Art Album-Jodie Unten by Elizabeth Park

Art Lessons

Edited by Jodie Unten

All rights reserved. Copyright ÂŠ2010 Elizabeth Park No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher: For information or permission contact: Elizabeth Park epark@chaminade.edu

Art Rationale “An arts education is a necessary component to building the whole child” (West, 2000). There are many components to arts; movement, drawing, creating, music, etc. Giving children the opportunity to experience these things are very important for the child to develop their individuality. Preschool children are able to draw something better then trying to describe the thing they are drawing. Through art children are able to express their creativity, they are able to freely draw anything they want. There are no templates or precut items. In an article written by Deborah West she discusses research that has proven the importance of art education “a curriculum that devotes 25 percent or more of the school day to the arts produces youngsters with academically superior abilities” (West, 2000). This research shows that it is important to have art in your classroom. Montessori and art Montessori art activities consist of basic skills, collage, drawing, painting, printmaking and 3-D art. In basic skills children learn the basic use of scissors, glue, paper puncher, markers, stapler and tape. Collage art consists of torn paper, cut paper, patterned paper, tissue paper, mosaics and yarn pictures. Drawing consists of scribbles, crayon, chalk, pastels, colored pencil oil crayons, craypas, and watercolor crayon drawings. Painting includes blackboard painting, finger painting, tempra paint, fold painting, watercolor, straw painting, painting with bubbles and glue, masterpiece art impression, along with many more. Printmaking consists of stamping, texture rubbing, sponge/fish/fruit/styrofoam printing, stenciling, along with many more. 3-D art consist

of paper mache, cardboard construction, play dough, wood/foil sculptures, sand casting and many other activities. When introducing art materials and activities start with the basic skills. Activities are ordered from the easiest to more difficult. Children need to see how the materials are handled and how they are used. Once children have learned how to use the basic materials they will be able to be creative using free exploration and self expression with the materials. These materials help children to develop the muscles in the hands to function in the future. It is important that the child learns the process of using the items and is not judged on the product. Through free exploration and self expression a child is able to express them self freely. Drawings have been around for thousands of years. Petroglyphs, hieroglyphs and pictographs are very early evidence of drawings and how each one carried a meaning. Through art Montessori prepared the child’s hand for writing. “The education of the hand is particularly important since the hand is an organ of the mind, the means which the human intelligence uses to express itself” (Montessori, 1967). Art gives children the means to express themselves. “An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child’s energies and mental capacities, and leads him to self-mastery” Maria Montessori The Absorbent Mind Art is integrated into all areas of the classroom. Art can be used in theme related activities, for example the life cycle of a butterfly or the solar system, the possibilities

and activities are endless. Many activities are used in the preparation for writing. A child needs to condition their muscles and learn how to hold a pencil before they can start writing. It is important for a child to learn how to hold their pencil correctly. It will stay with them, if they didn’t learn how to hold a pencil correctly it will probably hinder their ability to write or their interest in writing. Art activities and materials should be available everyday for the children to use and explore with. Children should not be forced to participate or complete an activity if they do not want it. It should be done at their own will. There are no pre-traced sheets for children to cut out and create their art. Children complete their activities independently, it is not like a traditional classroom where every child’s art activity looks the same. Art activities can be used when doing different themes, for example dinosaurs. When studying about dinosaurs you can have books and pictures out so the children can create their own dinosaur. After a child had completed their artwork you may ask them if they want to place it on the wall or if they would like to take it home. As a teacher it is important that you educate yourself with the correct and proper terms of art. It is important to tell children the correct term when talking about anything. When displaying art in the classroom you should use a real art picture and accompany it with the name and/or title of the artwork. When displaying the children’s art work it should be at eye level. Do not cover all of the walls with art work, there should just be a few pieces here and there. If there is too much artwork on the walls it will be distracting on the eyes and take away from the materials on the shelves. In conclusion, Montessori art is integrated in all areas of the classroom. The child is able to choose freely if they want to participate in the art activity if they want

during the work period. To keep with the aesthetics of the classroom there should not be too much artwork covering the wall. If the children want their artwork to be displayed or be accessible to look at, create a book or portfolio with the works of art where the children can look at anyones artwork.

References Montessori, M. (1967). The Discovery of the Child. New York, NY: Ballantine Book. Montessori, M. (1966). The Secret of Childhood. New York, NY: Ballantine Book. Park, E & Quizson, A. (2010). Art Manual.

TABLE OF CONTENTS

CREATIVE EXPRESSION LESSON PLANS BASIC SKILLS Use of Scissors – Snipping, Cutting Use of Glue – Liquid, Stick Use of Paper Punch Use of Markers Use of Stapler Use of Tape COLLAGE Torn Paper Cut Paper Patterned Paper Tissue Paper Mosaics Yarn Picture DRAWING Scribble Pictures-Crayon, Colored Pencils Crayons on Plexiglass Charcoal Pencil or Charcoal Sticks Chalk and Pastels Colored Pencils Oil crayons or Craypas Watercolor Crayons PAINTING Blackboard Painting with Water Finger Painting Care of Brushes Tempera-Primary Colors Tempera Blocks: Black & White, Colored Fold Painting Watercolors: Wet and Dry Paper Reverse Paintings with Bleach Straw Painting Painting With Bubbles Painting With Glue

Soap and Body Painting Resist: Crayon & Oil Crayon Engraving Chalk and Starch Chalk Engraving “Double Chalk Talk” Tempera Batik Cloth Batik Masterpiece Art Impression PRINTMAKING Stamping Texture Rubbings Sponge Printing Gadget or Found Object Printing Vegetable or Fruit Printing Fish Printing (Gyotaku) Parts of the Body Printing Styrofoam Printing Stenciling Spatter Painting Melted Crayon Printing Clay Printing Silk Screening Collagraph Marble Printing String Block Printing Glue Line Printing Brayer/Glass Printing Monograph and Sun Printing Tapa-Like Printing 3-D ART Paper Mache Cardboard Construction Play Dough/Salt-Baker’s Dough/Clay: Modeling and Earth Styrofoam Construction Wood Sculptures Foil Sculptures Yarn Creations/ Sculptures Paper Sculpture and Creations of Many Sorts Mud Art Sand Casting

Creative Expression Creative expression activities teach children the skills they need for advanced art projects. The children are not necessarily learning art; they are instead controlling movements and refining their hand muscles that will prepare them for future art work. Basic skills include: •

Snipping

•

Cutting

•

Gluing

•

Using paper punch

•

Using markers

•

Using stapler

•

Using tape

“Human consciousness comes into the world as a flaming ball of imagination. Everything invented by man, physical or mental, is the fruit of someone’s imagination.”

Maria Montessori To Educate the Human Potential (p. 15)

Lesson Plans

BASIC SKILLS

SNIPPING AGES: 2 ½ to 3 ½ years MATERIALS: • 1 inch strips of paper • basket • child scissors • tray PRESENTATION: 1. Invite the child. 2. Bring tray to the table mat. 3. Take a piece of paper from the tray and hold it with fingers. 4. Pick up the scissors; show where to put your fingers: thumb and third through the loops, second underneath to help them squeeze closed. 5. Demonstrate opening and closing the scissors. 6. Holding the paper above the tray, open the scissors and close the scissors quickly to snip off a piece. Continue to snip the whole strip of paper. 7. Replace the scissors and throw away the rubbish. 8. Return the activity to the shelf. 9. Return the mat to the shelf. DIRECT AIMS: Order Coordination Concentration Independence INDIRECT AIMS: Learning how to use scissors safely. Preparation for cutting. CONTROL OF ERROR: Cut strips of paper POINTS OF INTEREST: The feel of the paper Quickness of snipping The sound of snipping VOCABULARY: scissors, snip, paper, open, close

ADAPTATIONS: Use different types of scissors (ex. handi-squeeze, training scissors) if the child is unable to hold the scissors. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

CUTTING AGES: 3 to 5 ½ years MATERIALS: • Short strips of paper marked with different cutting patterns. • Scissors • Small bowl or basket for paper pieces. PRESENTATION: 1. Invite the child. 2. Choose one strip of paper. 3. Demonstrate how to hold scissors, with thumb and index finger in correct holes. 4. Place hands over the bowl and cut along the lines on strip of paper, letting the pieces fall into the bowl. 5. Child may choose another pattern to cut and continue as long as desired. 6. Discard cut pieces in wastebasket, or use for collage work. DIRECT AIMS: Order Coordination Concentration Independence INDIRECT AIMS: Learning to cut. Learning how to use scissors. Small muscle development/control (preparation for writing). Eye-hand development. Preparation for other activities requiring use of scissors. CONTROL OF ERROR: Lines on strips. Cutting through each strip so a piece is cut off completely. POINTS OF INTEREST: Using scissors. Cutting different patterns. Seeing the shapes cut from strips. Cutting on lines. Contributing to collage.

VOCABULARY: Scissors, paper, line, straight, cut, names of shapes cut, bowl ADAPTATIONS: Use different types of scissors (ex. handi-squeeze, training scissors) if the child is unable to hold the scissors. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

CUTTING A MAZE AGES: 2 ½ to 3 ½ years MATERIALS: - Pair of child scissors -Paper with a maze line drawing starting from edge of the paper PRESENTATION: 1. Invite the child. 2. Bring tray to the table mat. 3. Take paper with paper maze straight line drawing and hold it close to beginning line of maze by the edge of paper. 4. Pick up scissors and demonstrate how to hold with thumb and finger in the correct holes. 5. Starting at the edge of the paper with the beginning line, cut through the line moving the paper when there is a corner. 6. Continue until the end of the line. DIRECT AIMS: Order Coordination Concentration Independence CONTROL OF ERROR: Lines on paper. Following the line in a different direction. POINTS OF INTEREST: Using the scissors. Cutting the paper without separating any piece. Cutting on the lines. Hanging the cut paper as a mobile. VOCABULARY: Scissors, paper, edge, line, straight, corner, move ADAPTATIONS: Use different types of scissors (ex. handi-squeeze, training scissors) if the child is unable to hold the scissors.

STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

GLUING AGES: 3 to 5 years MATERIALS: • Tray • Square paper with marked dots for the glue (may have traced shapes of metal insets) • Square paper without marked dots Glue bottle PRESENTATION: 1. Invite the child. 2. Choose one sheet of paper with dots and one sheet of paper without dots. 3. Demonstrate how to open glue bottle. 4. Squeeze a small drop of glue to cover each dot on the paper. 5. Place the paper without any dots over the paper with glue. 6. Rub hands over to secure the paper. 7. Demonstrate how to close the glue bottle. 8. Re-order materials and return to shelf DIRECT AIMS: Order Coordination Concentration Independence INDIRECT AIMS: Learning to use glue Small muscle development/control (preparation for writing) Eye-hand development Preparation for other activities requiring use of glue CONTROL OF ERROR: Dots marked on paper to indicate where glue will be placed. Both sheets of paper have similar shapes (i.e. from metal insets). Too much glue will make the paper and table sticky. Too little glue will not allow the papers stick together. POINTS OF INTEREST: Using glue Gluing two sheets of paper together VOCABULARY:

Glue, paper, squeeze, small drop, open, close ADAPTATIONS: Put glue in a container with a paint brush, students will have better control over the amount of glue they want on their paper. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

USE OF A PAPER PUNCH AGES: 2 ½ to 3 ½ years MATERIALS: • 1 inch strips of paper • basket • paper punch • tray PRESENTATION: 1. Invite the child. 2. Bring tray to the table mat. 3. Take a piece of paper from the tray and hold it with fingers. 4. Pick up the paper punch. 5. Demonstrate opening and closing the paper punch by squeezing the handles. 6. Holding the paper above the tray, insert the paper between the paper punch. 7. Squeeze the paper punch to make a hole. Continue to snip the whole strip of paper. 8. Replace the paper punch and throw away the rubbish. 9. Return the activity to the shelf. 10. Return the mat to the shelf. DIRECT AIMS: Order Coordination Concentration Independence INDIRECT AIMS: Learning how to use paper punch safely. Preparation for cutting; CONTROL OF ERROR: Holes in paper. POINTS OF INTEREST: The feel of the paper The hole punched through paper The confetti made with the punched paper VOCABULARY: hole puncher, squeeze, paper, confetti

ADAPTATIONS: Use different types of hole puncher (ex hole puncher with different shapes, hole puncher that can be pushed down like a stapler) STANDARDS: HCPS III -Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical activity -Topic: Individual, Dual, and Lifetime Activities -Benchmark PE.K-2.3.1 -Rubric Advanced

Proficient

Consistently participate (more than three times per week) in a wide variety of physical activities

Usually participate (at least three times per week) in a variety of physical activities

Partially Proficient Sometimes participate (one or two times per week) in physical activities

Novice Rarely participate (less than one time per week) in physical activities

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

USE OF MARKERS AGES: 2 ½ to 3 ½ years MATERIALS: • different color markers • blank paper • tray PRESENTATION: 1. Invite the child. 2. Bring tray to the table mat. 3. Take one marker and take the cap off. 4. Put the cap on the back of the marker until it clicks. 5. Draw gently on the paper with the marker. 6. Take the cap off the back of marker and put it on the marker until it clicks. 7. Return the marker in the holder. 8. Return the activity to the shelf. 9. Return the mat to the shelf. DIRECT AIMS: Order Coordination Concentration Independence INDIRECT AIMS: Learning how to use markers. Preparation for writing and drawing; CONTROL OF ERROR: Drawing and properly closed marker. POINTS OF INTEREST: The feel of the paper The click sound of the marker cap The colors used on the paper VOCABULARY: marker, cap, paper, click

ADAPTATIONS: Help the child take off the caps on the markers and place the cap on the back of the marker (if needed). STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

USE OF STAPLER AGES: 2 ½ to 3 ½ years MATERIALS: • Scrap / recycled paper • basket • stapler • tray • mat PRESENTATION: 1. Invite the child. 2. Bring tray to the table. 3. Take a piece of paper from the basket and fold in half. 4. Pick up the stapler. 5. Place scrap paper in stapler. 6. Demonstrate stapling by holding two hands over stapler and pressing down with considerable force. 7. Hold paper up to show child the stapled paper. 8. Repeat two or three more times. 9. Replace the stapler and throw away the rubbish. 10. Return the activity to the shelf. 11. Return the mat to the shelf. DIRECT AIMS: Order Coordination Concentration Independence INDIRECT AIMS: Learning how to use stapler safely. CONTROL OF ERROR: Stapled paper. POINTS OF INTEREST: The feel of the paper The stapled paper VOCABULARY: stapler, paper, two hands, safety

ADAPTATIONS: Use a different type of stapler (small stapler, one that’s easier to press, etc). Have the child stand up when they press down the stapler. STANDARDS: HCPS III -Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical activity -Topic: Individual, Dual, and Lifetime Activities -Benchmark PE.K-2.3.1 -Rubric Advanced

Proficient

Consistently participate (more than three times per week) in a wide variety of physical activities

Usually participate (at least three times per week) in a variety of physical activities

Partially Proficient Sometimes participate (one or two times per week) in physical activities

Novice Rarely participate (less than one time per week) in physical activities

HPCS -Domain I: Physical Development, Health and Safety -Standard 6: Develop strength and coordination of large muscles.

USE OF TAPE AGES: 2 ½ to 3 ½ years MATERIALS: • Scrap / recycled paper • basket • tape in tape dispenser • scissors • mat PRESENTATION: - Invite the child. - Bring tray to the table. - Take a piece of paper from the basket and cut shapes with the scissors. - Pull the edge of the tape from the dispenser and cut a small piece. - Place tape over corner of one cut paper. - Repeat until all pieces are taped down. Hold paper up to show child the taped pieces of paper. - Replace the tape and throw away the rubbish. - Return the activity to the shelf. - Return the mat to the shelf. DIRECT AIMS: Order Coordination Concentration Independence INDIRECT AIMS: Learning how to use tape safely. CONTROL OF ERROR: Taped paper. POINTS OF INTEREST: The taped pieces of paper VOCABULARY: tape, paper, cut, safety ADAPTATIONS: Have a different type of tape cutter or use scissor for the child to cut the tape.

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

COLLAGE

COLLAGE TORN PAPER AGES: 3-6 years CONCEPT ISOLATED; Creating designs with torn paper MATERIALS: basket or tray glue paper for gluing on supply of paper for tearing PRESENTATION: - Select a background color of paper - Some scraps and or sheets of paper for tearing - Glue - Use a basket or tray to carry these to your table - Think of a design to create or a specific item, i.e. snowman, flower, sunset, etc. - Tear out the shapes you need and arrange them as you like on the background - Then open the glue and begin gluing them down. - Return materials to the shelf when finished. CONTROL OF ERROR: Tip the paper when you are done gluing to be sure the pieces are all secured. DIRECT AIM: Creative expression of the child INDIRECT AIM: Order Concentration Coordination Independence ADAPTATIONS: Change the thickness of the paper for children who have a easy/hard time tearing the paper. STANDARDS: HCPS III

-Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

Joan Bittner

COLLAGE CUT PAPER AGES: 3-6 years CONCEPT ISOLATED: Creating designs with cut paper MATERIALS: basket or tray glue paper for gluing on supply of paper for cutting PRESENTATION: - Select a background color of paper, some scraps and or sheets of paper for cutting and a supply of glue. - Use a basket or tray to carry these to your table. - Think of a design to create or a specific item, i.e. snowman, flower, sunset, etc. - Cut out the shapes you need and arrange them as you like on the background. - Then open the glue and begin gluing them down. CONTROL OF ERROR: Tip the paper when you are done gluing to be sure the pieces are all secured. DIRECT AIM: Creative expression of the child INDIRECT AIM: Order Concentration Coordination Independence ADAPTATIONS: Use different types of scissors (ex. handi-squeeze, training scissors) if the child is unable to hold the scissors. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences

-Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

Joan Bittner

SNOWFLAKE AGES: 4-6 years CONCEPT ISOLATED: Creating designs with cut paper MATERIALS: Paper scissors PRESENTATION: - Fold the paper. - Cut different shapes - Open the snowflake when finished

DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATIONS: Use printed paper EXTENSIONS: Connect to a string to hang. ADAPTATIONS: Draw patterns on the folded paper to introduce snowflake making for the child. Use different types of scissors (ex. handi-squeeze, training scissors) if the child is unable to hold the scissors. STANDARDS: HCPS III -Standard : VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2

-Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain I: Physical Development, Health and Safety -Standard 5: Develop strength and coordination of small muscles.

COLLAGE PATTERNED PAPER AGES: 4-6 years CONCEPT ISOLATED; Creating designs with patterned paper MATERIALS: basket or tray glue paper for gluing on supply of paper with patterns PRESENTATION: - Look at, discuss and appreciate art. - Find patterns in it. Compare Matisse, Picasso, and Monet. - Look at the stock market page in the newspaper and notice the patterns. - Use it for your collage as a city landscape, leopard or zebra ( lots of stripes and dots). - Select a background color of paper, some scraps and or sheets of patterned paper for cutting and a supply of glue. - Use a basket or tray to carry these to your table. -Think of a design to create or a specific item, i.e. copy of Matisse. - Cut out the shapes you need and arrange them as you like on the background. -Then open the glue and begin gluing them down. CONTROL OF ERROR: Tip the paper when you are done gluing to be sure the pieces are all secured. DIRECT AIM: Creative expression of the child INDIRECT AIM: Order Concentration Coordination Independence ADAPTATIONS: Use strips of paper or pieces of paper for the child to create a different variety of patten papers.

