate that contained a large squared with 16 little squares drawn inside of it. We were asked to complete our pattern in those squares. 

When we finished our patter, we colored the boarder of the plate. Then we got a small triangle to color as the tail. Then we cut the mouth out and glued that as a fin. Next, we drew on gills and glued the tail on. The last step was to place a googly eye onto our fish. Once we were down, we went to the front of the class where the teachers had a background that showed a boat and a lake and took our pictures with our big catch! 

As an extension activity, I would have a water and sand table set up that included magnetic fish and a fishing pole where students could catch the fish during their center time in a preschool setting. They could be working on counting, sorting, or their fine motor skills. 

Paper Plate fish with patterns. 

Scrapbook Quilt

For this peer taught lesson, we focused on the use of paper. We were given some history of the look of patchwork quilts that members of the Lakota Tribe and people from the colonies make.  

We then were instructed to pick 8 pieces of 12x12 scrapbook paper that meant something to us. Next, we had to pick four of those and cut a 4x4 square out of them. Then we cut a circle out of the last four papers. After we had everything cut we glued the circle to the squares. Then we traced a 2x2 square on the back of the sqaures and cut out the small pieces. 

The next step was to create our quilt block by either matching up a piece from each square or putting the squares back together. We could also put all four squares together or leave a space in between them. I decided to leave all four squares back together because I didn't think that each of the small squares went together. I also decided to space it out. Once we liked the placement of our blocks we were able to glue them down. 

We were then instructed to decorate the extra white space around the quilt blocks. I decided to color each corner and do a squiggle tie in the middle. When we were finished we were asked to talk about each of our paper choices and why we chose them. 

As an extension activity, I would study different cultures that make patchwork quilts. Students could write in their journals like they were from a different culture or time period who really focused on patchwork quilts.  I would also talk about patterns in math class. 

My scrapbook patchwork quilt block

Name Painting

For this project, we were asked to create our name using different mediums. We started out by folding a sheet of white construction paper so that when it was unfolded there were 12 different squares. Then we glued six squares of colored construction paper (the orange paper on mine) so that the pattern alternated white and orange. 

We then were asked to draw our name or nickname using oil pastels in a different pattern. We could do any design or colors, but I decided to use navy blue squiggly bubble letters and then lime green normal letters. After we had all of the letters written out, we were asked to take out our watercolors. We had to create a secondary or intermediate color with the watercolor, so I created blue green and red violet. I also included a pattern in the way that I painted this by alternating the colors once again. 

As an extension activity for this project I would talk about patterns in math and use the students name paintings as examples. We could also talk about fractions and ask how many of the 12 squares each pattern are in and try to convert those into smaller fractions. 

My name painting. 

Pinch Pots

The next peer lesson was about clay so we made pinch pots. To start out we got a ball of clay in which we had to knead around. We then rolled it back into a ball and started pushing down with our thumbs in the middle of the ball. We continued doing this around in a circle to create the pot. Once we got the desired look, we took some water and used that to smooth out the pot as best as we could. We then painted it whatever color we liked. I choose to make a purple, but once it dried it was a lot darker than when it was wet. 

Then, we could either carve or paint symbols that represented our lives into the pot. I decided to paint and carve my symbols in so it was easier to see them. First I carved my symbols, and then I decided to paint them to make them stick out a little bit more. 

As an extension activity, I would have a social studies lesson about different cultures that make pinch pots, talk about the meanings behind them and what they mean to their culture. We can also map out where the different type of pots are located in the world. 

Inside of my Pinch Pot. 

Heart carved and painted on the side of my pot to represent the love I have for my family. 

Music Notes carved and painted on the outside of my pot to represent my love of music.  

Letters carved and painted on the outside of my pot to represent being a teacher. 

Quotation marks on the outside of my pot to represent my love  of quotes. 

Springtime Printmaking

The next peer taught lesson was about printmaking. To open this lesson the teachers showed us a YouTube video that had a song about spring time that we could sing and dance along to. Then we got a quick lesson about different types of printmaking. 

