Process Art Masks for Toddlers


With Halloween coming up there so many cute Halloween craps out there. I wanted to do something with these Do a Dot markers that we received in the mail recently from Melissa and Doug. I also want it to be a process art activity where the boys would have total freedom and creativity.

I settled on the idea of making masks. It could combine collage, paper crafts, wearable art, and the markers.  


I have to say I was really excited about these Do a Dot markers because not only are they easy, non-toxic, and come in a variety of colors -even silver! The green box has fruity smells to the markers! The boys really enjoyed that!

To make the masks I simply cut out a face shape from white card stock. Then I gave the boys the markers to choose colors from and they began making their dots.


After they finished making their dots I gave them red pom-poms and googly eyes to add details to their masks.  For this step I did most of the gluing, however I did allow them to experiment holding onto the glue bottle and trying to squeeze out some glue.


After that they added the hair I cut out of yellow card stock to the back of their mask.

Often times when making crafts and art projects with little kids adults feel the need to steer children in a direction towards a finished product. The great thing about process art is that there is no definitive look to a finished project. The child can create their project however they wish-this gives younger children a lot more self-confidence in their decision-making while creating art. This self-confidence can aide children in continuing to be creative down the road whether it’s in visual arts, music, or writing.

The next time you do a craft or art lesson with your child consider letting them take the reins. Maybe they’re making a self-portrait and their lips are painted on their foreheadand their eyes go on their chin, that’s fine. Pablo Picasso did that after all!

Chagall Windows Lesson Plan

I am fortunate enough to have visited the Chagall Windows in Jerusalem’s Hadassah Medical Center twice.  Upon entering the room with the windows you are surrounded by radiant light illuminating Chagall’s masterpiece telling the story of the Twelve Tribes of Israel. This lesson is a collage project that can be completed by children ages 7-10.

I have included in the resources a book from my favorite art historical book series Getting to Know the World’s Greatest Artists by Mike Venezia.  He combines cartoons and accurate art historical information in a way that can be used by students of all ages.  When reading his books I typically break them up into 2-3 readings depending the age group.  I have found his books through Amazon, my local library, most school libraries, and Barnes and Noble.Marc Chagall was a Russian Jewish artist who experienced life in the shtetl as a small boy.  A shtetl is a word used to describe  segregated, impoverished villages in Russia.  The shtetl often experienced raids from the Russian army and Chagall experienced anti-Semitism in his life there.  To create these windows in Jerusalem after Israel became a country, was a great honor for him.  He was very proud of his heritage and had great hope for his people.

 

Chagall Windows

Grades 2 – 5

Grouping:  Whole/Individual

Materials: 9″x11″ white paper, water cups, paint brushes, tissue paper, Elmer’s glue, pencils, rulers, and black permanet markers.

Resources: Artwork of Hadassah short film clip, Getting to Know the World’s Greatest Artists: Marc Chagall by Mike Venezia

Objectives:  Students will:

  • learn about the life and art of Marc Chagall
  • create an artwork based on the theme of peace
  • create a multi media work of art

Procedures:

  1. Students will view the teacher exemplar and discuss the project (steps, expectations, outcomes).
  2. Students will use their ruler and pencil to draw straight lines (5-6) on their white piece of paper to convey the lead piping that holds stained glass in place.
  3. Students will draw symbols of peace such as the peace sign, angels, doves, olive branches, etc inside the shapes their lines create.
  4. Students will trace everything they have drawn with black permanent marker.
  5. The class will listen to and discuss the book Getting to Know the World’s Greatest Artists: Marc Chagall by Mike Venezia.
  6. The class will view a demonstration by the teacher on how to collage pieces of tissue paper over the drawings to give the look of stained glass.
  7. Students will turn in their artwork for assessment.