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

Joan Bittner

COLLAGE MOSAIC COLLAGE AGES: 4-6 years CONCEPT ISOLATED; Creating a mosaic ( a mosaic is ordered) MATERIALS: Sturdy background paper crayon or chalk supply of patterned paper tissue paper construction paper PRESENTATION: - Select a background paper - Draw a shape on it - Fill in the entire shape with pieces of paper chosen from the supply - The pieces should all be cut the same, i.e. small squares, triangles, circles, etc. CONTROL OF ERROR: Shape to be filled in with pieces of paper DIRECT AIM: Creative expression of the child Art appreciation INDIRECT AIM: Order Concentration Coordination Independence VARIATION: Make a seed mosaic: Trace an inset, fill it with popcorn or other seeds. ADAPTATIONS: Have a template with a pattern for the child to fill in the spaces with different colors. STANDARDS: HCPS III

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

Joan Bittner

COLLAGE YARN PICTURES AGES: 4-6 years CONCEPT ISOLATED; Creating a picture out of yarn MATERIALS: Sturdy background paper crayon or chalk supply of yarn and glue PRESENTATION: - Select a background paper - Draw a shape on it. i.e. triangle, oval, etc. - Fill in the entire shape with pieces of yarn chosen from the supply. - The pieces should all be cut after you measure it on paper to see what size you need. - Fill in the shape with glue. - Start on the edge of the shape and then “drive” the yarn around the corners. - Press the yarn down as you go to anchor it. DIRECT AIM: Creative expression of the child INDIRECT AIM: Order Concentration Coordination Independence COMMENTS: Try finding the yarn around your finger, then gluing it on in a ball. It adds a different look. VARIATION: Use paint as glue. ADAPTATIONS: Help the child make a shape on their paper. Place glue in a small tray with paintbrushes so the child can spread the glue on their paper. STANDARDS: HCPS III

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

Joan Bittner

DRAWING

DRAWING “SCRIBBLE PICTURES” AGES: 2-6 years CONCEPT ISOLATED: Using crayons or Cray-pas to create scribbles MATERIALS: Paper Supply of Crayons or Cray-pas PRESENTATION: - Select a background sheet of paper. - Choose a crayon or Cray-pas to use as an outline for the picture. - Usually black, brown, purple, or some other dark color works best (but be creative!) - Fill the paper with scribbles. - Leave space for coloring in the spaces when you are finished. - In a random design, fill in the areas with different colors. DIRECT AIM: Creative expression of the child INDIRECT AIM: Order Concentration Coordination Independence EXTENSIONS: Add black yarn over the lines to give it a stained glass window look, or use any color of yarn you like. Fill in the areas with lines or designs, i.e. dots, stripes, flowers. ADAPTATION: Use a variety of different media for the child to draw on or with STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences

-Topic How the Arts are Organized -Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

Joan Bittner

DRAWING COLORED PENCILS

AGES: 3-6 years CONCEPT ISOLATED: Learning to make thick and thin lines, overlapping colors, and light or dark lines using colored pencils MATERIALS: A supply of colored pencils of various colors paper PRESENTATION: - On a sheet of paper, show the child thick and thin lines. - Make the thick lines by holding the pencil at a slant. - Do not use the point, but the side of the pencil to make the thick mark. - Thin lines are drawn with the point. - Use a metal inset to make a shape. - Color it lightly with one color. - Move the inset and draw another shape overlapping the first, in a different color. - Notice how the colors look on top of each other. - Experiment with light and dark shading. - Show how the closer the lines are together the darker the color looks. DIRECT AIM: Creative expression of the child INDIRECT AIM: Order Concentration Coordination Independence EXTENSION: Draw with music as a group, or wear headphones. ADAPTATIONS: Let the child explor with the materials if they are unable to use the metal insets. STANDARDS: HCPS III

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

Joan Bittner

PAINTING

BLACKBOARD PAINTING AGES: 2-6 years CONCEPT ISOLATED: Learning to use a paintbrush gross motor skills with a large house brush fine motor skills with a thin brush-letter writing MATERIALS: Clean water Towel to catch the drips Water or paint Paintbrush PRESENTATION: 1. Bring the materials to the blackboard. 2. Dip the brush in the water and lift it to the lip of the container and wipe the drips. Count one, two, three, as you are wiping it. 3. Lift the brush to the board and “paint” with the water. 4. Use the towel to catch any drips. 5. Watch the design disappears. DIRECT AIM: Creative Expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATIONS: Instead of using water, paint is a good choice once the children are able to control the brush. EXTENSIONS: After child paints on the board, get a paper and make a print. Wash the board with spray bottle and a sponge. ADAPTATIONS: Use hands or fingers to paint on the blackboard or concrete (outside)

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

FINGER PAINTING AGES: 3-6 years CONCEPT ISOLATED: Exploration of the medium MATERIALS: Finger paints Water Apron Paper PRESENTATION: 1. Child wets paper first, then scoops the paint onto the paper and freely explores the medium. 2. Child does not wet the paper first. Notice the difference in the medium. DIRECT AIM: Creative Expression of the child INDIRECT AIM: Concentration Coordination Order Independence ADAPTATIONS: Put paint on a tray with a varitey of different colors and let the child explore and freely do what they want with the paint and paper using their fingers. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric

Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

MIXED MEDIA RESIST/CRAYON or OIL PASTEL AGES: 4-6 years CONCEPT ISOLATED: To learn the technique of resist MATERIALS: Oil pastels crayons paper thin tempra paint wide bristled brush PRESENTATION: 1. For a spooky ghost picture: Draw with white on white paper. 2. Then do a black tempra wash ONCE over the picture. OOOOOOh! 3. Or draw black on black (moon, stars) and wash with white tempra. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATION: Use water color instead of tempra as a wash. ADAPTATIONS: Fingerpaint a picture white oil paint, let it dry. Paint over the white drawings with the thin black tempra paint STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2

-Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

Joan Bittner

MIXED MEDIA CRAYON ENGRAVING AGES: 4-6 years CONCEPT ISOLATED: Discover pattern and texture by adding crayon with black paint and scratching through the black to find the color. MATERIALS: Thick newspaper, thick & creamy black tempra (add one drop of soap) nail or paper clip many colors of crayons or oil pastels oak tag board or heavy paper PRESENTATION: - Make a heavy scribble design (with a thick layer of color). - Coat the design with the black tempra. - Wait a day for it to dry thoroughly. - Use the nail or clip to scratch out a design or just explore uncovering colors. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATION: Cover the scribble design with black crayon instead of paint. This is more tedious but also yields enjoyable results. ADAPTATIONS: Use different colored consturction paper and glue it on a piece of thick paper. Paint it with black tempra paint. Let it dry and use the nail or clip to scratch out a design. STANDARDS: HCPS III

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

Joan Bittner

MASTERPIECE ART IMPRESSION AGES: 5-6 years CONCEPT ISOLATED: Creating your own impressions of a masterpiece MATERIALS: Masterpiece art print, paper and choice of media PRESENTATION: - Examine the masterpiece art print and re-create the same picture with your own personal impressions using your chosen media. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATIONS: Use of different media EXTENSIONS: Recreate the image on canvass utilizing the same medium the artist used. ADAPTATIONS: Use any type of medium or media to recreate an image of choice. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric

Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

PRINTMAKING

TEXTURE RUBBING AGES: 3-6 years CONCEPT ISOLATED: Exploration with textures and the print they make MATERIALS: Paper Crayons Chalk Paint PRESENTATION: 1. Select a color. 2. Bring the paper and color to a place, object, or room fixture, that has texture that the paper over the texture and rub firmly with the side of the crayon or chalk. 3. Notice the patterns. 4. Change colors and find another texture to rub. 5. Now that you know the process, BE CREATIVE. 6. Use may color for the same rubbing. 7. Change rubbings. 8. There are many possibilities. DIRECT AIM: Creative expression of the child. INDIRECT AIM: Concentration Coordination Order Independence EXTENSION: Make a rubbing matching exercise. The child patches the rubbing to the textures and then tests them by making his own as a control of error. ADAPTATIONS: Provide the children with a variety of different materials they can use to rub their materials on. STANDARDS: HCPS III

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

VEGETABLE ART PRINTING AGES: 3-6 years CONCEPT ISOLATED: Explorations with textures of the different chosen vegetables MATERIALS: paper tempera paint chosen vegetables PRESENTATION: 1. Cut the vegetable across and dip the cut flat edge on paint and create images with it on paper either by stamping it on paper or sliding the painted edges into shapes. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATIONS: Use different types of vegetables, if it is culturally inappropriate to use food use sponges cut out in different shapes. EXTENSIONS: Develop a matching game. Make two of the same print. ADAPTATIONS: Let the children design or cut out a pattern in the different material. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2

-Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

STYROFOAM PRINTING AGES: 5-6 years CONCEPT ISOLATED: Making a print from Styrofoam MATERIALS: Foam from a Meat tray Cut edges off with a paper cutter pencil (need to finish) roller Presentation: 1. Use the pencil to draw the design on the foam. 2. Use the brayer to put the paint on the plexiglass, roll it until you hear a sticky sound. 3. Then, roll the paint onto the foam and carry it to your table. 4. Place the paper over the one foam and rub it gently, yet firmly. 5. Pull the paper off and see the print. 6. Do two or three prints off of the plate and label them: print 1, 2, 3. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATIONS: Make a crayon rubbing of the print. EXTENSIONS: Use the print to make a greeting card. ADAPTATIONS: Use a paintbrush or fingers to put paint on the styrofoam. Making sure you don’t put paint in the design STANDARDS: HCPS III