We then took out a piece of 12x18 construction paper and were instructed to draw something that made us think of spring. Once everyone had something drawn, the teachers showed us some of the different methods that we could use to paint our pictures. 

We got some paint and were told to go ahead and start painting our drawing using at least three different supplies to create different textures. I used a sponge, q-tip, marshmallow, and a sponge paint brush to create my textures. Once we were done painting we let it dry and then cut it out. My completed springtime printmaking is shown below, along with the bulletin board display of everyone's printmaking. 

As an extension activity, students could go on nature walk during science to see some of the things that appear in the spring. If they see something they can try to observe it closer to see some of the textures that are shown on it and try to copy that into their printmaking. 

My duck. 

Springtime Printmaking Bulletin Board

Melting Into Spring

This lesson was taught by myself and Morgan Lock. When we drew what type of project we had to teach, we got crayon and oil pastel. To start our lesson we had students go on a search around the room looking for plastic bugs that we had previously hidden. We then showed a clip from A Bug's Life and talked about some of the similarities and differences they see in bugs. 

To create our project we had the students pick up two pieces of folded wax paper and a file. We had pre-peeled crayons placed on each table for students to use. We instructed students on how to properly file the crayons so that they didn't hurt themselves while doing it. Then we let the students file as many colors as they wanted on one side of the wax paper.

When they were finished filing the crayons, they were instructed to fold the wax paper and carefully carry it over to the counter where we were waiting with irons to melt the crayons. We gave students the option of us leaving the iron on the wax paper and moving it around or placing the iron on their for a short amount of time, picking it up, and placing it on another spot. Both methods made the meltings turn out differently. 

Once the students let both of their meltings cool they were instructed to trace the bug template of their choice onto the wax paper or create their own bug. Once the bug was traced, they cut out the bug and glued it onto a piece of construction paper. They were then told to decorate their bug with oil pastel, sharpie, or pieces of other crayons markings. 

Students could make one or two bugs. Once they were completed they were asked to evaluate themselves on their work. We then took the bugs and hung them up on a bulletin board. The theme of our board was "We're Melting into Spring." Multiple photos of the bulletin board are posted below. 

As an extension activity I would take students outside on a bug hunt during science to see if they could find any of the bugs they created. We could also learn about different types of bugs and what makes them different. 

This is one of the bugs I created. 

This was another bug I created. 

This was our bulletin board display. 

Closeup of the left side of the bulletin board. 

Closeup of the right side of the bulletin board. 

Yarn Balloon Eggs

The next peer taught lesson was one where we created yarn balloon eggs. I have seen this on Pinterest many times and was very excited to be able to try this. To introduce this lesson, they used the book Sir Cumference and the Dragon of Pi. I thought this was a great way to introduce this lesson because one of the things we had to focus on once we started the project was wrapping yarn around the circumference of the balloon. 

To start the project we had to pick what color yarn we wanted to use. I decided to grab the blue and brown yarn because it was very neutral. We then had to blow up a balloon. We got a mixture of 60% water and 40% glue in which we were supposed to drag our yarn through and then wrap the yarn around the balloon. We were reminded to focus on the circumference many times throughout the lesson. 

Once we believed a majority of the balloon was covered, we placed the balloon in a cup to dry. Once the yarn was dry, the peer teachers popped the balloon. The glue on the yarn allowed it to keep its shape so the teachers could create their bulletin board display shown below. 

As an extension activity, students could take their yarn eggs to math class and try to figure out the actual circumference of their egg. They could also bring other items to class to measure the circumference of those things too. To incorporate the yarn again, they could wrap the yarn around the different items and then measure how long the yarn was to help them see the visual of circumference. 

Blooming Into Spring

This was the first peer lesson that was taught. The title was Blooming into Spring. We were taught how to create a crayon resist flower. To start the lesson off, the teachers gave us definitions of some of the vocabulary that was to be used that day. They also gave us examples of Gloria O'Keefe's  work, which included beautiful, full displays of flowers that took up, and sometimes went over, the whole canvas. This was to be our inspiration for our project. 

