Project # 13 Lacy Clay Ornament

This project was introduced by a PowerPoint that featured representations of different types of lace. After discussing the various types of lace, I was given a half sheet of construction paper to use to draw a design to be used as a template for my lace ornament. I chose a five-petal flower design inside two decorative rings. I used a black sharpie to outline the design I created on the construction paper. Next, I taped a piece of waxed paper over the design. I was given a small amount of clay in a small zip-locked baggie. I kneaded the clay until the water that had separated from the clay was reincorporated into the clay. I then worked the clay to one corner of the baggie and snipped the very tip of that corner being careful to keep the hole small reasoning that I could always make it bigger if I needed to, but I could not make it smaller. I forced the clay out of the small hole using the clay to trace the design onto the waxed paper. (It was sort of like decorating a cake with a tube of frosting). I was careful to keep the lines as uniform as possible and make them thick enough so that when the clay dried and the waxed paper was peeled off, the lines of the lace would be intact. After I finished my pattern with the clay, I painted it with water colors using the warm colors of yellow, orange, red and a shade of red made by mixing black with the red. After the clay dried, it was fairly easy to remove from the waxed paper. I then tied a piece of ribbon to it so that it could be hung.

A lacy clay ornament could be an extension activity in social studies as students study the role clay has played in past or present civilizations. If this study occurred near a holiday (such as Mother's Day or Christmas) the class could be encouraged to make them as gifts. Another social studies possibility might be connecting lace to the time in history when lace was very fashionable and incorporated in men's clothing as well as women's clothing. Children always seem to enjoy comparing the style of dress of earlier days to current fashion.

Project # 12 Stepping Stone

The stepping stone project used a photo as its focal point. I chose a photo of myself and my fiance because it had a special meaning for me. The photo was laminated before the project began. This project started with a plastic circular form in which a cement mixture was placed. The cement mixture filled the form to about 3/4 full. Before adding any of the decorative pieces, I shook the mixture to help the air bubbles to come to the top. I also used several paper towels to remove some of the water that came to the top of the cement mixture. With most of the standing water removed, I began by laying my picture in the middle. I was given a choice of colored stones, both smooth and rough, and other various objects like shells that I could use to decorate my stone. I chose to decorate the stone in a balanced fashion. Because the photo represented my relationship with someone very special, I chose colors of stones to represent important aspects of that relationship. The green stones represent the "grass"-finished-beef we raise; the blue stones represent the enormous obstacle of water that we both have had to overcome to develop our business; and the dark pink stones represent the love we share for one another.

Making stepping stones such as this one could be a classrom extension activity of a social studies class where students may be studying the longevity of structures typical to various civilizations; take for example cement interstate hiways vs. paved or gravel roads or cement buildings vs. wood frame buildings. Comparisons and contrasts can be drawn concerning the strength of those elements of that society's infrastructure which not only adds significant material value but can also add atheistic value. Allowing students the opportunity to create something that can last a long time can help them understand the idea of permanency. A stepping stone such as this one can also be an extension of a science class where students could study the properties of different elements and how those elements interact.

Project # 11 Print It!

The inspiration to do Easter eggs for this project came from a children's book entitled The Easter Egg Farm. History about printmaking was also introduced by a PowerPoint. I began by designing a decorated Easter egg on a sheet of drawing paper to be used as a template. I then transferred the image to a foam tray that was the same size as the drawing paper template. I transferred the image to the foam tray by tracing its features with various types of carving sticks. This step represented the engraving and/or etching that is done on metal plates in traditional printmaking. I was cautioned to be careful that if I wanted any written letters on my

egg to do them backwards on the foam tray so they could be read correctly on the print. I also had to keep in mind to make the recessed lines/designs fairly deep being careful not to put a hole in the tray. This would result in a more defined print. I then covered my foam tray with ink with a roller that had been rolled in ink in a separate tray. I tried to make sure that the ink was evenly applied to the foam tray. Next, I firmly and evenly pressed a sheet of paper onto my ink-covered foam tray. I did the "corner test" (lifting one corner at a time to check for even distribution of the ink) to assure that the print was completed. After washing the ink from my carved foam tray, I repeated the process with 3 other colors of ink. I placed my prints on a drying rack to dry overnight. The next day I trimmed the excess paper from my prints and mounted them onto a large sheet of construction paper.

I could use this ink print project as an extension project in social studies when my class is studying the history of print. This would fit nicely as we learn about the first printing presses and the amount of labor involved in the initial printing processes. This would also work nicely to introduce a compare and contrast writing assignment on the development of printed materials.

