Bee Golding’s Art Education

Teaching Plan # 8

Teachers: Tayler, Bee, Alivia

Age(s) of students: 9-10

Room request (include top 2):  3111 (small room next door), 3115 (same set-up as 3109) 

National Art Standard: VA:Cr1.2.3a: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

Learning Goal(s): Students will demonstrate personal creativity by making artwork using tape (an available tool) and a medium of their choice. 

Materials needed: 

• Cardstock paper 
• Paintbrushes
• Watercolor paint
• Oil pastels
• Tempera paint
• Blue tape or scotch tape 
• Sharpies

Professional Art Images to be shown: https://docs.google.com/presentation/d/1FjZthYvkoi8tnubDEZip_g6jZHVQb3U0hXzFdubKe_A/edit#slide=id.gfb015f19ca_0_12 

Pick-up activity: I Spy

Description of how you will teach it: 

• One student will pick something for the others to guess
• They will give clues like 
• I spy with my little eye something red
• The students will then keep guessing things that are red that they can see around them until they guess the object

Time expected: 5 to 10 Minutes

Who is leading?: Bee

Starter activity: No starter activity since it is a shortened day.

Description of how you will teach it:  N/A

Time expected: N/A

Who is leading?: N/A

Project(s): Tape Removal Masterpieces

Description of how you will teach it:

• Today we are going to be making artwork using tape and a medium of your choice. That medium can be oil pastels,watercolor, or tempera paint. Think about which medium you would like to use.
• The overall concept is that we are going to be placing tape on our paper and then painting or coloring the entire paper. Then, we will remove the tape, leaving the areas where the tape was white while the rest of the page will be colored.
• Okay kids, so now, grab the colors of the medium you want to use.
• Start by placing down the tape in lines or geometric shapes. Make sure to firmly press it down to prevent paint from getting underneath it. 
• Once you have tape where you would like it, use your medium to fill the entire page with color. Go right up to the tape with the color, and even on the tape a little bit, because if you don’t, there will be more white space than just where the tape is. 
• Once you are done, wait for the paint to completely dry if that is the medium you chose.
• Then, remove the tape carefully. Teachers can help if needed. You do not want to rip the paper in the process of ripping off the tape. 
• Your image is complete!
• If students finish early, they can use a sharpie to add details to their image. 

Cleanup:

• Each student who used paint needs to wash all of the paintbrushes they used. The method for washing a paintbrush is to rinse it off, rub the brush alongside the bottom of the sink until the water is no longer colored, and then put soap in your hand and rub the brush in the soap. 
• Paint Brushes then need to be placed inside the cups of paint brushes by the sink. 
• Oil pastels need to be placed within their container. 
• Tape that was used needs to be thrown in the trash. 
• If there is paint on the tables, use washcloths to wipe them down. 

Time expected: 20-30 minutes 

Who is leading?: Alivia

Drop-off activity:  What was your favorite project we did? 

Description of how you will teach it:  

• I will ask the students what their favorite project they did was
• I will ask them why it was their favorite
• We will go all around the circle until everyone has shared what their favorite project was

Time expected: 5-10 min

Who is leading?: Tayler

Sample Work:

Teaching Plan # 7

Teachers: Tayler, Alivia, Bee

Age(s) of students: 9-10

Room request (include top 2):  3111 (small room next door), 3115 (same set-up as 3109) 

National Art Standard: 

VA:Cr1.2.2a; Make art or design with various materials and tools to explore personal interests, questions, and curiosity

Learning Goal(s): Students will create their own artwork using gelli plates. They will create personalized artwork and be able to experience with stencils and mixing colors. 