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

STENCILING AGES: 4-6 years CONCEPT ISOLATED: Learning to make and use stencils MATERIALS: Colored Construction Paper Scissors Chalk PRESENTATION: 1. Fold the construction paper in half 2. Snip out a design 3. Open the paper and lay it over a second paper. 4. Use a chalk and make a thick line on the edge of the design on the stencil. 5. With your finger, rub the color onto the second paper and experiment with different colors. 6. Brush blue down into a space and red up into a space. See the mix. DIRECT AIM: Creative Expression of the child INDIRECT AIM: Concentration coordination order Independence VARIATIONS: Use a stencil for sponge painting. The child can color dark or light in the stencil instead of brushing in the color. EXTENSIONS: Use the picture for greeting cards or for decorating gift boxes. ADAPTATIONS: Tear the design out from the construction paper. Use different types of scissors (ex. handy squeeze, training scissors) if the child is unable to hold the scissors. STANDARDS: HCPS III

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

SILKSCREEN PRINTING AGES: 4-6 years CONCEPT ISOLATED: Learning to transfer images to a fabric material MATERIALS: silkscreen paint leaves paintbrush PRESENTATION: - Paint the leaves with silkscreen paint and transfer the painted leaves with the paint side on the fabric to be printed on. - Press the leaves with something flat and smooth. - Carefully lift the leaves one by one and hang the fabric to dry. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATIONS: Use a variety of materials to make prints on. ADAPTATIONS: Use fingers or a roller to put paint on the leaves or other materials. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2 -Rubric

Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

3-D ART

3D ART PAPER MACHE AGES: 4-6 years CONCEPT ISOLATED: Learning to create things using paper mache MATERIALS: Flour and water paste or wall paper paste in a large bowl water strips of newspaper paper towels or newsprint, paper plate or balloon whole newspaper to cover your work area paint PRESENTATION: 1. Make the paste creamy and not lumpy. 2. Start with a paper plate or balloon to make a mask. 3. Feel you face and use the paper towels and 2 layers of paper mache to raise the mask surface where appropriate. 4. Let the mask dry. 5. Add layers if it seems necessary and let it dry again. 6. Paint the mask when it is completely dry. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATIONS: Use old light bulbs to make maracas. Use tissue paper to decorate a “mached” balloon. ADAPTATIONS: Use different sized items to be paper mached. Cut up the newspaper or other material to make the paper mache a thick paste. Let the child use their hands and plaster the item with the paper mache.

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

STYROFOAM CONSTRUCTION AGES: 3-6 years CONCEPT ISOLATED: Creating with Styrofoam MATERIALS: Meat packages (use a paper cutter to trim the edges) packing foam of all shapes and sizes and colors toothpicks/tape/ or glue. PRESENTATION: 1. Select a meat tray for a base. 2. Use the toothpicks, tape, or glue to add foam pieces. 3. Build a figure, tower, city scape, or just add pieces as they take your fancy. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATIONS: -Use orange juice lids or cardboard for a base. - Use log pretzels and frosting to make a log chain. - Make seasonal items. ADAPTATIONS: Add whatever material you want to your constructed styrofoam piece. Help child cut styrofoam to their desired shape and size. STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized -Benchmark FA.K.1.2

-Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

SAND CASTING, PLASTER RELIEF AGES: 3-6 years CONCEPT ISOLATED: Creating plaster reliefs out of sand and plaster of paris MATERIALS: Bowl Damp Sand Plaster of Paris (mixed with water until creamy) PRESENTATION: 1. Line the bowl with damp sand. 2. Press it down firmly. 3. Draw in the sand and let the sand almost dry. 4. Pour in the plaster of paris mix. 5. When it is completely dry, dump the bowl and brush off the extra sand. 6. Notice the design imprinted in the plaster. DIRECT AIM: Creative expression of the child INDIRECT AIM: Concentration Coordination Order Independence VARIATION: Use a milk carton filled with clay. Press items into the clay and remove them. Pour the plaster in. When it is dry, pull the clay away and admire the impressions left in the plaster. ADAPTATIONS: In a tray place the sand and let the child make their own design (using their fingers/hands or any other tool). STANDARDS: HCPS III -Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences -Topic: How the Arts are Organized

-Benchmark FA.K.1.2 -Rubric Advanced Consistently use developmentally appropriate art media, tools, and processes

Proficient Usually use developmentally appropriate art media, tools, and processes

Partially Proficient Sometimes use developmentally appropriate art media, tools, and processes

Novice Rarely use developmentally appropriate art media, tools, and processes

HPCS -Domain V: Creative Development -Standard 1: Create and express themselves through a variety of art experiences.

RESOURCES AND LINKS

OTHER IDEAS AND RECIPES Play dough Recipes Edible Play Dough - no cooking · 2 cups creamy peanut butter ·

2 cups powdered sugar

3 cups powdered milk

2 cups corn syrup

Oatmeal (to reduce stickiness)

Cocoa for added flavor

Mix all ingredients in a bowl

Place on wax paper

Knead gently till required texture o Optional ingredients for decorations / play

Colored chocolate rice sprinkles

M&M twinkles

Chocolate chips

Raisins

Cereal – Cheerios, Cornflakes….etc

For a white surface, sprinkle icing sugar on the shaped product

No need to cook Playdough ·

4 cups flour

1 cup salt

2Tbs vegetable oil

1 cup cold water

Food coloring / Kool Aid Crystals

Mix all dry ingredients.

Add water to dry ingredients slowly while mixing

Knead till required texture.

Add more flour or water as required.

Store in an airtight container, ziplock / refrigerator

Playdough recipe - with cooking: · 1 cup flour ·

2 Tsp cream of tartar

1/4 cup Salt

1 cup warm Water

1 Tsp vegetable oil

Food coloring – just a drop or two (optional)

Mix all ingredients in a saucepan

Cook over medium heat till dough is stiff

Remove from heat and cool till you can hold in your hand

Place on wax paper

Knead it 3 – 4 times

Store in an air tight container or in the refrigerator

Easy Clay recipe - without cooking ·

8 slices of day-old white bread

1 /2 C. White Glue

Food coloring

Flour – just a sprinkle

Wax paper

Remove crusts from bread.

Break bread into small pieces and put into a mixing bowl.

Pour glue over the bread and mix well

Remove and place dough on wax paper.

Dust work surface with a little flour

Knead gently for about 5 mins

Add coloring and knead to the desired texture & shape

Air dry or leave overnight in unheated oven.

Drying time varies with size & thickness.

Use acrylic paints for more desired colors.

Finish with a coat of gloss varnish.

Salt or Sugar Paint In a bowl mix together: 2 teaspoons of salt or sugar 1 teaspoon of liquid starch A few drops of tempera paint Have fun painting. Hint: to make the texture rougher add fine or rough sand White sand paint looks great as snow in a painting. Also, brown salt paint works great for a desert. Shiny Paint In a bowl mix together: ¼ cup white liquid glue ¼ cup tempera paint This paint gives a wet shiny look. It looks great for water or rain on a picture. This can be used on both objects and paper. Keep tightly covered.

Sugar Chalk Stick Paint In a ¼ cup of water dissolve 2 teaspoons of sugar. Soak various colors of chalk sticks until softened (about 10 minutes or more). Use like paint sticks on dark, dull construction paper. The chalk stays on because the sugar glues the chalk to the paper. Straw painting On a piece of paper place a few dollops of paint. Let your child blow through the straw gently to move the paint around into an abstract design. Finger Paint Finger painting is always a hit with children. You can make hand-prints, practice letters and numbers, make shapes, or just have creative fun. Materials: 1 cup of wheat flour ½ cup warm water 1 tablespoon of one of the following: body lotion, petroleum jelly or liquid starch, or liquid soap (or any other syrupy liquid you have.) Tempera paint or food coloring A throw away shallow container Butcher paper or any slick surface, such as shelf paper, recycled, clean meat and produce trays, plastic bag taped over cardboard or any shiny paper. Disposable spoons or stir sticks Combine flour with water and mix thoroughly. Add paint and lotion. You can do several different containers with various colors. If you are painting on a plastic surface, save your painting by blotting a print of the finger paint with construction or newsprint paper. Ink Blot Painting Materials: Paper white or light color Paints-either tempera, food coloring, water colors, Paint brush or plastic spoon Newspaper Cover your work area with several layers of newspapers. Fold your paper in half. Open the paper and put various dabs of paint on the crease of the paper. Fold the paper. Starting from the center crease, use your hands or finger to push the paper from the center to the edge. You can eve use a small rolling pin, crayon to roll across the paper. When the paint has been spread out, open the paper to see the surprise you have created. Print Painting Materials: Tempera or thick paint-various colors Thick paper Containers or recycled plastic trays

Printing materials: Empty spools Clothes pins Styrofoam peanuts Plastic berry basket Apple cut in half Bottom or lid of bottle Pipe cleaners shaped into a design Hands, finger tips, feet, etc. Potato carved with letter or design In a shallow bowl or bowls put in paint. Dip with a printing material and make cool designs. You can make cards, wrapping paper, or unique paintings with this. Weird paint brushes: You don't always have to us a paintbrush to paint. Here are some fun items to paint your next creation: Feathers String Sticks Marbles Plastic knife, fork or spoon Cotton swabs Corks Easy Flour Paste ½ Cup cold water (Add more water if the paste is too thick) 1 Cup flour Mix the flour and water with a fork until smooth. This is a great activity to do with your child. Store in a covered jar & refrigerate. Wheat Paste 1 ½ Cups of boiling water 2 teaspoons of wheat flour ½ teaspoon salt Mix the wheat and salt slowly into the boiling water. Store in a covered jar & refrigerate. School Paste 1 Cup of sugar 1 Cup flour 1 teaspoon alum (instead of adding this preservative I refrigerate my paste)

