Art Activity: Self Portraits in a Round Format
Grade Level: Grade 5: (#25, A, obj. 1, 2, 5, 8, 10), (#25, B, obj. 1), (#26, A, obj. 1)
(#26, B, obj. 1, 2, 3)
Grade 6: (#25, A, obj. 1, 2, 3 5, 9), (#26, A, obj. 1), (#26, B, obj. 1,
2, 3)
Grade 7: (#25, A, obj. 1, 2, 3, 5, 9), (#26, A, obj. 1), (#26, B, obj. 1,
2, 3)
Grade 8: (#25, A, obj. 1, 2, 3, 5, 9), (#26, A, obj. 1), (#26, B, obj. 1,
2, 3)
Reference: Karen Ostrander
Materials: Pencils
Pastels
Newsprint paper
9” X 12” Drawing Paper- 6” circles drawn- to be cut later
Scissors
Q-tips
Mirrors
Magazines
Procedures: 1. Teach proportion of the head.
2. Demonstrate how to draw eyes, nose, mouth, and ears
3. Using magazine photos and newsprint paper, draw the model using pencils.
4. Using the round paper and draw the shape of their face and add a neck.
5. Using proportion, draw eyes lightly with pencil. Draw nose and lips, too.
6.
Highlight light areas on the face with white pastel.
7. Add shading to dark areas of the face using colored pastels.
8. Blend the highlights and shaded areas
together assigning a color for the face.
9. Add ears, if applicable.
10. When face is finished without hair, cut
the circle.
11. Demonstrate drawing of hair with
highlights and shading.
12. Matte using rubber cement.
************************************************************************
Grade Level: Kindergarten (#25, A, obj. 1, 2), (#25, B, obj. 1), (#26, A, obj. 2), (#26,
B, obj. 1, 2, 3, 4)
Grade 1 (#25, A, obj. 1, 3), (#25, B, obj. 1), (#26, A, obj. 1), (#26,
B, obj. 1, 2, 3, 4)
Grade 2 (#25, A, obj. 1, 2, 3, 4), (#25, B, obj. 1), (#26, A, obj. 1, 3)
(#26, B, obj. 1, 2, 3, 4)
Reference: Kim Zierke
Materials: 12” X 12” colored construction paper
Primary and secondary colors of tempera paint
Small flat brushes
Procedures: 1. Teacher paints a light dot in the center of the paper.
2. Through teacher demonstration, students will observe how to paint small lines around the dot like spokes, turning the paper as they go.
3. Choose a second color and do the same thing in between each spoke.
4. Using dots and lines make the design grow and radiate outward.
************************************************************************
Art Activity: Matisse Corner Room Drawing/Painting
Grade Level: Grade 3 (#25, A, obj. 3, 5, 6, 7, 9, 10), (#25, B, obj. 1, 2), (#26, A,
obj. 1), (#26, B, obj. 1, 2, 3), (#27, B, obj. 1)
Grade 4 (#25, A, obj. 3, 4, 5, 6, 7, 9, 10), (#25, B, obj. 1, 2), (#26,
A, obj. 1), (#26, B, obj. 1, 2, 3), (#27, B, obj. 1)
Reference: Kim Zierke
Materials: 12” X 18” white drawing paper
Pencils
Oil pastels
Watercolors
Procedures: 1. Demonstrate and draw the corner of a room using an upside down
“Y” line.
2. Look at the Matisse “Woman in Purple Robe” print.
3. Discuss pattern and how a seated figure looks.
4. Have a student model (perhaps with “dress-up” clothes) sitting at the front of the room.
5. Draw the student seated using a pencil.
6. Add a table to the room, a rug to the floor, and a picture on the wall.
7. Add line pattern to walls, rug, and floor with oil pastels.
8. Color in the person with oil pastels.
9. Fill the paper with color using watercolor paints.
************************************************************************
Art Activity: Pumpkins on the Vine
Grade Level: Preschool (#25, A, obj. 1, 2, 3), (#25, B, obj. 1), (#26, A, obj.
1), (#26, B, obj. 1, 2, 3, 4), (#27, A, obj. 5)
Reference: Julie Klopke
Materials: Orange tempera
12” X 18” construction paper- light blue, brown
markers
real pumpkins
Field trip to the pumpkin patch (pre-activity)
Procedures: 1. Visit, if possible, a pumpkin patch where pumpkins are growing on
a vine.
2. Discuss and touch a variety of different pumpkins and their vines.
3. Observe and discuss the colors and textures of the pumpkins and their vines.
4.
Discuss the God’s creation of the pumpkins.
5. Use markers to create a series of wiggly
lines for the pumpkin vines on the
construction paper.
6. Dip one’s closed fist in a plate of orange
tempera paint and use as a stamp to
create a variety of shapes resembling
pumpkins (small, tall, wide, etc.)
************************************************************************
Grade Level: Kindergarten (#25, A, obj. 1, 2, 3), (#26, A, obj. 1, 2, 3), (#26, B,
obj. 1, 2, 3, 4), (#27, A, obj. 1, 2), (#27, B, obj. 2)
Grade 1 (#25, A, obj. 1, 2, 3, 4, 5), (#25, B, obj. 1), (#26, A,
obj. 1, 3, 4), (#26, B, obj. 1, 2, 3, 4), (#27, B, obj. 2)
Reference: Kim Zierke
Materials: “Starry Night” Van Gogh print
Oil pastels
9” X 12” black or blue construction paper
“bat” cookie cutter (optional)
Elmers School glue
Glitter- misc colors
Procedures: 1. Look at and discuss the “Starry Night” print.
2. Have the students notice how Van Gogh painted the stars
and how they glow.
3. Make stars on paper with oil pastels. Demonstrate the use of dashed lines when making the stars.
4. Show the students how to make a crescent moon and show how to use this same dashed line procedure to make it glow.
5. Discuss and create the swirly lines in the sky using a variety of colors of oil pastels.
6. Explain how they should fill in all of the black/blue areas with the swirly lines.
7. Dip the bat cookie cutter in a pan of glue and stamp on the paper.
8. Sprinkle it with glitter.
************************************************************************
Art Activity: Abraham’s “Starry Night” (Van Gogh, too!)
Grade Level: Kindergarten (#25, A, obj. 1, 2, 3), (#25, B, obj. 1, 2), (#26, A, obj. 1, 2), (#26, B, obj. 1, 2, 3, 4), (#27, A, obj. 1, 2, 3, 4, 5), (#27, B, obj. 1, 2)
Reference: Mary Jane Boenker
Materials: “Starry Night” print
Yellow and white tempera paint
Small brush or Q-tip
9” X 12” blue construction paper
Procedures: 1. Discuss the pattern of the stars in “Starry Night”.
2. Try to count the stars in the print.
3. Discussion of God’s promise that Abraham would have
more descendants as stars in the sky.
4. Sing “Father Abraham” or other related songs.
5. Using one brush or a q-tip, dip into yellow paint and print spiral patterns on construction paper.
6. When yellow paint on brush or q-tip runs out, dip into either yellow or white paint and continue with the swirling patterns. The yellow and white paints will mix just as a symbol of God’s people.
7. Display all of the student “Starry Nights” in a circular form around Van Gogh’s “Starry Night” print to symbolize God’s family.
************************************************************************
Art Activity: Geometric Shape/Box Sculptures
Grade Level: Kindergarten (#25, A, obj. 1, 2, 3), (#25, B, obj. 1,2), (#26, A.,
obj. 1, 2, 3), (#26, B, obj. 1, 2, 3, 4)
Grade 1 (#25, A, obj, 1, 2, 3, 4), (#25, B, obj. 1, 2), (#26, A,
obj, 1, 2, 3), (#26, B, obj, 1, 2, 3, 4)
Reference: Cindy Wickboldt
Materials: Various sizes of recycled, “junk” boxes, tubes, etc.
Masking tape
Washable markers
Crayons
Acrylic paint- misc. colors
Brushes
Procedures: 1. Have the students use at least ten different boxes, tubes,
etc.
2. Arrange the boxes and tubes together so they are touching.
3. With teacher assistance, tape the boxes and tubes together.
4. Use crayons, markers, or paints to decorate.
5. Often themes such as robots, imaginary figures are formed and discussed.
************************************************************************
Art Activity: Yearbook Cover Design
Grade Level: Grade 8 (#25, A, obj. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13,
14), (#25, B, obj. 1), (#26, A, obj. 1, 3, 4, 5, 6),
(#26, B, obj. 1, 2, 3), (#27, A, obj. 1, 2, 4, 5, 7)
Reference: Karen Ostrander
Materials: Markers
9” X 12” Construction Paper
Newsprint
Scissors
Pencils
Glue
Photo Shop Elements (a computer program)
Procedures: 1. Discussion of qualities of advertisement and design.