Assessment:

  1. Student drew a picture using a ruler and showing peace symbols neatly and with detail.  2/5
  2. Student traced his drawing neatly with permanent marker.  1/5
  3. Student collaged using appropriate amounts of glue and tissue paper carefully.  2/5

If I wanted to do this project with a younger group, I would simply have them layer tissue paper on top of white paper to experience the fractals of light and color found in stained glass windows.  I have included a slideshow of my photos from Hadassah Medical Center.  They sell a very nice set of postcards depicting Marc Chagall’s designs in the gift shop.  That might be something worth contacting them for.

This slideshow requires JavaScript.

Art History Gameboards

art-history-games2

I am truly an art nerd.  Who couldn’t be when artists have such interesting lives?  From Frida Kahlo’s bus accident and tumultuous relationship with Diego Rivera to Leonardo Da Vinci’s flying experiments kids are fascinated by the lives of famous artists.

One year I broke my art club into teams of 4 kids (I had 40 art clubbers).  Each team would research an artist in the library, come up with a timeline of that artist’s life, and create a game board game based on their research.  The school librarian helped the kids research the artists they chose and write their timelines.  When I approved their timeline they began building their game boards using cardboard boxes, duct tape and white butcher paper.  Then they had to design their game board in pencil using facts from the artist’s life, a portrait of him/her, and motifs found in works of art by that artist.  They used Crayola Model Magic to model the pieces that would move across the board and tempera paint with glue to paint the pieces. Once all the game boards were finished we had a party and the kids played the games while they munched on chips and drank soda.  We hung the game boards around the art room for years to come as they were full of factual information I wanted my students to learn.  This is a lesson I loved and would definitely do again!

art-history-games

Georgia O’Keefe Unit

georgia-okeefe

Georgia O’Keefe is so inspiring as a woman and nature lover.  I did this unit as part of an Environmental Art art unit exploring the Enduring Idea of Nature and Art.  It took the better part of the spring to finish, but my students were very familiar with her work and what inspired her afterwards.

 

Art Unit: Georgia O’Keeffe

Grades: 4-6

# of lessons: 3

Art Resources: Artists in Their Time Georgia O’Keeffe by Ruth Thomson, examples of pueblos and adobe homes in photographs, photographs or actual animal skulls, examples of Georgia O’Keeffe’s flower paintings, pictures of flowers (I got mine from a calendar), and teacher products.

Art Materials:1 sheet of white 9”x12” paper per student, watercolors, water cups, pencils, paintbrushes, glue, 2 sheets of 8”x8” white paper per student, 1 11”x14” sheet of black paper, cups of glue and water mixed together, oil pastels, and 1 11”x14” sheet of white paper.

Objectives- Student will:
– create a multimedia southwestern landscape
– create an observational collage and pencil drawing of a flower
– create a painting of animal bones of flowers
– learn about the process of collaging- use various watercolor techniques
– shade using a pencil and create a grayscale
– draw using oil pastels
– learn about the life and art of Georgia O’Keeffe
– work in groups and individually
Interdisciplinary Connections: Science and Social Studies
Vocabulary: Georgia O’Keeffe, still life, landscape, Southwest, grayscale, shade, and adobe.
Lessons: The unit will consist of the following components:
A. Multimedia Adobe Landscape– Each student will paint a watercolor sunset on 9”x12” sheets of white paper. The student will then draw adobe homes using oil pastel.
B. Georgia O’Keeffe Flower Study– Each student will create an 8 square grayscale using pencil on strips of scrap white paper. Student will share a photograph of a flower with a group of 3 students and individually draw/shade a flower composition on 8’x8” white paper in pencil. Then he will redraw the outline of his flower composition on another 8”x8” white sheet of paper and collage with tissue paper scraps. Student will mat his work on 11”x14” black paper with glue.
C. Flower and Bones Painting– Student will draw in pencil on 11”x14” white paper a skull and a flower from studying photographs. Student will paint the picture using watercolors.