Materials needed: 

• Gelli plates
• Brayer
• Acrylic paint
• Aprons
• Paper towels
• Paintbrushes
• Scissors
• Paper (their sketchbook paper)

Professional Art Images to be shown: 

https://docs.google.com/presentation/d/1_STvuqSd79_YXabameOWVlhVVOOFyfh6FVurV_mJmSk/edit?usp=sharing

Pick-up activity:  I Spy

Description of how you will teach it: 

• One student will pick something for the others to guess
• They will give clues like 
• I spy with my little eye something red
• The students will then keep guessing things that are red that they can see around them until they guess the object

Time expected: 5 min

Who is leading?: Tayler

Starter activity: Cutting Out Shapes

Description of how you will teach it:  

1. Pull up the professional pictures of gelli print monoprints – before telling them what it is, ask the students how they think these prints were made.
2. Explain to them the following 
   • “A print is both a noun (the thing you make when you print) and a verb (the act of printing)
   • “Today we’re going to make monoprints. A Monoprint is a type of printing where only one print is made”
3. Ask them to pull out one paper from their sketchbook and to grab a pair of scissors from in front of them
4. “You’re now going to cut out three large shapes to use as a stencil during your print process”
   • “Make sure to keep them smaller than this *show gelli plate* size”
5. After most students have a few shapes say “When you are done with that, pull out another page and cut the page hamburger style and hot dog style like this”

Time expected: 10 Minutes

Who is leading?: Bee

Project(s): Gelli Plate Monoprints 

Description of how you will teach it: 

6. Now, we’re going to show you how to make a monoprint
   • “We will take a Gelli Plate (A commercial product made from silicone/jello used to make monoprints) and use a paintbrush to dab a little bit of paint on the gelli plate”
   • “We will then us a Brayer to thinly roll out paint for prints”
     • “If you’re doing this at home, you can also use ink”
   • “Now we will take one of our cut out papers and just put some of it on the plate like this.”
     • “See how some of the paint has transferred off of the gelli plate?”
   • “Now I’ll take another piece of paper and grab the rest of the paint off of the gelli plate”
   • I will lay down another layer of paint then put a stencil shape on the gelli plate, put down a piece of paper, and show the students.
7. You now have about 20 minutes to create monoprints. 
8. For clean up, 
   • Three of you will be rinsing out the brushes with the help of Alivia
   • Two of you will be rinsing off the gelli plates with the help of Tayler
   • Two of you will be putting away the table covers, wiping off the tables, and carrying things back to where they belong with me.

Time expected: 30 minutes

Who is leading?: Bee

Drop-off activity: Down by the river 

Description of how you will teach it:

• Ask if anyone has played down by the river
• Tell everyone to stand in a circle
• Everyone needs to place their right hand on top of the person’s hand to their right, and their left hand under the hand of the person to the left. Right hand should be on top, the left hand should be under. 
• The song goes “down by the river in the hanky-panky,  where the bullfrogs jump from bank to bank, saying a-e-i-o-u ker PLUNK”
• Explain that we will sing that song and designate someone to start. The person who starts will move their right hand over to hit/touch the hand of the person to the left, and that person will do the same thing to the next person once their hand is hit. It will keep going in a circle as the song is sung. Whoever’s hand gets hit on the word “Plunk” is out.
• If they cannot remember the song, I can say it while they play. 
• The game continues by making the circle smaller as more people get out. Everytime someone gets out, the song starts over.
• The game continues until there are only two people left. At this point, the two people stand across from each other and link their right hands with their arms bent. They sing the song, while moving their arms back and forth in a sawing motion. Once the word “plunk” is uttered, they both attempt to pull the other towards them using only that right arm.  Whoever succeeds is the winner.

Time expected: 5-10 minutes

Who is leading?: Alivia

Sample Work:

Teaching Plan # 6

Teachers: Tayler, Alivia, Bee

Age(s) of students: 9 and 10

Room request (include top 2):  3111 (small room next door), 3115 (same set-up as 3109) 

National Art Standard: VA:Cr1.15a: Combine ideas to generate an innovative idea for art making.

Learning Goal(s): Students will understand how to follow ordered instructions to create a desired end product. Students will learn to use materials to create a pumpkin shape.

Materials needed: 

• Orange, white, and green pipe cleaners
• Orange and white pony beads. 
• Tayler has some extra white pony beads that she can bring as well. 
• Thin white string to tie their name tag to the pumpkin. 
• Tayler can cut and provide the cute name tags. 

