FLOWERY PATTERNS Early Childhood
The Art Problem
Use mixed media to create a simple
still-life composition.
Objectives
Students will create an effective
still life using collage and water-
color painting.
Materials
9 x 12" ( 23 x 30 cm) white draw-
ing paper, scraps of patterned wall-
paper, scissors, glue, watercolor
paints, brushes, simple still-life
setup such as a vase with flowers
Process
1. Explain to students that art-
ists often create still lifes, which
are artworks depicting inanimate
objects.
2. Students begin the collage by
cutting a table top or tablecloth
from patterned wallpaper and glu-
ing it to white drawing paper.
3. Students complete the collage
portion of the project by cutting
out, overlapping, and gluing down
a symmetrical wallpaper vase
(using a different patterned paper).
4. Students paint flowers for the
vase using watercolors.
Assessment
How well can students define still
life? Is overlapping apparent in
their artworks? How well can stu-
dents explain the steps they took
in creating a mixed-media still life?
By Nancy Walkup, art teacher at
W.S. Ryan Elementary, Denton,
Texas.
AT THE CELLULAR LEVEL Middle School
The Art Problem
Shape, color, movement, pattern,
and contrast are just a few of the
elements and principles of art and
design that can be seen when
looking through a microscope. In
this collaborative project, students
each make a clay cell for a large
permanent sculpture.
Materials
clay, glaze, 6" ( 15 cm) unglazed
ceramic tiles, plywood, wooden
strips, acrylic paint, tile adhesive
Procedures
1. Borrow microscopes and slides
from the science department. After
a brief description outlining the
parts of cell, allow students to take
turns viewing different cells.
2. Students mold one or two cells
between 3– 5" long, incorporating
details seen under the microscope.
3. Students paint their cells using
underglazes ( 2– 3 coats) and coat
them with a clear glaze before
firing.
4. Students paint a square tile for
underneath their cell using a contrasting color. Fire all of the pieces.
5. To complete the sculpture, make
a wooden frame using plywood
and wooden strips. Paint with
acrylic paint. Attach clay cells with
tile adhesive.
Assessment
While this was originally an art club
project and not graded, it could
be assessed on artistry and under-
standing of cellular structures.
By Mary Coy, art teacher at
Spry Middle School in Webster,
New York and contributing editor to SchoolArts.
PAPIER-MÂCHÉ CHIMPS Elementary
The Art Problem
Papier-mâché is one of the few
sculptural materials elementary
students can easily manipulate.
These lively chimps use newspaper
as armatures.
Objectives
Students will make chimps that
are well constructed and give the
appearance of natural movement.
Materials
newspapers, masking tape, brown
paper towels, wheat paste or wall-
paper paste, scissors, wiggle eyes
(optional), black markers
Procedures
1. Crumple a full-size piece of
newspaper into a jelly bean/foot-
ball shape for the body and wrap
with masking tape.
2. Crumple one half section of
newspaper into a ball for the head.
Wrap with tape and tape to the
body.
3. Crumple half sections for arms
and legs. Wrap with tape and tape
together.
4. Cut two semicircle ears from
cardboard and tape to the side of
the head.
5. Tear paper towels into small
strips. Cover the chimp with two
layers of towels soaked in wheat
paste. Let dry.
6. Hot glue wiggle eyes on and
draw mouth and nostrils with
marker.
Assessment
Chimps are well-constructed and
give the appearance of natural
movement.
By Craig Hinshaw, Hiller Elementary, Davison, Michigan.
craighinshaw@hotmail.com
CREATING ABSTRACT COMMUNITIES High School
The Art Problem
Students will create an abstract
drawing that represents a community from a bird’s-eye view.
Materials & Resources
Heavy paper, oil pastels, www.
earthgoogle.com (for satellite photos of Earth), www.absolutearts.
com/wolffdesigns (for abstract artworks from bird’s-eye view)
Procedures
1. Compare and contrast satel-
lite photographs of the Earth to
abstract artworks that represent
bird’s-eye view.
2. Refer to the abstract artworks
to demonstrate how color, line,
shape, and texture contribute to
abstracted views of the Earth.
3. After the demonstration, distrib-
ute paper and oil pastels.
4. Students interpret what they see
in a photograph by producing a
bird’s-eye view drawing with effec-
tive use of color, line, shape, and
texture.
Assessment
Ask how ideas about community
can be expressed through art.
Close with a review of the ele-
ments of art, conducting a critique
of the works completed.
By Joshua Wolff, art education
student at the University of
Northern Arizona, Flagstaff.