Psychedelic Self-Portraits

On of the most exciting periods of music and art to study when I was a teenager and pre-teen was the Psychedelic era.  It seemed radical, revolutionary, and free.  Freedom is what those pre-teens and teenagers are craving so why not peak their interest with a lesson on John Lennon and Richard Avedon?

 

psychedelic

Title:Beatles Psychedelic Self-Portraits

Grades: Gr 4-8

Art Lesson Plan-4 50 minute sessions

Enduring Idea: Heroes and Heroines

Rationale: Throughout, time humans have created or selected heroes to teach lessons that portray virtuous characteristics and noble archetypes that help an individual, a nation or a culture survive and thrive.  Artists, have often been influenced by heroes and have portrayed real or mythological heroes in their artworks.

Materials: pencils. erasers, markers, 12″x 18″ white paper

Resources: Beatles by Avedon, John’s Secret Dreams: The John Lennon Story, examples of psychedelic art (Peter Max, Richard Avedon, concert posters), self-critique form

Preparation: precut white paper to 12″x 18″, gather examples of psychedelic art, and create an exemplar, create a self-critique form students can use to check their work according to the criteria they were given to complete the assignment

National Arts Standard Anchor (s):

#2. Organize and develop artistic ideas and work.
#8. Interpret intent and meaning in artistic work.

Objectives:
*Students will learn about the life of John Lennon and the Beatles
*Students will learn why John Lennon is considered a hero
*Students will become familiar with the psychedelic art of the 1960’s
*Students will create a self-portrait in the style of Richard Avedon’s portraits of the Beatles.

Vocabulary:
Psychedelic, Abstract, Self-Portrait, Repetitive Pattern

Interdisciplinary Standards:

  • Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Procedures: Day 1:  S will view teacher exemplar. T will review the lesson steps. S will listen to the book John’s Secret Dreams: The John Lennon Story. T “Why did John Lennon stage a bed in?” “What did John Lennon believe in?”  “What can we learn from his actions?”  S will pair up and trace their heads on a white paper in pencil.  Day 2: T will review the lesson steps.  T will review with class the examples of psychedelic art using the Elements of Art and Principals of Design.  S will use a ruler and pencil to add a psychedelic pattern to his/her self -portrait.  Day 3: S will review the steps of the lesson and vocabulary.  S will begin coloring in his/her self portrait with bright colored markers.  Day 4: S will finish coloring in his/her self-portrait.  S will use the self-critique form to self-critique his/her project using the elements of art and principals of design. S will hand in his/her project along with the self-critique form for grading.

Assessment:

S neatly and carefully drew the outline of his/her head on the paper and added a repetitive pattern. 3/10
S neatly and carefully colored in his her self-portrait using bright bold colors to create abstraction.  4/10
S answered all the questions on his/her critique form, demonstrating thoughtfulness as to how they describe their project using the elements and principals. 3/10

 

Homeschooling:Our Schedule

When I decided I wanted to stay home with my boys one of my big reasons was that Ben was outgrowing staying home everyday  with our nanny.  She was more than perfect and still remains a close friend, but he needed to be socialized.  Adam at the time had just been born and would, of course, benefit from being close to his mom.  So I have created a class schedule for the week that introduces the boys to several subjects and experiences.

homeschoolingSunday: Ben has swimming class.

Monday: Both boys go to Open Gym at Gymboree.

Tuesday: Both boys go to music class at Gymboree

Wednesday: Play date/play group day.

Thursday: Both boys go to Toddler Time at our local science museum.

Friday: Both boys go to storytime at our local library.

Saturday: Ben attends the Sabbath program at our synagogue.

Adam learning about African music at Gymboree.

The boys having fun at Lego Club.

Once a month the boys have our My Petite Picassos play group on a Wednesday at our home.  They also attend Lego club at our library. Depending on the weather we hike pretty often with a babywearing group and we attend Attachment Parenting International play groups and meetings. We also are working on completing the 1000 Books Before Kindergarten program at our local library. Language skills are really important in our home because the boys are learning two languages:English and Hebrew.  Ben is fluent in both.
The boys get a lot of socialization and exposure to a variety of interests.  I’m able to help them navigate these early experiences which is such a blessing.