We were instructed to use oil pastel to create a flower that filled a 9x9 piece of paper. We were told to fill the paper as much as possible without being scared to make the flower run off the page. It was also suggested to press hard while using the oil pastels so that when we painted over it, they could still be seen. 

I decided to draw a sunflower because it is my favorite flower. I started out by drawing a large brown circle in the middle. The circle was surrounded by a smaller orange circle. I then drew on the yellow petals and smeared the orange and brown up into them. 

Once we were finished with our drawing, we got some watered down black tempera paint. We had to quickly paint over our flower, following the direction of the petals. When we finished painting we had to use our fingers or a paper towel to rub off most of the paint. We once again had to follow the direction of the petals. We could take off as much or as little as we wanted. 

As an extension activity, this technique could be used after writing letters to someone in the past in a social studies class. Once the letters are written, it would be cool to paint over it to make the letters look old and weathered. You could also be learning about different types of flowers and parts of a flower in science while this project was done. 

Hidden Safari

This activity was very hard for me because I am not very good at drawing and this took a lot of drawing. It really caused me to focus and try my best which is all we can ask for in our students! 

To start out, we created ruby red glasses. We took red construction paper and using a template, we traced and cut out the shape of glasses. We also got a sheet of red film or plastic, that we glued to the construction paper. These created our ruby glasses in which we would use later to be able to see our animal. 

In order to create a safari theme, we were given a packet of animals that we would see on a safari. We were instructed to pick an animal of our choice and draw them lightly in sky blue pencil. To make the drawing a little easier, we turned our animal outline upside down. We were instructed to draw the animal upside down. By drawing the animal upside down, it makes our brains focus on the line itself not the whole picture, which allows us to break it down a little more. 

Once we were done with the drawing of the animal, we then had to choose three warm crayons that we wanted to use. We were using these to draw patterns on top of our animal. We had to draw a different pattern with each color. We started with the lightest color (yellow) and moved to the darker colors (orange and red). Drawing these patterns on the top of the animal hid our animal. The only way you could see it is if we put on our ruby red glasses! 

Once our patterns were complete and our animal was hidden, we were instructed to write three clues about our animal so that if someone walked by them they could guess what animal it was without seeing it first. 

My three clues were: 1. I am a medium sized cat who lives in Africa and Asia. 2. I have gold fur and dark spots. and 3. I like to hang out in trees. I drew a leopard! 

Once our drawing and note card were completed, we glued both of them to a 12x18 sheet of construction paper to create a boarder around it and make the project easier to hang up. 

As an extension activity, students can study safari animals in science to see the similarities and differences compared to animals we see every day. They could also study where these animals are located in the world and create a map with each animal placed in the right spots on the map in a social studies class. 

Eric Carle Collage

This week we were inspired by Eric Carle. We started by watching a video of how he creates his books. He starts by painting his own colored papers using many different techniques. As those are drying, he draws out a scene for his books. He then places the scene he just drew on top of the colored papers he painted. He uses an Exacto knife to cut out the different pieces and then uses the original drawing paper as a template of where that piece goes on a blank sheet of white paper. I thought the video was very interesting and would be a great way for kids to get inspired and motivated to create their own collage.

After the video was done, we were able to create our own colored papers. We got 12x18 sheets of paper along with red, blue, yellow, white and, black paint. We were then instructed to create our own colors in which we could use to paint our own papers. We could also use many different textures in our painting. We had to paint the paper with water first and then we added the paint. I started out by making a purple which you can see ended up becoming the background to my picture. I also painted a sheet of paper brown to make the owl shown above. As we let the papers dry, we began sketching what our scene would look like.

