Tik Tac Toe

 Description: Students learned about clay. We learned how it came to be. We also learned different ways to use our clay. We made a tik tac toe board. We had to have all the pieces flow cohesively. They all need to have some sort of connection to ourselves. We then had to write three sentences about the board and why we chose the piece/colors we did.  

Extension: This could have been extended using language arts. Students could have chosen a book they read and made a tik tac toe board based off of their book. This could be done with a class book or a book the students read independently. Students would then need to also write a short paragraph talking about the significance of their pieces. There would need to be clear lines of connection

to the book. 

Tree Finger Painting

Description: Students learned about why the leaves change. We listened to a book about leaves and the season. We then traced our forearms and hands to help make the trees. We also mixed colors to give us the color we wanted. Students then painted the trunk of the tree. We use our fingers to make the leaves of the tree. We also used our fingers to make the pile of leaves on both sides of the tree. 

Extension: Students could make different trees from different settings. This could connect with science and learning about animal habitats. Students could pick any place in the world. They could then do research on a specific tree in the area. Students would then paint this tree. They could also write three things about their tree. Students would then share the trees they picked and where they are from in class

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Chameleon

 Description: Students listened to a story about a chameleon. This chameleon was exploring the different things he wanted to be. An example of this was a fox or even a person. Students were then allowed to create their own chameleon with their own take on what they wanted to be. Students had to listen to three examples on their rubric sheet. 

Extension Activity: Students could turn this into a career exploration activity. The students could pick their top three options and research them. They could then write a short paper describing their different options and why they are interested in them. This could then be shared via a presentation or hanging it up in the hallways or classroom. 

Paper Weaving

 Description: Students listened to a story about a little girl and her grandmother weaving on a loom. Students had to write down 4 facts on a note card they learned when the teachers were presenting. Students then followed the teachers as they taught them how to paper weave. Student were allowed creative freedom because they were able to pick their own colors. Students then had to transfer the facts they had previously written onto a larger sheet of paper. 

Extension Activity: Students could research other traditional forms of art. They could then write a research paper on it. They could also create their own example of this traditional form of art for display. Students could go into depth on the different traditional art forms and where they came from. 

Monster

 Description: Students were to create their own monster. Students listen to the book Color Monster, a book about emotions. The students then wrote down 4 characteristics on a paper and passed the paper to one person to their left. The student receiving the paper had to draw the monster and include the 4 characteristics and 3 unique art materials. Students then needed to write 4 sentences based on what they thought their monster was doing on their day off. Students need to include something regarding the color they made their monster regarding emotions. 

Extension: As an extension activity students could write a story involving one or more of their classmate's monsters. This story could explain how the different monsters came to be. This could include a more in-depth response to what their monsters do on their off days. 

Safari Activity

 

Description: Participating in the "Hidden Safari" art activity was a fun and creative experience. I was excited to use the materials to make ruby red glasses and a headband, which set the tone for the project.

Looking at two paintings by Henri Rousseau sparked great conversations about the animals and plants he painted. This connection made it easier for me to practice drawing a tiger and learn about contour lines, helping me understand how to create shapes.

As I used warm colors to make patterns that concealed my tiger, I became really engaged in my artwork. The fun twist of checking my art with the ruby red glasses made me think about how well my patterns hid my creation. 

Extension: After the "Hidden Safari" art activity, students can continue learning about animals by doing a research project. Each student will choose an animal they find interesting, preferably one from the paintings of Henri Rousseau or commonly seen in African safaris.

First, they will gather information about their chosen animal, including where it lives, what it looks like, what it eats, how it behaves, and whether it is endangered. Next, they will organize this information into an outline to help them write their report. The report should include an introduction to the animal, details about its habitat, physical traits, diet, and any fun facts they discover. To make the activity more engaging students will create a new drawing to match the animal they wrote about. These works of art will then be displayed. 

The Dot

 

Description: In this art project, we used water-based crayons to create colorful dots. First, we listened to a short story called The Dot, which inspired us to be creative. Each of us had to make a dot that showed a word or phrase through the colors.

As we worked, we tried different colors and techniques to blend the crayons and make our dots look special. In the end, we had a collection of bright, unique dots, each showing our personal style and the message we wanted to share. This project helped us express ourselves and understand the importance of creativity, just like the main character in the story.

Extension: As a different extension activity, we can create our own Dot Storybooks. After completing our dot art project and listening to the story The Dot, each student will write a short story inspired by their artwork. They will start by brainstorming ideas based on the word or phrase they chose for their dot, thinking about how that word connects to their feelings, experiences, or imagination. Once they have their ideas, each student will write a short story or poem that incorporates their chosen word.

After writing their stories, students will illustrate their pages with more dot art, using water color or other materials to create colorful images that match their writing. Once the stories and illustrations are complete, they will put their pages together to create mini storybooks, decorating the cover with their dot art and a title related to their chosen word. Finally, we will have a story-sharing session where students can take turns reading their stories to the class. This activity will combine art and writing, allowing everyone to express themselves in new ways while reinforcing the themes of creativity and self-expression from the original project and story.