Art and Literacy Lesson: Where the Wild Things Are Masks

where-the-wild-things-are
Grades: PreK-2nd

#of sessions:2 50 minute sessions

Resources:Where the Wild Things Are by Maurice Sendak.

Materials: 1 9″x 11″  sheet of black paper, One 9″ x 11″ white sheet of paper, a black sharpie, a pencil, crayons, scissors, a sheet of lined paper, and glue.

National Arts Standard: organize and develop artistic ideas and work.

Enduring Idea: creativity, reality and fantasy.

DBAE: art productions, aesthetics.

Cross Curicular Connection: Literacy (students respond to the text by creating a character based on the characters in the story).

Procedures: Day 1: Teacher introduces the lesson and presents the exemplar. Teacher gives an overview of the steps involved with completing the project.  Teacher reads Where the Wild Things Are by Maurice Sendak and teacher reminds students to pay close attention to the visual appearance of the monsters in the story. After the story is read teacher asks students what animals they think the monsters were based on in the story.  Teacher writes down the responses of the students on the board. The teacher says “We will brainstorm a monster using parts of animals that we are familiar with and mix them together to see what we can make. What animal parts are interesting to you like a giraffe’s neck or shark’s teeth?” The students take turns responding while the teacher writes down their answers. After a list of animal parts are compiled the teacher shows the students how to combine the parts into the drawing of a mask on the board. She that instructs the students to use the list that they came up with and draw their own unique mask in pencil on white paper. The students draw their mask on white paper in pencil and trace with black sharpie marker. Day two: the teacher reviews the steps of the lesson. The teacher reviews the story with the students and how it relates to the lesson. The teacher hands back the artwork and goes over the steps for the day. The children finish tracing with black sharpie marker their mask and begin coloring it in with crayon. When they finish coloring with crayons they cut it out and glue it onto a black piece of construction paper. On the back of their paper students can write on a sheet of lined paper what parts of animals they chose to create their monster.  Older students can name their character, they can describe the character: what it eats, where it lives, what it’s personality is like.
Rubric: /10

Student listened and participated actively in the class discussion of the character development. 1/10

Student neatly and carefully drew in pencil hey mask of the character using compiled animal parts from the list. 5/10

Students work is well crafted and neatly colored. 3/10

Student body list on the back of their project the compiled animal parts they used in their project. 1/10

Arty the Anaconda

arty-the-anaconda

This is a lesson I did both in the art room and at home with Ben.  I will provide differentiated instruction based on the size of the group in this lesson.

Arty the Anaconda by Liza Amor

Grades: K-1st # of sessions (50 minutes each):2

Homeschooling: 1 media per day for as many media as you have to choose from (up to 5 or 6).  I did this project with a 2 year old, I think it is appropriate for ages 2-6.


Art Materials: for the classroom:butcher paper in a variety of colors pre-cut to represent the body of the snake on each table, glue, paper scraps (pre-torn), feathers, crayons, bingo markers, stamps and stamp pads, chalk, markers, and watercolor paint. For homeschooling: corrugated scissors or regular scissors, construction paper in a variety of colors, markers, crayons, stamps and stamp pad, bingo markers, craft materials, painting materials, and glue.

National Visual Arts Standard: Understanding and applying media, techniques, and processes

Objectives: Student will-

*experiment with a variety of media.

*create a group based work of art (for the classroom).

Preparation: For the classroom:Set up one section of the butcher paper snake at each table. Set out a different media at each table. (4 tables, 4 media, 2 weeks=8 media all together)

For the homeschooler: Choose a different media per day and the appropriate color of construction paper to go with each (lighter paper for crayons, darker for tempera paint).  Set up a spot at home for the child to work with the media.