Professional Art Images to be shown: https://docs.google.com/presentation/d/18nrA1jRb0B48FPJKdQ8kTvxvyHXeAkVmj9nAjBh6_eQ/edit?usp=sharing 

Pick-up activity: A High, a Low, and a Hippo

Description of how you will teach it: 

• As the first students arrive, co-teachers ask them to share a high point of their day (high), a low point of their day (low), and anything else they’d like to share about their day (hippo).
• When more students arrive, have the first few students share their high, low, and hippo to the arriving student and ask them for theirs.
• Have students ask each of their fellow students individually their high, low, and hippo until one student thinks they’ve asked everyones.
• If a student is able to share a high, low, or hippo from each student, they can lead the line upstairs.

Time expected: 10 minutes

Who is leading?: Bee

Starter activity: Decorate name tags

Description of how you will teach it: 

• For the starter activity I am going to have the students decorate their name tags for their pumpkin
• I will provide them with the name tags
• They will use markers and pens to write their name and then decorate their name tag
• While they are doing that, I will explain to them what their project will be for the day

Time expected: 5 min

Who is leading?: Tayler

Project(s): Beaded Pipe Cleaner Pumpkins

Description of how you will teach it: 

• The kids will be able to choose between white or orange beads for the color of their pumpkin
• We will each give them the amount of pipe cleaners they need
• I will then go with them step by step teaching them how to make these pumpkins
• I will first show them how to place their orange or white pipe cleaners together and twist them to start
• Then I will show them how to string the beads on
• Next I will show them how to connect the pipe cleaners to then get the desired pumpkin shape
• Next, I will take the green pipe cleaner and show them how to make a stem
• Last, I will give them each a paper shaped like a tag along with string in order for them to write their name on the tag and tie it to the pumpkin
• If there is extra time the kids can paint their model magic clay that they let dry a few weeks ago
• Clean up will include two students wiping off the tables, two students putting away the model magic, and three students cleaning paint brushes. 

Time expected: 30-40 min

Who is leading?: Tayler

Drop-off activity: Sharing Halloween traditions

Description of how you will teach it:  

• Everyone is going to share a favorite halloween or fall tradition! I’ll go first as an example: my favorite halloween tradition is eating apple cider donuts or pumpkin spice donuts.
• If you can’t think of a tradition, tell us something you have already done this year for halloween or fall, or something you plan to do!
• (If they are still struggling to think of anything, ask them if they are going to dress up for halloween and what they are going to be) 
• If there is extra time, we can discuss what everyone shared and if we like those traditions as well. 

Time expected: 5-10  minutes

Who is leading?: Alivia

Sample Work:

Teaching Plan # 1 

Teachers: Alivia, Tayler, Bee

Age(s) of students:  9-10

Room request (include top 2): JKB 3111 (small room next door) or JKB 3109 (our classroom)

National Art Standard: VA:Cr1.2.3a: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

Learning Goal(s): Students will be able to paint a rock that uses principles of color theory by mixing colors and using either an analogous or complementary color scheme.

Materials needed: 

• Acrylic Paints
• Paint Pallets
• Paint Brushes
• Table Covers
• Aprons

Professional Art Images to be shown: https://docs.google.com/presentation/d/1ojvx6PDKgMkKCjJIBRL1UkgwjuwQMT-4WV37wcUSErk/edit#slide=id.p 

Pick-up activity: Pinecone/Rock Hunt

Description of how you will teach it: 

• As a student arrives and is checked in, pair them with one of the co-teachers.
• When one of the co-teachers has three of the students, go to the nearby trees to look for and carry back 2 rocks, or pinecones if they can’t find rocks
  • Co-teacher: make sure to grab a pinecone or rock for each teacher.
• When the first three students have their pinecones or rocks, have students come back to the group.
• Send one more group to search for rocks/pinecones while we wait for the last people to arrive. 
• When upstairs, place the pinecones/rocks in the middle of the table for students to grab during the main activity.

Time expected: 10 minutes max

Who is leading?: Bee

Starter activity: Lesson on color theory/self-quiz: 

Description of how you will teach it:  

• Today we are going to be learning about different types of colors and different color schemes
• Since you guys are older, we are hoping you already know what some of this stuff means!
• The most basic stuff is primary and secondary colors. Would someone tell me what all of the primary and secondary colors are? (if they succeed, move on, if not, explain that primary colors are the colors that all other colors are made out of, which include red, yellow, and blue, secondary colors are the colors made by mixing primary colors: red and blue make purple, blue and yellow make green, and red and yellow make orange)
• Have you guys ever heard of tertiary colors? (let someone explain if they know) These colors are the colors made up by mixing primary and secondary colors, such as red-orange or blue-purple
• Now we are going to talk about two color schemes: analogous and complementary. Analogous means that they are next to each other on the color wheel, such as red, yellow, and orange. Complementary means that they are directly across from each other on the color wheel, such as red and green. 
• We are going to do a self quiz. I will show a few pictures on a slideshow and you will tell me if it is analogous or complementary. 

