Marbled Sightseeing

My partner and I did our activity with 2-D paper.  Our project included sketching the assigned place of interest  using a permanent black marker.  We then used shaving cream and tempera paint to create a marbled texture and dipped our completed sketches into the paint.  They turned out really well although a few students learned that too much texture mixes the paints too much and they got one sour color instead of marbled streaks of color. We displayed our finished projects in generally correct geographical positions on a bulletin.

The extension project we intended to teach was geography and tourism.  A teacher could also include a mathematical comparison of sizes or a historical timeline of the dates these were created.

Cool Colors Frog

This project was a combination of drawing, identifying cool and warm colors, and using lines, patterns, or shapes.  Each person was assigned a specific puzzle piece,color palette, and background and were then given the freedom to draw whatever they wished.  After we turned in the finished piece they were connected in the puzzles and displayed.  I choose to color a green frog.  I did most of the coloring with an oil pastel against the texture of the sole of my shoe.  The lines are mostly black with a few green to give them a pop.

The intended extension activity was to learn about the difference between cold and warm blooded animals. Unfortunately, there are many warm blooded animals with blue or green coats and many cold blooded animals with bright, warm colors.  The puzzle was a great way to expand the idea of the pattern and could be used with many activities.

Macrame

The target age for this particular lesson was 6th grade.  It think that is a great level for the interest but many students will already be familiar with Macrame by that time.  I think this could be done as early as 3rd or 4th grade.  Project requirements were to have a spiral shape, at least 3 beads, and be at least 3 inches long.  I am experienced with macrame and quickly made one long enough for a bracelet.  The final bead at the end was a way to hook the bracelet around my wrist.

Extending macrame into other subjects is particularly difficult.  Again a historical study of macrame could be employed (S.S.).  My mother made a macrame bracelet with industrial strength cord and wears it as an emergency preparation (FACS).  You could also discuss the making and history of beads (science).

Plaid Bunnies

I thought this was an adorable activity for very young students.  I doubt that their lines would be as straight as mine but they would love the bunny.  This was really simple, we were arranged by table, each table having complementary colors.  We all painted the warm color first then the cool color.  The teacher then read us a story, when the story was over we used a pattern to cut out the bunny form and glued him together.  A simple black marker let us complete the facial features and we had a wonderful spring decoration for mom to put on the fridge.

The integration that was presented in class was to learn about the common uses of plaid and to read a Language Arts story about a little girl who accidentally turned the whole world plaid.  Learning about different ways the create plaid especially weaving could give an extra aspect.

Spring Flowers

This project turned out better than I could have ever dreamed.  We started by taking a white or peach colored crayon or oil pastel to draw with.  Personally, I wouldn't use white because it's almost impossible to see and the peach turned out absolutely beautiful.  The hard part to this activity was that we weren't allowed to see what we were drawing.  Each of us stuck our utensil through a piece of paper that was about 3 X 6 inches which effectively blinded us  so we couldn't see what we were creating.  My flowers were supposed to be copies of the artwork of Georgia O'Keeffe, but they don't come very close to the original.  After completing our drawings we used very wet water colors to paint the entire page.  The idea was to ensure that there was no white remaining on our page.  The end effect was really pretty neat.

The integration which was presented in class was the study of the artist Georgia O'Keeffe.  Another idea with the flowers would be to have live flowers for the students to mimic.  This could be an ending project from a  science unit on parts of a flower.  It could also be changed so that you draw another type of object which gives limitless ideas for integration.  One that comes to mind is drawing musical instruments or tools that have changed history.

Hidden Safari

This was actually a lot more fun than I expected.  You start by drawing with a light blue colored pencil.  It is essential to use light blue.  We were all required to draw safari animals by turning the paper upside down and imitating an example.  I chose to do an elephant.  After completing the safari animal we then creating random patterns in warm colors to completely cover the page.  We kept adding patterns and colors until the naked eye no longer saw the blue elephant.  The magic of this activity is that by putting on red glasses you can see the elephant perfectly.  Unfortunately, my camera wouldn't take a good picture through the glasses so you can't see the elephant in this picture.

The natural integration of this project is Science, particularly habitats.  A book could also be read to accompany this activity thus integrating Language Arts.  The song "Going on a Bear Hunt" could be adapted and add a musical element to the project.

Story Book Page

This was one of the most creative and fun things we've done in class.  First we made our own "tissue" paper by thinning down tempre paint and splattering it onto 12 X 18 paper.  Next we designed a story book page as if it came out of the middle of a story.  We then used scissors or a razor blade to cut out each shape and glue them onto our page.  The end result is a beautiful collage.

This is automatically a link to Language Arts because it is part of a story, we read Eric Karle books because this is the method he uses to create his artwork.  It would be possible to make a lesson that required students to show awareness of habitat and characteristics of their animal characters, thus integrating a science aspect.