Procedure: For the classroom: Day 1: Teacher will introduce the lesson. Student will be shown and demonstrated to the various centers at each of the four tables in the art room. Student will put on a smock and rotate to the four centers using each media placed on the table. Day 2: Student will review the steps of the project.  Student will be shown and demonstrated to the various centers at each of the four tables in the art room. Student will put on a smock and rotate to the four centers using each media placed on the table.

For the homeschooler: Each day have the child try a different type of media on their construction paper.  Once the work has dried use scissors or corrugated scissor to cut out a circle.  I used a roll of tape to trace the circle before cutting it out. 

Ending: For the classroom: Display all the parts of the snake wrapping around the school building. Cut out eyes and a tongue to add to the face.  Display with state standards, national standards, and objectives.  In class discuss the materials they used, asked them what they learned and what they would do differently next time they try that media.

For the homeschooler: Put together the parts of the snake with your child.  Add a tongue from red pipecleaners and a googly eye.  Discuss the materials they used, asked them what they learned and what they would do differently next time they try that media.

Literacy/ Science tie in: Read a book about Anacondas or snakes.  Read a book about using art materials and creativity such as Too Much Glue by Jason Lefebvre or The Dot by Peter H. Reynolds.

 Rubric: /10

Student was actively engaged with each art media center. 3/10

Student treated materials appropriately (putting them away correctly and using the appropriate amounts of each material, not leaving a mess). 5/10

Student listened an followed all of the instructions of the activity/center/media. 1/10

Eight Posts for Hanukkah-Burlap Hanukkah Card Craft for Kids

img_6692

Want an easy and stylish kids craft to do this holiday season?  Burlap is everywhere.  I see it on garlands, tote bags, pillows, you name it!  To make this easy craft you’ll need:

1 piece of burlap 4 1/2″x 3″

1 piece of brown craft paper 4 1/2″x3″

1 chisel tip Sharpie

puffy paint or homemade paint (the recipe is here)

Clear Krazy Glue

Directions:

Glue the piece f brown craft paper inside the burlap.  Once the glue is dry (30 minutes or so), fold the card in half.  Kids often need a lot of help lining up items to glue and folding-plus you’ll have to use the Krazy Glue.  Older kids can draw a menorah or write Happy Hanukkah with the chisel tip Sharpie, younger kids will need an adult to do that.  Then they can decorate with puffy paint or if they’re little like Ben (2 years old) they can use homemade paint and a Q-tip to apply paint. Let it dry. img_6691

 

 

Food Safe Homemade Paint

paint-recipe

Adam is officially a little artist.  He was so curious watching Ben paint the last few times, I could tell he was dying to try it out.  Even though I have non toxic paint, I figured the little guy would be putting a lot of it in his mouth, so I wanted to be extra safe.  img_6704

So I scoured the internet for paint recipes, and did a little tweaking to what I found.  My final recipe is:

1/2 c. flour

1 drop of food coloring-to be added later

1/4 c. kosher salt

1 1/4 c. water

I mixed it thoroughly up in a mason jar minus the food coloring with a spoon which I used to spoon the mixture into our palette.  I added one drop of food coloring to each section of my palette and mixed with a Q-tip.img_6687img_6680

A Q-tip is a great way to manage how much paint your little is using or those tiny watercolor brushes that come in kids watercolor palettes.  I would stay away from a medium or larger size brush.  Even with a Q-tip it got messy!

img_6701img_6703img_6705

The experience was overall short, but positive.  I had to show him to dab the paint on the card stock rather than eat it.  He caught on quickly but still took the occasional taste.  This is also a great idea for cheap paint in general.  There are times we can’t afford little things like paint as moms and teachers.  I’ve run art programs on literally nothing for over 1,000 students!  It’s ideas like this that make art accessible to every child no matter what their economic background is.  I kept the leftover mixture in the mason jar over night with a little added water on top.  I made sure the top of the jar was tight.  I want to try making it in soap dispensers and keeping them in the fridge with colors ready to go.  I’ll let you know how that works out in the future.