Time expected: 5-10 minutes-hoping they know most of the basics so we will just spend a few minutes going over the more advanced stuff. If it takes too long we can cut out the quiz or have them only paint one rock in the lesson. 

Who is leading?: Alivia

Project(s): Rock painting. Also teaching about color theory. 

Description of how you will teach it:  

• Now that we have learned about color theory, we are going to put what we learned to use in our project today
• We are going to be painting rocks
• I have gathered some rocks from around Provo. I am going to give each of you two rocks to start out with. You can also use the rocks or pinecones you collected during the pickup activity
• Does anyone have a guess what type of paint we need to use for rocks? (if they do, let them guess, if not, tell them that it is acrylic paint because this is the only type that is not washable and that will stick to the surface over time) 
• Everyone will be given two rocks. The first rock you need to paint according to the following guidelines: 
  • Must require some mixing of colors 
  • Must use one of the color schemes we have talked about: (analogous or complementarity) 
• The second rock you have complete freedom on! You can paint whatever you want! A quote, a picture of something, just random colors. You could make this for yourself or to give to someone else. 
• Remember that the paint we are using is not washable! Be careful to not get the paint onto your clothes because it will not come off. (We will give them aprons to help with this) 
• (We will rinse off any rocks that they collected during the pickup activity and the rocks we brought to class will have been washed before they arrived)

If they finish early, have them paint another rock, or have them all go in a circle sharing their rocks. For the first rock, they need to explain what color scheme they used. 

Time expected: 30-40 minutes

Who is leading?: Alivia

Drop-off activity: Rock, Paper, Scissors competition

Description of how you will teach it:  

• I will first ask if everyone knows how to play rock, paper, scissors
• If they do not know how to play then I will explain to them that on the count of three you either make a rock, paper, or scissor with your hands
• I will demonstrate what those all look like
• I will then explain that a rock beats scissors, paper beats rock, and scissors beats paper
• Then we will all stand in a circle and on the count of three make whatever one we want. 
• Then whoever gets beat will then be out and stand outside the circle while the remaining students continue to play until there is only one person left, and they are then the winner

Time expected: 5-10 min

Who is leading?: Tayler

Sample Work:

Characteristics of Watercolor, Tempera, and Acrylic Paint:

Watercolor is water soluble, washable, and is transparent. The only surface in which watercolor will stay is paper as there are no plastics or things in the paint that can adhere to any other surface – just pigment. Since this product is washable and non-toxic, it is appropriate for all ages. It might be most appropriate for younger elementary school ages starting their exploration into painting as it can easily get out of clothes and is a rather inexpensive material. Also, it is easy to use.

Tempera is water soluble, washable, and is opaque, and it will stick to most surfaces but will easily flake off non-paper surfaces when it dries. Tempera works best on paper. This tempera is appropriate for all ages as it will be forgiving with clothes and other materials.

Acrylic is water soluble while it is still wet but not when it dries. Also, it is not washable unlike watercolors or tempera. Acrylic is an opaque paint and can be used on any surface from canvas to rocks. All ages can use this type of paint as it is easy to use and mange. When working with younger elementary painters, there should be adult supervision to promote cleanliness and make sure they do not eat the paint.

Color Theory Concepts:

The color wheel is an illustrative organization of colors around a circle. It shows the relationships between primary colors (red, yellow, and blue), secondary colors (orange, green, and purple), and tertiary colors (red-orange, yellow-orange, yellow-green, blue-green, blue-purple, and red-purple).

An analogous color scheme includes colors close to each other on the color wheel. An example of this would be yellow-green, yellow, and yellow-orange.

A complementary color scheme includes colors that are always opposite of each other on the color wheel. An example of this would be red and green.