Project # 10 Abstract Shapes with Scratch Art

In this project, I learned some basics about scratch art. As the project was introduced, I became familiar with the vocabulary terms hatching, cross hatching, stippling, pointillism, and contour lines and how these individual technniques allowed me to create different effects in a scraatch art image. I was encouraged to practice these techniques on a small strip of scratch art paper. Scratch art paper appears totally black but by using a pointed wooden scratch stick the black can be "scratched" away allowing for the background color(s) to show. I used the abstract shape given to me to create an image of a fish. We were cautioned not to touch the black paper as the oily residue from our fingertips might inhibit the scratching and not allow the color to show. I used various contour lines to illustrate the shape of the fins, scales and movement of the water as the fish swims. To finish the project, I framed the image on a precut piece of construction paper.

As an extension project, I would have students scratch out images of nocturnal animals. The students could first practice their scratch techniques allowing for them to experience success in representing their choice in animals. The blackness of the paper would easily represent the nighttime effect. An art project such as this could be incorporated into a science lesson in which students were studying nocturnal animals, their environments, and their habits.

Project # 9 Pop Art Andy Warhol Style

Display The display reflects characteristics of style used to display Andy Warhol's art. His art is commonly displayed in a grid-type fashion. Bright colors as well as a significant amount of black are commonly used. We grouped the sketches in groups of four to emphasize the theme of one object done in several different color schemes which is another trait displayed in Warhol's art.

Lesson Summary

My partner, Amanda, and I chose to do our lesson in oil pastels partially because we had previous experience with oil pastels when we were children and because we found Andy Warhol's style of art interesting. We found it fairly easy and somewhat relaxing to do our own sketches that we used as models for the class. We felt the lesson went quite smoothly considering we experienced confusion concerning our time allotment. After experimenting on our own, we found that we were able to advise students to do their outlining and name signatures in black shapie as regular markers and crayons would blend too easily with the oil pastels. Another discovery included the fact that the more I "played" with this medium, the more adept at blending I became. It takes a significant amount of time and effort to achieve a higher level of the blending effect. In my opinion, after some practice, third graders would enjoy the high quality of coloreffects characteristic of oil pastels.

This project was designed to have students choose a simple object to sketch. After the sketch is

completed, a student uses oil pastels to add the color to the sketch. Students were encouraged to use color schemes and designs similar to those used by artist Andy Warhol who used everyday objects and images of famous people for his work. Each sketch would feature a color scheme such as warm, cool, monochromatic, analogous, neutral, etc. Oil pastels lend thmselves very easily to blending, the mixing of two colors to create another color or shade of that color. In this project students are encouraged to experiment with blending.

This project could be used as an extension project when studying artists who used blending and/or oil pastels in their work. This project also might work well as an extension project when studying environment, atmosphere, or light in science because it could be used to accurately reflect a sunrise or sunset by using the blending qualities of color pastels.

Project # 8 Rainbow Fish Collage

This project was designed to introduce second grade students to the colors of the color wheel while encouraging creativity and awareness of feelings or emotions similar to those promoted in Marcus Pfister's book The Rainbow Fish. Students are asked to sketch a fish by whatever technique they know and are comfortable with. Students then rip small pieces of construction paper of chosen colors either primary and/or secondary colors. The small ripped colored pieces of construction paper are then glued to the sketch of the fish allowing no white to show for the collage effect. Sequins, buttons, glitter, foil, or beads can be added to enhance the appearance.

This can serve as an extension project when studying underwater life like a chapter or unit on water or oceans. A project like this may also be used to promote self esteem and uniqueness as encouraged in the book The Rainbow Fish. As part of creating the art project, a student could produce a written assignment on various topics dealing with emotions, friends, self-worth, etc.

Project #7 Pebble Painting

This project was designed as a fun way to introduce second graders to primary and secondary colors. To begin, students lined shoe boxes with a white piece of construction paper. Next students chose one of three sized pebbles and one of three primary paint colors. The pebble was dropped in the chosen color and a spoon was used to take out the pebble along with a small abount of paint placing it on a corner of the paper in the shoe box. After the lid was placed on the shoe box, the students shook the box as little or as much as they wanted as the pebble left unique markings on the paper inside the box. This process was repeated with the other 2 primary colors. To make a secondary color, the process was repeated with the exception of adding another spot of primary-colored spot of paint for a total of 2 spots. The pebble then moved through both primary colors making a secondary color as the box was shook. Students then made a stencil of basic shapes from construction paper and used the stencils to cut shapes from the dry painted papers. Finally the shapes featuring the pebble painting were glued to a large sheet of construction paper. I would use this project as an extension activity possibly after a fall class walk outdoors in which students could collect pebbles along with multicolored fall leaves. We could then use the pebbles along with the primary colors to create various "fall colored" leaf shapes that could be used as a

backdrop for a fall bulletin board.