4 Cups boiling water A few drops of peppermint or vanilla extract to make a yummy smell. Place in a covered jar. Fun Crayons Here is a great way to make your own big crayons Line your favorite forms with plastic wrap and spray with cooking oil. Collect all your old and broken crayons. Take off all the paper Put pieces of the same or similar colored crayons in clean soup can. Set it in a pan of hot water on the stove. Cook until the crayons melt. Pour the wax into one of the forms. Use a clean can for each color you melt. When the wax is cool, pull out it of the tin and unwrap it. Get big pieces of paper and have fun coloring. Nature’s Egg dye Color your hardboiled eggs by soaking them in these dyes: Melted frozen dark purple grape juice- makes lavender Melted frozen cranberry juice- makes red Pickled beet juice- makes light pink Dark tea-makes light brown to rose Coffee-brown Strain the cooked items from the juice before soaking Cooked yellow onion skins make -yellow to orange tan. Cooked blueberries-make blue Cooked carrot tops-make yellow Cooked purple cabbage leaves-make purple Cooked parsley leaves- makes green Cooked spinach leaves- makes green Great Fun Dough Mix together in a large bowl: 2 ¼ Cups of all-purpose wheat flour 1 Cup salt 2 Tablespoons Cream of Tartar ¼ Cup vegetable oil Stir in and quickly beat: 1 ½ Cups Boiling water Divide into several sections and add a few drops of Food coloring or natural dye Your child can help you knead the colors into the dough. If you want just one color or no color, add the color to the boiling water. If the dough to too dry or wet, add water or flour.

Makes about 3 Cups Store in covered airtight container. Soap Sculpting Clay 1 ½ Cups Soap Flakes (Ivory Laundry Flakes) 4 Tablespoons hot water with food coloring (optional) Hand mixer Large bowl Mix together the hot water and food coloring. Using mixer beat together the soap flakes and water until thick. Let your child shape the soap clay into a fun creation. You can use this as soap making project. Also, your child can sculpt it some more with a plastic knife to make features. Food Finger-painting This is great for kids who still like to taste their work. Materials: Pudding-you can make different colors by adding food coloring to vanilla pudding Yogurt-plain yogurt can be made into different colors by adding food coloring Whipped cream Ketchup Use a plastic garbage bag or plastic tablecloth to spread the medium of choice. I used to put it on my baby’s high chair table. You can do this out side as well. In order to save the work, take a piece of construction paper, spread it over the work, press down, and lift. It’s a great way to make a print of the masterpiece. Play Sand Clay Materials 6 cups of fine sand 1 cup white school glue water, enough to make clay form outdoor working surface old mixing container and a stirring stick Mix Glue and sand together, add enough water to make the sand stick into shapes Now to make a permanent sand castle! Pack into different shape containers Turn upside down, and air dry. You can use small recycled scoops, tubs, cardboard tubes, small boxes, orange juice cans, and cups.

Silly Stuff GACK Recipe: Materials needed: 1 cup of white glue Food coloring 1 cup of liquid starch Pour the glue and food coloring into a plastic container Stir well until color is thoroughly mixed Add starch, a little at a time, stirring with a spoon, and eventually knead with your fingers when the mixture thickens Keep mixing until the ingredients hold together like putty Test with your fingers; if too sticky, add more starch in small amounts until the mixture is smooth and rubbery You may need to add more glue, if the texture doesn't act like silly putty in its elasticity. Store in an airtight container Note-This may stick on your children’s clothes, so put bibs or aprons on the children when they are playing with this! Silly Putty Recipe This stuff will bounce and pick up pictures from newspaper, just like the real thing! Materials needed: White glue (not school glue) Borax Water Food coloring In a plastic bowl add: 1/2 cup of water to 1/2 White Glue Mix and add 3 drops of food coloring Make a Borax solution: take 2 Tablespoons of borax (you can buy this in the laundry section of the grocery store) and add to 1 cup of water and stir. Add ½ cup of borax solution to water and glue mixture Stir and mix it well. Let it dry for about an hour. It should turn into a nice firm gob. When ready, it will be smooth and rubber-like. Store in an airtight container or plastic bag. Face Paint for kids Ingredients: 1 teaspoon corn starch ½ teaspoon water ½ to 1 teaspoon cold cream 2 to 3 drops of food color

Stir together starch and cold cream until well blended. Add water and stir, then add food coloring. Use a small paintbrush or disposable cotton swabs to paint designs on face. Remove with soap and water. Store in airtight container. Here are some ideas for face painting a rabbit, doll, tiger, robot, butterfly, and much more! Homemade Sidewalk Chalk This makes one big piece of chalk- just increase the recipe to make more. Also, you can make several batches of different colors. (Use ½ cup of plaster of Paris to ¼ cup of water ratio) You may want to use a pollen mask or a hankie over your nose and mouth to prevent from breathing the fine dust from the plaster. Ingredients: Plaster of Paris, water, liquid tempera paint-your favorite color, one throw away mixing bowl, a stick or old spoon, mold from small paper waxed cup or empty paper or toilet paper roll lined with waxed paper and the bottom taped shut. Pour ¾ of the water into the bowl, gradually stir in plaster of Paris. Add 2 or 3 tablespoons of liquid tempera, mixing well, scraping the bottom. Add the rest of the water and stir well until the mixture thickens. Pour into upright mold. Gently tap the sides to get out the air bubbles. After the chalk is completely dry (2 or 3 days) remove the molds.

ART RESOURCES LINKS Multilinks 1. ArtJunction - [this link opens on a new page] choose something to see, learn or do in their activity centers. Brief descriptions are provided to give you some idea of what to expect in each area: a gallery section of children's art work, art project ideas, links and more. 2. ArtBot - [this link opens on a new page] from Professor Garfield - art video and lessons - The lessons are extremely varied and teach children step-by-step how to draw and even create a very realistic sculpture. 3. ArtsEdge from the Kennedy Center - [this link opens on a new page] helps educators to teach in, through and about the arts. A MarcoPolo partner site. 4. Arts Education page for K12 - Numerous links to craft ideas, museums, teacher resources, lesson plans, and Art History. 5. Art Games - from The Albright-Knox Art Gallery. Many activities on this site! [close the popup games page to return to this page] 6. Art Hotlist - one of the Franklin Institute Educational Hotlists 7. Art Resources - numerous links for art 8. Art Safari -Museum of Modern Artâ&#x20AC;&#x2122;s website - investigate and create different animals. 9. Artist's Toolkit - [this link opens on a new page] Artists use visual elements and principles like line, color and shape as tools to build works of art. Learn about these concepts in a variety of ways. 10.ArtsConnectEd - [this link opens on a new page] posted by the Minneapolis Institute of Art (the Playground is interactive) 11.Crayola Art Education - lesson plans, creative experiences, art techniques, and teacher resources 12.Imagination Factory - [this link opens on a new page] The Imagination Factory integrates art with science and social studies to teach solid waste management concepts in a fun and entertaining way. 13.The Incredible Art Department - [this link opens on a new page] guess whose enigmatic smile greets you to the Art Department 14.Invention at Play - [this link opens on a new page] from the Lemelson Center 15.Leonardo's Perspective - [this link opens on a new page] linear perspective 16.Lifetime of Color - [this link opens on a new page] Art Education and ArtEdventures from Sanford features four main areas; Create Art, Study Art, Play Art Games, and Teach Art. 17.Lifetime of Color - Technique Demos - [this link opens on a new page] Discover how great artists made their famous works while learning tips and techniques for creating your own art! 18.My Window to Art - [this link opens on a new page] lessons on painting, drawing, mixed media, 3D and more 19.Schoolhouse: The Arts - [this link opens on a new page] many topics and links to choose from 20.SmartHistory - a free multi-media web-book designed as a dynamic enhancement (or even substitute) for the traditional art history textbook 21.Visual Arts Resources - [this link opens on a new page] interactive web sites on various topics 22.Virtual Museum of El Pais - 3D exhibit of South America paintings

Lesson Plans 1. A Mask For All Seasons - create a plaster craft mask to depict the four seasons 2. A. Pintura - [this link opens on a new page] Art Detective - an online game about art history and art composition 3. Art History Resources on the Web - [this link opens on a new page] from prehistoric to 20th century, there are also links to non-European art and museums 4. The Art Kids - [this link opens on a new page] lesson plans for K-6 and 7-12 (Caution: this is a free site hosted by GeoCities and occasionally you will find that it has exceeded its allocated data transfer. Go early in the hour.) 5. Art Webquest - Visual arts; 5th grade but can be adapted - major art movement research; select the paintings which best represent this period in art. 6. Artful Installations: 3D Constructions - 8th grade major art talent class, but it is easily adaptable to all age groups: students use problem-solving skills, communication, and a diversity of tasks to create a three-dimensional version of a two-dimensional painting 7. Blick Art Materials Lesson Plans - search by grade level or by discipline 8. Chasing Vermeer: A DaVinci Code for Children - observe and explore famous paintings by Vermeer. They will do online research about the history of this artist and his paintings, noting the particular use of his light, shadow and interior settings 9. China CultureQuest - Lesson plan - learn about Chinese brush painting, calligraphy, and names then practice using the brush with tempera paint, as they draw and write Chinese words they find in their online research 10. Claude Monet - students explore and appreciate the life and work of Impressionist artist Claude Monet. They gather information to write a biography on him and sketch an original landscape in his style. 11. Claude Monet and his friends and followers - Meet some of the most famous artists 12. Compare and Contrast - [this link opens on a new page] Select two works of art from a list of 26. Then click the "Begin Essay" button in the selection box that displays your selections to write your own short essay comparing the works of art. This is a display from the Minneapolis Institute of Arts. 13. Drawing In One-Point Perspective - Step-by-step instructions for basic one-point 14. How to Draw a Head - multimedia directions on how to draw a head 15. How to Draw tutorials 1. How to Draw a Dog - progressing from circles to the dog drawing