A split complementary color scheme includes taking a complementary pair of colors, and then taking the colors on each side of one of the colors instead of that color. An example of this includes red, yellow-green, and blue-green. 

A triadic color scheme includes taking three colors equal distance on the color wheel. The primary colors are triadic, as well as the secondary colors.

A monochromatic color scheme is all the same color with different tints and shades and ends up looking like a gradient.

Age Level Adaptations: There are many great things about the color wheel and one of those things is how you can teach the different aspects and usages of a color wheel in increments. You can let all age groups do a sensory activity to explore. Older age groups might be able to identify more elements such as using white or black to tint or shade colors. For young age groups (5 and under), you can teach them the primary colors of red, yellow, and blue. As students age, you can teach more colors and color schematics.

Project Ideas:

One art project appropriate for engaging students with color theory is creating a color wheel as the silhouette of some figure as seen here. Another art project appropriate for engaging students with color theory is mixing colors and creating names for each. One more art project appropriate for engaging students with color theory, specifically color schematics is creating color scheme examples with 3-D Objects such as cut up crayons.

Professional Artists:

Artwork Example:

Teaching Plan # 4

Teachers: Alivia, Bee, and Tayler

Age(s) of students: 9 to 10 year olds

Room request (include top 2): JKB 3109 or 3115 

National Art Standard: Va:Re.7.1.4a : Compare responses to a work of art before and after working in similar media. 

Learning Goal(s): Students will glaze their fired ceramics according to the principles taught by us: leaving a finger sized space free of glaze at the bottom of their artwork, doing 2-3 coats, and not blending colors. 

Materials needed: 

• Table covers
• Paintbrushes
• Glazes
• Laptop for showing slideshow (We will provide) 

Professional Art Images to be shown: https://docs.google.com/presentation/d/1LmXb_789CHQIE1DlR5iibyUwlk2n2XKGF8E7Caj-mvs/edit#slide=id.p 

Pick-up activity: Ninja

Description of how you will teach it: 

• Ask if anyone has played ninja before
• Explain that we are going to stand in a circle, count down, and then strike a ninja pose
• The goal is to survive the longest by keeping both of your hands from being tagged
• We will go in a circle and take turns. When it is your turn, you can do one movement to try and “tag” someone else’s hand. If they are tagged below the wrist, then that hand is out and they have to put it behind their back.
• You can only use your hands that have not been tagged to tag other people’s hands
• Once someone has had both hands tagged, they are out
• The game continues until one person is left standing
• You can not take more than one step a turn. You must be lunging. 

Time expected: 5-10 minutes

Who is leading?: Alivia

Starter activity: Powerpoint of examples of different glazed pieces

Description of how you will teach it:  

• Show the powerpoint of professional art featuring a few different cool glazed projects
  • This will give them an idea of what they are going to do for the day and inspire with the ideas for their own project
• Ask three students to share their thoughts of the artwork.
• Ask a student that didn’t share if their opinions of the artwork has changed now that they have heard from their classmates.

Time expected: 5 min

Who is leading?: Tayler

Project(s): Glazing their clay

Description of how you will teach it: 

• We will explain why we glaze:
  • To make our piece food safe
  • To make it stronger,
  • To make it beautiful
• Tell them “On Go” they will do the following:
  • Pick the color(s) of glaze they will like to use
    • We will then explain that you cannot mix the glaze colors like you would paint colors because you would get an unintended color.
  • Explain to theme that you have to apply 2-3 even coats of the glaze by
    • Applying one layer
    • Letting it dry
    • Applying another layer in the same glaze color
    • Letting it dry
    • Repeat the above processes if needed.
  • Lastly, we would tell them that you have to keep the bottom of your piece glaze free because if you do not, then the glaze will melt and stick to the bottom of the kiln.
• Tell them to go and they have about 20 minutes.
• Instruct them on clean up:
  • Placing their pieces into the kiln
  • (After co-teachers pour remaining glaze into containers) help place lids onto glaze containers and carry them to the shelves in the main classroom.
  • Wash their hands and wipe down the tables.
• Line up for drop off activity

Time expected: 30-40 min

Who is leading?: Tayler 

Drop-off activity: Animal Combinations!