2. Look at past yearbooks.
3. Discuss what is good about the previous designs and possible improvements in the designs.
4. Discuss the items that could be found on the cover of a yearbook: school colors, symbols, name of the school, year,
school theme/Bible verse.
5. Using newsprint, the student make four preliminary
designs.
6. Teacher and student critique the designs together. They will decide which design elements will be used in their final design.
7.
Students use colored paper, markers, glue, etc. to
complete their final design.
8. Peer voting can be used to help select the
cover which will be used for the
yearbook.
9. The final design will then be created on
the computer using Photo Shop
Elements. The fonts, color, size
relationships are all finalized using this
program.
************************************************************************
Grade Level: Grade 2 (#25, A, obj. 1, 2, 3, 4), (#26, A, obj. 2, 3, 4, 5, 6),
(#26, B, obj, 1, 2, 3, 4, 5), (#27, A, obj. 1, 3), (#27,
B, obj. 1, 2)
Grade 3 (#25, A, obj. 2, 3, 4, 5, 6, 7), (#26, A, obj. 2, 3, 4, 5,
6), (#26, B, obj. 1, 2, 3), (#27, A, obj. 1, 3), (#27, B,
obj. 1, 2)
Reference: Karen Ostrander
Materials: Moist clay
Rolling pins/PVC pipes/hard paper towel tubes/Pringle cans
Towel
Small sponges
Clay texture tools/items
Knife
Misc. lids from coffee cans, Cool-Whip containers, etc.
Misc. armature items (strawberry basket, rock, cups, etc.)
Paper towels
Plastic bag
Glaze or acrylic paint or shoe polish (paste type)
Procedures: 1. Student gets clay.
2. Roll out the clay between two towels to form a pancake (@ ¼” thick)
3. Lay plastic lid on clay and cut out a circle.
4. Student uses damp sponge to smooth outside edge.
5. Student adds texture to the surface using any texture tools/items.
6. Cover armature with paper towels and carefully center the clay circle over it to form a bowl/pot. The textured surface will be facing in.
7. Crosshatch in three areas on the clay surface (bottom) and add a little bit of water to the crosshatch to make “slip”.
8. Roll three small balls (gumball size) of clay and attach to the slip.
9. Allow to dry.
10. Fire in the kiln according to the kiln and clay directions.
11. Apply two coats of glaze or paint with acrylics or shoe polish.
12. Discuss how pottery is used around the world, both past and present.
************************************************************************
Grade Level: Preschool (#25, A, obj. 1, 2), (#26, A, obj. 1, 2, 3), (#26, B,
obj. 1, 2, 3, 4)
Reference: Julie Klopke (St. Peter, Arlington Heights)
Materials: 1” X 9” strips of construction paper (yellow, orange, red, brown)
Small paper bowls
Scissors
9” X 12” paper
Markers
Glue sticks
Real cobs of Indian corn
Procedures: 1. Using the 1” X 9” paper strips and scissors, encourage the
children to snip the paper into small pieces. Collect the
snipped pieces in the paper bowls.
2. Look at, feel, and describe what Indian corn is like. Discuss its shape and textures.
3. Encourage the children to draw the long, oval shape of the Indian corn using markers and the 9” X 12” paper.
4. Glue & collage the snipped pieces of paper on to this shape so it resembles kernels of Indian corn.
************************************************************************
Grade Level: Preschool (#25, A, obj. 1, 2, 3), (#26, A, obj. 1, 2, 3), (#26, B,
obj. 1, 2, 3, 4)
Reference: Julie Klopke (St. Peter, Arlington Heights)
Materials: 12” X 18” brown construction paper
9” X 12” misc. colored construction paper
9” X 12” white construction paper
Red balloons
Markers
Glue sticks
Procedures: 1. Look at a variety of turkey decorations and books (3D and
2D). Discuss and feel the textures and shapes of the turkey
body.
2. Have the students draw a large turkey body (oval or
rectangular shape) on the 12” X 18” brown paper.