2. How to Draw Ears - human ears as well as manga (Japanese cartoon style) ears 3. How to Draw Eyes - human eyes as well as manga (Japanese cartoon style) eyes 4. How to Draw Faces - basic methods to draw general anime faces 5. How to Draw Hands - human hands as well as manga (Japanese cartoon style) hands 6. How to Draw a Hamster - progressing from circles to the hamster drawing 7. How to Draw a Jumping Man - progressing from circles to the jumping man drawing 8. How to Draw a Stretching Woman - progressing from circles to the stretching woman drawing 9. How to Draw It - how to make stylized cartoon type drawings of lots of animals [47 on the day we found this page] 10. How to Draw (for Kids) - these step-by-step drawing exercises are designed for children 16. Favorite Art Lessons from the incredible Art Department - [this link opens on a new page] This site lists lessons from Early Childhood to Undergraduate. Wow! They even have lesson suggestions for days when you will have a substitute. 17. Inside Art - [this link opens on a new page] an adventure in art history by Educational Web Adventures 18. KinderArt - art education for kids of all ages 19. Leonardo - [this link opens on a new page] Exploring Leonardo; his perspectives, his shorthand and more. 20. Lesson Finder at ArtsEdge - [this link opens on a new page] including lesson plans, units, and other ideas 21. Lesson Plan Central - art lesson plans, worksheets, clipart and activities 22. Light Walk - [this link opens on a new page] a "light hearted" look at light, shadow, and images. Also, read how to make your own pinhole camera. 23. Light and Color - activities designed to give ideas about light and color 24. Make a Town - [this link opens on a new page] a learning project to create a model town using free software (PC/Windows only) 25. Music, Art, and PE Lesson Plans and Resources - from a homeschool site

26. National Gallery of Art presents Adventures with Art Links 1. James Jacques Tissot 2. George Catlin 3. Martin Johnson Heade 4. Jacques-Louis David 5. Wassily Kandinsky 6. John Singleton Copley 7. Rogier van der Weyden 8. Frank Stella 27. The National Standards for Arts Education - [this link opens on a new page] Developed by the Consortium of National Arts Education Associations (under the guidance of the National Committee for Standards in the Arts) 28. Perspective - lesson; learn how to use perspective in your drawings and paintings to create the illusion of depth 29. Picasso - [this link opens on a new page] The works of Pablo Picasso are presented at the OnLine Picasso Project (7,044 catalogued works) 30. Teach Art - [this link opens on a new page] lesson plans from Sanford 31. Think Art - [this link opens on a new page] many lesson plans 32. Visual Art Lesson Plans - [this link opens on a new page] from Teachnology Museums 1. The Art Institute of Chicago 2. Explore and Learn - [this link opens on a new page] from the Metropolitan Museum of Art. Six activities and four types of learning experiences are provided. 3. Museum Network - [this link opens on a new page] 33,000 museums worldwide, links to museum learning adventures on the Web. 4. Webmuseum - [this link opens on a new page] exhibits, paintings, and resources. 5. Metropolitan Museum of Art - [this link opens on a new page] View exhibitions and installations at the museum. On their Education page you can find an excellent variety of educational experiences with images of works of art and detailed descriptions of educational opportunities at The Metropolitan Museum of Art.

6. Minneapolis Institute of Arts - Many of their collections and online programs 7. The National Gallery of Art - [this link opens on a new page] one of the finest collections in the world illustrating major achievements in painting, sculpture, and graphic arts from the Middle Ages to the present - Go there to browse their collection. While there, stop and explore Watson and the Shark, John Singleton Copley's famous painting of "Watson and the Shark" which was inspired by an event that took place in Havana, Cuba, in 1749. Resources 1. 4096 Color Wheel - Hover over the wheel to view colors. Click to choose a web-smart color 2. The Alphabet of Art - This site explains, in simple terms, the elements of visual design. 3. ArtKidsRule - [this link opens on a new page] Fun Activities, Resources & Tutorials for Kids, Grown-ups & Teachers 4. Art Standards - State and National Standards 5.

Color: Designâ&#x20AC;&#x2122;s Most Exciting Elemene - a 22 slide ppt show

Color Theory - a 22 slide ppt show

Color Wheel - a 22 slide show which includes a student assignment

8. Interactive Color Wheel - experiment with saturation, intensity, hue, and luma 9.

Physics of Color - a 41 slide ppt show with several great examples

10. Real Color Wheel - Use this Real Color Wheel to match and find pigments that are the correct color oppositions for mixing neutral dark shadow colors without using black pigment. Designed for a natural artist painting on location. 11.

The Science of Color - a 19 slide ppt show

12. World Artists Directory - accomplished artists worldwide 13. World Wide Arts Resources provides the definitive gateway to arts information and culture since 1995. Simply select any of the categories or premiere links to begin your exciting adventure. Just for Fun 1. The Art Zone - [this link opens on a new page] create art online; from the National Gallery of Art. 2. Collage Machine - [this link opens on a new page] interactive site that allows students to create their own collages; from the National Gallery of Art

3. Coloring.com - [this link opens on a new page] allows students to choose a line drawing and color it on the screen. This site is fairly slow unless you have a very fast connection. Do you have an account yet? Go ahead and register, it's free! 4. Children's Haiku Garden - [this link opens on a new page] This garden is for the haiku verses with illustrations from Japanese children and other children from the USA or other countries. 5. First Palette - fun,educational art activities, very visual, easy-to-follow, and includes supporting resources 6. Mix and Paint with Curious George - [this link opens in a new window] select a picture, mix colors of paint and color the picture 7. Mobile - [this link opens on a new page] Create your own mobile with this site, from the National Gallery of Art 8. Mondrian Machine - Mondrian called this highly abstract and geometric style neoplasticism. Create your own! 9. My Imaginary City - create your own city 10. On-Line Coloring Pages - drag colors from the palette to the outline drawing, kids can try to match a small thumbnail drawing or use their own creativity on 3/25/09 11. Paint Box - create characters, make greeting cards, or just have fun doodling, from the National Gallery of Art 12. PixelFace - interactive portrait maker, from the National Gallery of Art 13. RiverRun - ncourages young children to orchestrate a flowing array of colorful shapes and patterns online 14. SwatchBox - a tool for mixing and drawing with millions of colors, from the National Gallery of Art More Resources… A- E ·

Album Cover Art http://www.albumcovers.net/fr_frameset.asp Searchable site for album covers. Some might be a too PG-13 (or R) for younger kids.

American Library Association 2009 Notable Children's Books http://www.ala.org/ala/ mgrps/divs/alsc/awardsgrants/childrensnotable/notablechibooks/index.cfm

Animal Drawings for kids http://drawsketch.about.com/od/drawanimalsstepbystep/ Easy_Animal_Step_by_Step_Drawing_for_Kids.htm

Art and Math http://web.me.com/normanshapiro/Site/Main_Page.html some interesting ideas for the wanna-be artists among us.

Art Institute in Chicago http://www.artic.edu/aic/education/onlinelearning/index.html contains images and interpretive information, lesson plans, maps, bibliographies, and family activities.

Art Teachers Guide to the Internet http://www.artjunction.org/atgi/ interesting ideas for teachers. Not only for art teachers.

Artcyclopedia http://www.artcyclopedia.com/ Search for your favorite artist and get current links to collections worldwide, or search based on title keywords or museum names.

Artistic styles http://art.pppst.com/movements.html Lessons, explanations, and links about Realism, Pointillism, Impressionism, Expressionism, and Surrealism.

Balance http://findarticles.com/p/articles/mi_m0HTZ/is_2_132/ai_104734416 Idea for a kindergarten lesson on balance

Balance & Symmetry http://www.pem.org/perfect-imbalance/lesson-plans/lesson1.pdf

Bathtub Crayons http://www.juliasrainbowcorner.com/html/anytimecrafts.html#bath Here's is a way to make crayons for the bathtub

Bearden, Romare http://www.beardenfoundation. This entire website is worth looking at. Bearden's collages are stunning.

Blake, Quentin http://www.quentinblake.com/illustrators/action.html - Resources for line concepts. Site includes videos of artist creating.

Brett, Jan http://www.janbrett.com Great resources for teachers, parents and children.

Calder, Alexander http://calder.org Great biographical info and pictures of his mobiles and stabiles.

Carle, Eric http://www.eric-carle.com/photogallery.html Great videos and slide shows on how Eric Carle creates his illustrations.

Chicka Chicka Boom Boom http://www.makinglearningfun.com/themepages/ chickachicka.htm Here are some printable materials for the book.

Close, Chuck http://www.chuckclose.coe.uh.edu/ Close's work is a great example of repetition and rhythm. There's a link on it to teaching plans, some of which are really cool.

Color Concepts http://www.alifetimeofcolor.com/play/color1/color1.html Introduce color concepts through the adventures of Carmine Chameleon in this interactive site.

Color Concepts http://www.alifetimeofcolor.com/play/color2/a1.html Restore the color to masterpieces as you follow Dr Gray & his Dechromatzer.

Dominance in children's books http://www.artfusion.us/index.php? option=com_sobi2&catid=8&Itemid=228

Dominance and painting http://www.johnlovett.com/test.htm

Deep Space Sparkle Blog http://deepspacesparkle.blogspot.com/2008/04/ kindergarten-portraits.html I choose to post a lesson plan on self-portraits for K. They have lots of different ideas for various grades.