Once our sketch was finished and the papers were dry, we were able to start creating our scene. To start the process, we cut out the pieces of our scene using an Exacto knife. Then we placed those pieces over the colored paper that we wanted to use and then cut them out. This step took a lot of patience because we had to cut each piece out of the template and then cut it out of what color we wanted.

We then placed the pieces where we wanted them on our white sheets of paper and glued them on when we liked where they were. Once they were all glued the scene was almost complete! I also added oil pastel stars and a fence post to my collage. The last step was to add a sentence to our scene. My story was about Timothy the Owl. The sentence I chose was, "Timothy the Owl was in charge of watching over the night sky."

There are many different ways to extend this activity. I would do a whole Eric Carle unit in which we would read a lot of his books and do different activities with them. For The Hungry Caterpillar, we could collect caterpillars and watch them turn into butterflies in the classroom as a science activity. We could also read,  The Little Cloud, and talk about different clouds that we see. We could create a cloud scope in which students can hold it up to the sky and see what type of cloud they are looking at. This would also we a science activity. 

Starry Night Tissue Paper Collage

Final product!

This collage was inspired by Vincent Van Gogh’s Starry Night. Van Gogh was known for his abstract work using line, movement, color, and other elements and principles of design. We were assigned to create our own Van Gogh type collage using tissue paper. The directions were to take a 12x18 sheet of construction paper and add as much or as little tissue paper, however we wanted, to represent Van Gogh’s Starry Night. We then painted a gel medium on top to make the glossy look. Once it dried we had to add a landscape to it. I decided to do a wire fence to make it look like a field and stream behind the fence.  I used brown construction paper to make the fence posts, black pipe cleaners to represent the wire, twisted pipe cleaners to represent the barbed wire, and I had a cowgirl leaning against one of the fence posts. I also used my black oil pastel to rub a darker sky in the background. I then drew different lines and swirls using a sharpie and oil pastel to show movement like you see in Starry Night. 

Picture of the gel medium, tissue paper, and rubbed oil pastel background. 

Close up of the tissue paper, gel medium, and oil pastel background. 

Picture of the collage with the landscape added...not quite finished!

In the world of an Elementary education or Special education teacher, the two words, art criticism, can be very scary. Art criticism is the term used when writing and thinking about artworks. In Chapter 22. it discussed art criticism and stated that even if the teacher knows only a little about a piece of art, such as who made it, its medium, where or when it was made, student's can still learn as long as an attitude of questioning prevails. Three questions that could get a students mind rolling are: 1. What is it?, 2. What does it mean?. 3. What it its value?

An extension activity that can be used for criticizing art is to play an observing game. One student will face away from the rest of the class and have to describe the piece of art they are looking at. The rest of the class will close their eyes and imagine what the student is saying. They can either just think about it or draw it out. After a few minutes turn the piece of art around and see how different each students envisioned what they were told. 

Elements and Principles of Art.

This piece of artwork found in my roommates room shows radial balance because the design starts in the center and moves out. 

This bulletin board border is a great example of color because there are so many different  hues. 

This shower curtain shows a random pattern of circles. 

This wall in the Barnett Center shows texture. 

Footprint Project

For this activity, have the students trace their foot or shoe onto construction paper. Next give them all types of media; crayons, markers, paper, magazines, paint, ribbon, pictures, etc., to tell a story about their life. Explain to the students that the point is to use this to tell a story about themselves. On my foot I have nail polish because I love painting my nails; I made the  biggest bottle of nail polish purple because that is my favorite color. I also included post-it notes because I have many different types and colors and use them all the time. On each post-it note is one of my favorite quotes because quotes mean a lot to me. I find new ones all the time and really use them as motivation. The picture is of my cousin Danny who inspires me every day in many different ways. I also included part of a Dr. Pepper Label because it is my favorite drink.

There are many extension activities that could go along with this project. You could have the children do a footprint for each person in their family and introduce themselves that way. You could also give the student a character in a book or a famous person in history and have them create a footprint of what that person's life was or is like. Another way would be to compare the students interests and make a bar graph to show the class how similar everyone really is.