3. Have the students draw and cut out a variety to feathers out
of misc. colors of construction paper. Glue the feathers on to the turkey body.
4. Have the students draw and cut out a turkey neck/head. Glue the head to the body.
5. Use markers to decorate the facial features on the turkey head.
6. Glue a small red balloon on to the turkey head for its “waddle.”
7. Discuss what a turkey might say to you on Thanksgiving. Have the children dictate these words as an adult writes them on a “cartoon word bubble”, which is made by cutting a “bumpy” oval shape out of white paper with scissors.
************************************************************************
Grade Level: Preschool (#25, A, obj. 1, 2, 3), (#26, A, obj. 1, 2, 3), (#26, B,
obj. 1, 2, 3, 4), (#27, A, obj. 2, 3, 4), (#27, B, obj.,
2)
Reference: Julie Klopke (St. Peter, Arlington Heights)
Materials: Brown lunch bags
Model Magic (misc. colors)
Tacky Glue
Procedures: 1. Discuss the traditions of Thanksgiving in America.
2. Introduce the cornucopia, or the “horn of plenty” as a
symbol of Thanksgiving in the United States. Show a real cornucopia. Discuss and feel the shapes, textures, and smells of a real cornucopia.
3. Brainstorm a list of items that the students would like to see
in a cornucopia.
4. Show how to make a brown lunch bag to paper cornucopia.
Turn the edges at the opening of the bag down 2-3 times to make the opening of the cornucopia and twist the closed end to make the point end of the cornucopia.
5. Use colored model magic to mold various fruits, vegetables, flowers, etc. that they would like to fill their cornucopia. Glue them to each other and in the cornucopia.
************************************************************************
Grade Level: Preschool (#25, A, obj. 1, 2, 3), (#26, A, obj. 1, 2, 3, 5), (#26,
B, obj. 1, 2, 3, 4)
Reference: Julie Klopke (St. Peter, Arlington Heights)
Materials: Rubber gloves
Tempera paint (misc. colors)
Dowel rod (at least 18” long)
Cardboard box (at least 14” W, 14” H, 12” D)
Rubber bands
Safety Pin
12” X 9” construction paper (light colors)
Procedures: 1. Visit or at least discuss the animals on a farm. Brainstorm
a list of these animals.
2. Discuss cows and dairy farms and their purpose.
3. If visiting a farm, strive to see a demonstration of a dairy
cow being milked.
4. Fill the rubber glove tempera paint (2/3 filled.) Close the
open end of the rubber glove with a rubber band.
5. Cut the top off of the box. On one side of the box, cut away half of the side, so a student can reach into the box from that side.
6. Attach the dowel rod through both sides of the box (@ 2” from the top). The dowel rod should look like a rod in a closet, which hold clothes. Attach the paint filled rubber gloves to the dowel rod using rubber bands. Poke a hole at the end of each finger on the paint filled rubber glove.
7. Put 9” X 12” paper in the bottom of the box.
8. Allow the child to pull and squeeze on the paint filled rubber gloves fingers just like a farmer pulls on the udders of a cow to milk it. The paint should squirt onto the paper to make an abstract design.
************************************************************************
Art Activity: Record Player Art
Grade Level: Preschool (#25, A, obj. 1, 3), (#25, B, obj. 2), (#26, A, obj. 1,
2, 3, 4, 5), (#26, B, obj. 1, 2, 3, 4, 5)
Reference: Julie Klopke (St. Peter, Arlington Heights)
Materials: An old phonograph record player
Cheap, thin paper plates
Markers: thin and thick
Scissors
Procedures: 1. Discuss and demonstrate a variety of lines: thin, thick,
straight, curved, etc.
2. Turn an old phonograph record player on.
3. Cut a small hole in the middle of the paper plate.
4. Fasten the paper plate on the old phonograph by putting the paper plate on to the circular plate and fastening it on the peg in the middle of the circular plate (where records would normally sit.)
5. Turn the record player on to a slow speed and allow the children to hold their markers over it, making marks with the thin and thick markers. Do not press hard with the markers. Just holding them slightly above the phonograph so it just barely touches it, works the best. Experiment with this same process and different speeds on the phonograph. Use a variety of colors of markers. These paper plates with their many circular lines can be used in some abstract display or even for eyes for some giant paper animals!