Ehlert, Lois http://teacher.scholastic.com/products/westonwoods/study_guides/ Planting_a_Rainbow.pdf Here are lessons and extensions for Planting a Rainbow this book shows radial balance.

F-M ·

Famous Artists http://www.freerice.com/index.php?&t=467178153176&s=Famous %20Paintings Test yourself on famous artists as you donate rice to the hungry. Everyone wins!

Hopper, Edward http://www.mfa.org/hopper A great American artist!

How to - Draw a Cat http://www.drawfluffy.com/cat.html Step-by-step lesson on how to draw a cat (Professor McGonagall) and other Harry Potter Characters

How to - Draw a Cat and other Cartoon Creatures http://www.chunkymonkey.com/ howto/drawinglessons.htm Fun expressions on the characters from Chunky Monkey and friends.

Jolly Postman http://en.wikipedia.org/wiki/The_Jolly_Postman Link to Jolly Postman and Ahlbergs via Wikipedia.

Kahlo, Frida http://fridakahlo.com/ This site has interesting biographical information and a large gallery. I love her work, and I've noticed over the years that my teenagers seem to really respond to her, too.

Kathy Schrock's Guide for Educators http://school.discoveryeducation.com/ schrockguide/ If you've never checked this site out, it's a great wealth of links for educators in all disciplines and levels.

Kinderart Paper Masks http://www.kinderart.com/multic/cpapermask.shtml This has some great ideas for balance by making masks

Kollowitz. Kathe http://www.nmwa.org/collection/portfolio.asp?LinkID=511 some great self-portraits of an artist I like -- lots of value discussion possibility

Matisse, Henri http://www.centrepompidou.fr/education/ressources/ENS-matisse-EN/ ENS-matisse-en.htm For those not fortunate enough to go to Paris for the weekend, this site shows you the works you are missing.

Matisse, Henri http://images.google.com/images? sourceid=navclient&rlz=1T4GWYE_enUS274US275&q='matisse %20jazz'&um=1&ie=UTF-8&sa=N&tab=wi Google image search for inclusion in lessons.

Max, Peter http://www.petermax.com/ You want examples of posters, variety, and color? This is one stop shopping for a feast for the eyes!

Monet, Claude http://giverny.org/monet/welcome.htm Monet's homepage. Links to paintings, his garden at Giverny among many others.

Monet, Claude http://www.ibiblio.

More Art Activities and Lessons Art Education Page for K12- This gigantic resource of links is organized by art history, museums, geographic regions, lessons, individual artists, kid's art, styles, techniques, journals, costumes, and more. Computer Art Lessons: Using MS Paint- Here are some lessons using Microsoft Paint. The Cyber Sketchbook- Find wonderful lessons that use both computer and traditional generated art work. It's the Process, Not the Product- Here are detailed lessons for exploring art, organized by grade. Snowflake Patterns for Kids- Click on "Pattern & Instruction" to bring up a printable pattern to cut and make a variety of snowflakes. The Incredible Art Department- Find lesson plans, rubrics, kid's dept., and lots more resources here. Mr. Olejarz Art Education- Find information on perspective and student's interpretations of perspective, as well as links to student art portfolios and lessons. A Brush with Wildlife- Animated drawings come to life as they describe the basic aspects of art, line, movement, contrast, and others. This is great for your classroom. Find games and lots of activities under "education" Art Room- This great site provides outstanding lessons for teaching all ages of students, although designed for elementary students. Find a gallery of student work and wonderful ideas for teaching art concepts! ©2010 Elizabeth Park and Amytes Quiason. All rights reserved.

Art ConnectED- Browse an art collection, find historical information, and play in an area where you can learn about art techniques, make a virtual portrait, design a virtual garden, and many other rich activities organized by grade level. Creative Art Projects- Find beginning art curriculum guides, art from recycled material, and learn to draw lessons. Cool Art Projects for Kids-Tired of finger-painting? Bored with Magic Markers? Dissatisfied with the existential futility of glue and glitter? The Color Pencil Challenge- Here are lessons and artwork for teaching students how to effectively use colored pencils in drawings. NGA Kids- This site features famous paintings and lessons to explore and learn about art. This is great for elementary through high school. Calligraphy 101- Find the history and detailed lessons for learning to create beautiful hand drawn letters. Crayons and Computers- Students are invited to integrate computer paint program work with hands-on art to create still life, landscape, color explorations, and other art. What is a Print? This site explains in wonderful graphics the varieties of print projects, wood block, etching, lithography, and screen printing. Color Theory- This site provides many presentations, lessons, and activities for teaching the parts of art work, emphasizing color. This is great for ages 10 and older. Vision and Art- These are high school level tutorials covering depth cues, relative height, linear perspective, interposition, figure ground, and more. Lifetime of Color- Here are resources and activities for students from beginning to advanced. There are four areas, create art, study art, teach art, and play art games and each contain lots of great stuff for students and teachers. Crayons and Computers- Here are online art lessons and art ideas for young elementary students. Draw and Color with Uncle Fred- Grab your pencil, follow the online steps and primary students can draw pictures and design art here. Early Childhood Art Lessons- Pre-school and primary teachers will find a variety art activities here. Arts Workshop- This site has great information and activities related to the art of sculpture, puppetry, and art for home. Learn to Paint- This resource contains tips, tricks and methods for painting using water colors, oils, acrylics, pastels, color mixing, and more. Paul Friedlander Computer Art- Here are wonderful examples of 3D computer art that integrates math and science also. The Impressionists- Explore the details of the paintings using Flash animation and find detailed biographies of the painters here. Utah Museum of Fine Arts- Lesson Plans for Teachers- Lessons plans designed for middle and high school students related to African Art, Modern Art, Egyptian Art, and more can be found here. Complete art units using slides are available, also. Cultural Arts Resources for Teachers and Students- This site offers information about folklore, art, anthropology and more. It is a network of educators, students, folklorists, and folk artists to

foster sustained dialogue, classroom projects, teacher training, and online interactions with regional artists who might otherwise be unavailable to you. Inside Art- Participants get sucked into a Van Gogh painting and then must learn all about art in order to get out; terrific online simulation with tie-ins across the curriculum. The Imagination Factory- Students of all ages can learn to recycle ordinary objects into art- great for environmental ed. KinderArt- Create African drums, plaster face masks, and over 160 other great elementary student art projects. This is a huge resource! KinderArt- This Great resource provides art lesson plans, reference material, an online kid's art gallery, a forum for exchanging ideas and more. Apple Corps- Here is the online electronic version of Mr. Potato Head, where younger children can choose a vegetable and decorate it. Masks.org- This awesome site contains links to masks from around the world, as well as masks from organizations, events, collections, art and everything else. Visual Magic- Advanced art students interested in computer graphics will appreciate this Online magazine containing the latest hot use of computer generated art. Visitors can find tutorials, downloads, reviews and more here. Cool Links http://www.preschoolexpress.com/art_station.shtml

BOOKS

COLOR THEORY Color theory encompasses a multitude of definitions, concepts and design applications. All the information would fill several encyclopedias. As an introduction, here are a few basic concepts. The Color Wheel

A color circle, based on red, yellow and blue, is traditional in the field of art. Sir Isaac Newton developed the first circular diagram of colors in 1666. Since then scientists and artists have studied and designed numerous variations of this concept. Differences of opinion about the validity of one format over another continue to provoke debate. In reality, any color circle or color wheel which presents a logically arranged sequence of pure hues has merit.

PRIMARY COLORS Red, yellow and blue In traditional color theory, these are the 3 pigment colors that can not be mixed or formed by any combination of other colors. All other colors are derived from these 3 hues

SECONDARY COLORS Green, orange and purple These are the colors formed by mixing the primary colors.

TERTIARY COLORS Yellow-orange, red-orange, red-purple, blue-purple, blue-green and yellow-green. These are the colors formed by mixing a primary and a secondary color. That's why the hue is a two word name, such as blue-green, red-violet, and yellow-orange.

COLOR HARMONY Harmony can be defined as a pleasing arrangement of parts, whether it be music, poetry, color, or even an ice cream sundae. In visual experiences, harmony is something that is pleasing to the eye. It engages the viewer and it creates an inner sense of order, a balance in the visual experience. When something is not harmonious, it's either boring or chaotic. At one extreme is a visual experience that is so bland that the viewer is not engaged. The human brain will reject under-stimulating information. At the other extreme is a visual experience that is so overdone, so chaotic that the viewer can't stand to look at it. The human brain rejects what it can not organize, what it can not understand. The visual task requires that we present a logical structure. Color harmony delivers visual interest and a sense of order. In summary, extreme unity leads to under-stimulation, extreme complexity leads to overstimulation. Harmony is a dynamic equilibrium. Some Formulas for Color Harmony There are many theories for harmony. The following illustrations and descriptions present some basic formulas . A color scheme based on analogous colors

Analogous colors are any three colors which are side by side on a 12 part color wheel, such as yellow-green, yellow, and yellow-orange. Usually one of the three colors predominates. ÂŠ2010 Elizabeth Park and Amytes Quiason. All rights reserved.

A color scheme based on complementary colors

Complementary colors are any two colors which are directly opposite each other, such as red and green and red-purple and yellow-green. In the illustration above, there are several variations of yellow-green in the leaves and several variations of red-purple in the orchid. These opposing colors create maximum contrast and maximum stability. A color scheme based on nature

Nature provides a perfect departure point for color harmony. In the illustration above, red yellow and green create a harmonious design, regardless of whether this combination fits into a technical formula for color harmony.

Color Context How color behaves in relation to other colors and shapes is a complex area of color theory. Compare the contrast effects of different color backgrounds for the same red square.

