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.

Project #6 Paper Weaving

This project was designed to introduce fourth grade students to the concepts of weaving and three-dimensional design. Cool or warm color schemes along with tinting and shading allowed students to add uniqueness. Students started with a rectangular piece of cardboard to which 6-8 strips of newspaper were taped (four vertically and four horizontally). Then the paper strips were woven over under, over under. When all strips were woven, each strip was individually twisted to degree desired. After twisting, the free end of each strip was taped to the back of the board. Students then chose a color scheme and proceeded to paint, painting the background before painting the individual strips with a wide brush. Glitter, beads, buttons, etc. were added as optional accents.

I could use this project in a classroom where children may have been studying various styles of weaving and/or items produced by weaving. Because this project promotes uniqueness and style, a parallel could be drawn in that various cultures have unique styles of weaving and each culture's value of the products produced by various forms of weaving depends on various reasons.