Description of how you will teach it:  

• Once students are lined up to walk down, Say “When I say go…” instruct students to quietly think about two or more animals that would be cool if they were morphed into animals.  
• Say go and start walking down.
• When everyone is outside at the pick up zone, ask students to share what they came up with.

Time expected: 10 minutes

Who is leading?: Bee 

Sample Work:

Teaching Plan # 3

Teachers: Alivia, tayler, Bee

Age(s) of students: 9-10

Room request (include top 2):  3111 (small room next door)

National Art Standard: VA:CR2.1.5A: Experiment and develop skills in multiple art-making techniques and approaches through practice. 

Learning Goal(s): Students will create a piece of artwork with oil pastels and chalk pastels. They will be able to use art tools that they might have never used before. 

Materials needed: 

• Oil pastels
• Table covers to protect the table
  • Alternatively, we can put paper towels down. 

Professional Art Images to be shown: https://docs.google.com/presentation/d/1HHQS8D6GZ7oMUy6sFWT456K-7fXSI6Lk3b_rCBTvj6w/edit?usp=sharing

Pick-up activity: I Spy 

Description of how you will teach it: 

• One student will pick something for the others to guess
• They will give clues like 
• I spy with my little eye something red
• The students will then keep guessing things that are red that they can see around them until they guess the object

Time expected: 5-10 mins

Who is leading?: Tayler

Starter activity: Dancing Stick Figures

Description of how you will teach it: 

1. Have students pull out their colored pencils.
2. Have students get out their sketchbooks and tear 3 pieces of paper out while one co-teacher distributes oil pastels. 
3. You will show some of the art professionals have done via the linked images above on your laptop. Land on the image of the Dancer.
4. Verbally give the following explanation to students while demonstrating:
   1. Put one of your pieces of paper in front of you and put two to the side.
   2. Pick two or three of your favorite colors pastels (wait for the students to pick).
   3. Take one of the oil pastels, lay it on its side, and cover all of the blank space on the paper.
   4. Make sure you can’t see the paper – you can press down with the oil pastel more
   5. You can place the colors anywhere you want on the paper – I recommend doing larger surface areas in one color.
5. Have students place the two pieces of paper they set to the side directly on top of oil pastel paper. Also have them pick a color pencil.
6. Instruct students while demonstrating that, on “go”, to do the following:
   1. Keep the new paper firmly on top of the oil pastel paper and draw a stick figure dancing like the one in the photos.
   2. Inform them to press down harder with their color pencil.
7. Have them peel the papers apart. The middle piece should have a colored version of their Dancing Stick Figure. Have them write their names on that piece.
8. Spend a few minutes asking what the difference is between their drawing with the color pencil and the oil pastel version.

Time expected: 10 minutes

Who is leading?: Bee

Project(s): Drawing with New Materials – Oil Pastels

Description of how you will teach it:

• Ask students to pull out their sketch book. Have one co-teacher pull out the still props basket.
  • Explain how one of the best ways to draw is with something in front of you as it helps you to understand proportions.
    • Ask students what proportion means (the size of one thing relative to the other) 
    • Example of proportion: “If you were drawing a realistic picture of Riley (one of our students) would you draw his arm bigger than his body? Not if you were trying to realistically draw him! Would you draw his arm bigger than his head? Yeah!”
  • If you don’t have a physical object in front of you, a picture could also work.
• Have each student pick one object from the basket to draw. (Have co-teachers help distribute)
• Tell students they have 15 minutes to draw that object in whatever color oil pastels they’d like.
• At 3:40 – have students share their oil pastel drawings and help with clean up. 

Time expected: 25 minutes + 5 minutes for clean up

Who is leading?: Bee

Drop-off activity: Share something nice about one of your classmates’ art pieces. Say something nice about your own, and something you want to improve on. 

Description of how you will teach it:  what I will say:

• For your drop off activity today, we are going to be be sharing out three things each: something nice about one of your classmates art pieces, something you liked about your own artwork, and an art skill you want to improve on
• We will each take turns
• Who would like to go first? 
• (make sure this is mentioned before the drop-off activity so students know to look at each other’s artwork and think of what they might say)

Time expected: 5-10 minutes 

Who is leading?: Alivia 

Sample Work:

What is an armature? Why might you want to use one?: An armature acts as a scaffold for sculptures to be molded onto. You might want to use one when you are creating a large sculpture and want to use less expensive materials (e.g. polymer clay) or want to better insure the sculpture will hold its shape.