ÂŠColor Voodoo Publications Red appears more brilliant against a black background and somewhat duller against the white background. In contrast with orange, the red appears lifeless; in contrast with blue-green, it exhibits brilliance. Notice that the red square appears larger on black than on other background colors.

Different readings of the same color

ÂŠColor Voodoo Publications If your computer has sufficient color stability and gamma correction (link to Color Blind Computers) you will see that the small purple rectangle on the left appears to have a red-purple tinge when compared to the small purple rectangle on the right. They are both the same color as seen in the illustration below. This demonstrates how three colors can be perceived as four colors.

Observing the effects colors have on each other is the starting point for understanding the relativity of color. The relationship of values, saturations and the warmth or coolness of respective hues can cause noticeable differences in our perception of color. Illustrations and text, courtesy of Color Logic and Color Logic for Web Site Design

Color Logic Ebook Encyclopedias: For web designers: "Color Voodoo for Web Design" For general design: "Color Voodoo for Design"

100

This page provides definitions and examples of the elements of art that are used by artists working in various media. The elements of art are components or parts of a work of art that can be isolated and defined. They are the building blocks used to create a work of art. Students who can identify the elements and evaluate their role in the composition of a work of art will be better able to understand an artist's choices. They will be equipped to address whether a work of art is successful, and why. Composition Line Shape and Form Space Color Texture Examples:

Madonna, Saint Thomas Aquinas, and Saint Paul, Bernardo Daddi, about 1330 Symmetrical compositions convey a sense of stability. In this example, a single large figure in the center is flanked by a smaller figure on either side. The shape of the artwork itself is also symmetricalâ&#x20AC;&#x201D;a vertical line bisecting the image would create two equal halves that are mirror images of one another.

101

Wall Clock, French, 1735–1740 Asymmetrical compositions often convey a sense of movement since the elements of the composition are unbalanced. In this example, the artist used organic forms to create a composition that mimics the movement of vines growing in an unordered fashion around the clock face. Line A line is an identifiable path created by a point moving in space. It is one-dimensional and can vary in width, direction, and length. Lines often define the edges of a form. Lines can be horizontal, vertical, or diagonal, straight or curved, thick or thin. They lead your eye around the composition and can communicate information through their character and direction. Examples:

Landscape with a Calm, Nicholas Poussin, 1650–1651 Horizontal lines suggest a feeling of rest or repose because objects parallel to the earth are at rest. In this landscape, horizontal lines also help give a sense of space. The lines delineate sections of the landscape, which recede into space. They also imply continuation of the landscape beyond the picture plane to the left and right.

Saint Bavo, Haarlem, Pieter Jansz. Saenredam, 1634 Vertical lines often communicate a sense of height because they are perpendicular to the earth, extending upwards toward the sky. In this church interior, vertical lines suggest spirituality, rising beyond human reach toward the heavens.

102

Cabinet, French, about 1785 Horizontal and vertical lines used in combination communicate stability and solidity. Rectilinear forms with 90-degree angles are structurally stable. This stability suggests permanence and reliability.

A Storm on the Mediterranean Coast, Claude-Joseph Vernet, 1767 Composition The arrangement of elements in a work of art. All works of art have an order determined by the artist. Composition creates a hierarchy within the work, which tells the viewer the relative importance of the imagery and elements included.

Fifth Avenue Looking South from Thirtieth Street, attributed to Silas A. Holmes, about 1855 Diagonal lines convey a feeling of movement. Objects in a diagonal position are unstable. Because they are neither vertical nor horizontal, they are either about to fall or are already in motion. The angles of the ship and the rocks on the shore convey a feeling of movement or speed in this stormy harbor scene.

103

In a two-dimensional composition, diagonal lines can also indicate depth through perspective. These diagonal lines pull the viewer visually into the image. For example, in this photograph the diagonal lines lead the eye into the space to the point where the lines converge.

Pool, Saint-Cloud, Eugène Atget, 1915–1919

Laocoön, Giovanni Battista Foggini, about 1720 The curve of a line can convey energy. Soft, shallow curves recall the curves of the human body and often have a pleasing, sensual quality and a softening effect on the composition. The edge of the pool in this photograph gently leads the eye to the sculptures on the horizon. Sharply curved or twisted lines can convey turmoil, chaos, and even violence. In this sculpture, the lines of the contorting bodies and the serpent help convey the intensity of the struggle against the snake's stranglehold.

104

Arles: View from the Wheatfields, Vincent van Gogh, 1888 When repeated, lines can create a pattern. In this example, the artist repeated different kinds of lines across the composition to create various patterns. Patterned lines also give the image rhythm. Shape and form Shape and form define objects in space. Shapes have two dimensions—height and width—and are usually defined by lines. Forms exist in three dimensions, with height, width, and depth. Examples:

Studies for a Ceiling Decoration, Charles de la Fosse, about 1680 Shape has only height and width. Shape is usually, though not always, defined by line, which can provide its contour. In this image, rectangles and ovals dominate the composition. They describe the architectural details for an illusionist ceiling fresco.

Rearing Horse, Adriaen de Vries, 1610–1615 Form has depth as well as width and height. Three-dimensional form is the basis of sculpture, furniture, and decorative arts. Three-dimensional forms can be seen from more than one side, such as this sculpture of a rearing horse.

105

Commode, Jean-François Oeben, about 1760 Geometric shapes and forms include mathematical, named shapes such as squares, rectangles, circles, cubes, spheres, and cones. Geometric shapes and forms are often man-made. However, many natural forms also have geometric shapes. This cabinet is decorated with designs of geometric shapes.

Gold Wreath, Greek, 300–100 B.C. Organic shapes and forms are typically irregular or asymmetrical. Organic shapes are often found in nature, but man-made shapes can also imitate organic forms. This wreath uses organic forms to simulate leaves and berries.

Saint Mark, French, about 1410 Repeated shapes and forms also create patterns. On this manuscript page, the repeating organic floral shapes create a pattern.

106

Foundations and Slabs, Lakewood, California, William A. Garnett, 1950 © Estate of William A. Garnett In this photograph, geometric shapes and lines are repeated to create a pattern. Space Real space is three-dimensional. Space in a work of art refers to a feeling of depth or three dimensions. It can also refer to the artist's use of the area within the picture plane. The area around the primary objects in a work of art is known as negative space, while the space occupied by the primary objects is known as positive space. Examples:

He Can No Longer at the Age of 98, Francisco José de Goya y Lucientes, 1819–1823 Positive and negative space The relationship of positive to negative space can greatly affect the impact of a work of art. In this drawing, the man and his shadow occupy the positive space, while the white space surrounding him is the negative space. The disproportionate amount of negative space accentuates the figure's vulnerability and isolation.

107

Saint Bavo, Haarlem, Pieter Jansz. Saenredam, 1634 Three-dimensional space The perfect illusion of three-dimensional space in a two-dimensional work of art is something that many artists, such as Pieter Saenredam, labored to achieve. The illusion of space is achieved through perspective drawing techniques and shading. Color Light reflected off objects. Color has three main characteristics: hue (red, green, blue, etc.), value (how light or dark it is), and intensity (how bright or dull it is). Colors can be described as warm (red, yellow) or cool (blue, gray), depending on which end of the color spectrum they fall. Examples:

Christ Crowned with Thorns, Gerrit van Honthorst, about 1620 Value describes the brightness of color. Artists use color value to create different moods. Dark colors in a composition suggest a lack of light, as in a night or interior scene. Dark colors can often convey a sense of mystery or foreboding. Light colors often describe a light source or light reflected within the composition. In this painting, the dark colors suggest a night or interior scene. The artist used light colors to describe the light created by the candle flame. ÂŠ2010 Elizabeth Park and Amytes Quiason. All rights reserved.

108

The Annunciation, Dieric Bouts, 1450–1455 Intensity describes the purity or strength of a color. Bright colors are undiluted and are often associated with positive energy and heightened emotions. Dull colors have been diluted by mixing with other colors and create a sedate or serious mood. In this image the artist captured both the seriousness and the joy of the scene with the dull gray stone interior and the bright red drapery. Texture The surface quality of an object that we sense through touch. All objects have a physical texture. Artists can also convey texture visually in two dimensions. In a two-dimensional work of art, texture gives a visual sense of how an object depicted would feel in real life if touched: hard, soft, rough, smooth, hairy, leathery, sharp, etc. In threedimensional works, artists use actual texture to add a tactile quality to the work. Examples:

Portrait of Agostino Pallavicini, Anthony van Dyck, 1621–1623 Texture depicted in two-dimensions

109

Artists use color, line, and shading to imply textures. In this painting, the man's robe is painted to simulate silk. The ability to convincingly portray fabric of different types was one of the marks of a great painter during the 17th century.

Desk, French, 1692â&#x20AC;&#x201C;1700 Surface texture The surface of this writing desk is metallic and hard. The hard surface is functional for an object that would have been used for writing. The smooth surface of the writing desk reflects light, adding sparkle to this piece of furniture.

110

References Hawaii Good Beginnings Interdepartmental Council School Readiness Task Force (2006). Hawaii Preschool Content Standards. Hawaii State Department of Education (2005). Hawaii Content & Performance Standards III. Montessori, M. (1967). The Discovery of the Child. New York, NY: Ballantine Book. Montessori, M. (1966). The Secret of Childhood. New York, NY: Ballantine Book. Park, E & Quizson, A. (2010). Art Manual.

Websites Fox, J. & Berry, S. Art in Early Childhood: Curriculum Connections. Earlychildhood News. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_ view.aspx?ArticleID=113 http://www.teach-nology.com/teachers/early_education/subject_matter/art/ Townsend-Butterworth, D. What to Expect at Preschool: Art. Home of Parent & Child Magazine. Retrieved from http://www2.scholastic.com/browse/article.jsp?id=1359.

111