Name of the Medium used: Papier Mâché

How to use this medium:

1. Make the amount of paste you intend on using one of two methods (unused paste will go moldy after about a day so use sacred resources sparingly).
   • Mix 1 part flour to 2 parts water
   • Mix 2 parts Elmer’s glue to 1 part water
2. Prepare paper strips that you’ll be dipping in the paste. 
   • I suggest ripping rather than cutting the paper because the fibers blend together better with the rough edges.
3. Dip the strips into the paste, then place the strips between two or more fingers than glide down to remove the excess into your paste bowl.
4. Give your piece 24 hours to dry.
5. Apply 2 to 3 layers of strips going in different directions to create a solid surface.
6. Paint when dry.

What age levels is it most appropriate for and why? This project is most appropriate for older elementary students and beyond as there are multiple steps, various materials used, and requires forethought where and how you place the strips.

Age Level Adaptations: For younger students, I would pre-make any cardboard armatures, strips, and paste that might be used. For older students, I would ask they double layer a larger armature of what they are asked to create.

Project Ideas: One project I’d like to do is paper mache bird nests made of thin strips of colorful paper. For another project, I would like to create paper mache ice cream cones that implements multiple shapes/techniques as well as the opportunity of colorful paint.

Professional Artists: Online or in your book, find at least two examples of professional artists (historic or contemporary) who use this medium to make 3-D art.  Aim for diversity and include artists of different races, genders, and cultures.  For each, write the name of the artist and include an image of a representative work.  Include a link or citation for where you found it

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Artwork Examples: 

Why do we glaze?

We glaze for three reasons – aesthetic, strength, and food safety!

You can glaze your clay pieces in an array of colors to increase aesthetic. You can use colors to accent bumps you molded or make divots more or less visible.

Glaze strengthens the clay piece as the added glaze hardens the piece, reinforcing the first baking process.

When the glaze is hardened, it protects the clay piece from becoming soft again therefore decreasing our likelihood of ingesting clay or chemicals.

Pyrometric Cones and firing: Pyrometric cones were created to melt at various times, depending on it’s designation, so you know when your ceramic is done being heated in the kiln. Based on the type and size of your piece, you pick your cone’s fire range. These could be low fire range (04 – 06), mid fire range (4-6), and high fire range (8-10) cones. For the purpose of this class and in most elementary settings, we will be using low range fire cones.

Dry Foot: We keep the bottom of the pieces glaze free so that they don’t permanently stick to the kiln shelf. There should be AT LEAST a quarter of an inch of space at the bottom of the piece that does not have glaze. If there is, wipe the glaze off with a wet sponge or paper towel.  

Project Idea: One project that would be appropriate for the age group I work with is dipping their clay assignments – we would dip the clay piece in the glaze using tongs and then use Q-tips to fix imperfections and create a dry foot.

Professional Artists:

Artwork Example:

What are some overall strategies that you can give students to improve their drawings?:

The first thing I would tell my students is to start light and add depth later. It is easier to add dark to create depth than to take away the dark to add for more lightness in order to exude depth. I personally struggle with this so I can only imagine my students will too.

Draw the basic shapes (i.e. square head, tiny circle for feet, big circle for the top of an orb) of the object you are drawing. It is important to be extremely light with your drawing tool during this phase as you will refine the shapes as you go. Start adding details to sections where you feel you achieved the desired shape.

Project Ideas:

One project idea would be abstract shadow drawing where you position a light to face a piece of paper taped to the wall then put various objects between then have the student trace each object all on the same paper.

Another project idea is to liven up still-life drawings by integrating various geometric patterns to the background in black and white and the subject in vibrant colors with a few geometric patterns to anything but the fruit or main object.

One more project ideas is Speed Drawing where you’re going so fast (one minute) that you don’t have time to judge your work. Each student would get 10 quarter sheets of paper and draw whatever they want within that minute before having to move on to the next piece.

Professional Artists:

Artwork Example: