Line Study

The class will:
  • Discuss what kinds of lines they know. Then, Ms. Shaw will talk about how they are going to use these lines.
  • Be asked to picture themselves hovering over a dinner plate. Ms. Shaw will ask them to think about the shape of the plate, and what types of food that are sitting on it.
  • Draw the outlines of their plate and their food, using little detail.
  • Fill in all of the outlines of food using as many different types of lines as they can think of in order to make this look more artistic.
S1: Skills and Process, S3: Symbolism.


The students will:
  • learn about Molas and their region that they come from.
  • Discuss what a line is, and remember what they look like from their line study.
  • Be shown some examples, and discuss what they can create with these lines.
  • Be creating their own molas, understanding that they are a series of lines sandwiched together.
  • Start out with their Mola coloring sheet. The students will use oil pastels and trace the lines to create a nice and bright look to their paper.
  • Create a sketch of their own mola, using pencils, colored pencils, and scratch paper. The students will create their design, and color as needed.
  • Draw their final in pencil on black paper, and trace with oil pastels.
  • Attach string to give it a 3D look while still allowing the color to show through.
Materials: Black paper, pencils, oil pastels, glue, scissors, string.
S1: Skills and Process S3: Symbolism S4: History and culture of Molas

Spooky Silhouettes

The purpose of this lesson is to build a greater understanding for the concept of silhouettes while using common art materials.

The artist will:
  • Talk about what a “silhouette” means.
  • Discuss when you see silhouettes.
  • Talk about what dusk means and what colors they see at dusk.
  • Discuss some spooky symbols for Halloween.
  • Read a story from Spooky stories with the silhouettes.
  • Learn how to make certain shapes by using folding “symmetry”
  • Go over how to paint using watercolors.
  • Discuss proper clean-up procedures.
  • Create a watercolor sunset using all the colors.
  • Create 2 or more "spooky" silhouettes using symmetry and the symbols discussed.
Standards: S1: Skills and Process, S3: Symbolism of spookiness, S6: Connection to science.
Materials: Watercolors, 9x12 paper, brushes, 9x12 black construction paper, glue, pencils.
Fall Corn Mosaics

The purpose of this lesson is for students to understand the idea of creating Fall Mosaics using basic materials.

The Artist will:
  • Discuss what season it is, and what colors represent that season.
  • Discuss what the word “Mosaic” , means, and how they will be creating a mosaic.
  • Discuss shapes that are used, such as a squished oval for the corncob, and squares for the corn.
  • Prep their mosaics by working as a team and cutting squares.
  • Create their mosaic by drawing 2 cobs of corn, gluing squares in a pattern and row, cutting the cobs out and gluing them onto paper, and getting their “husks” added to their final project!

Materials: Construction paper, scissors, glue sticks, brown paper for “husks”.
Standards: S1: Skills and Process, S3: Symbolism of Fall, S6: Connection to science.

Winter Pictures

The purpose of this lesson is for the students to have a greater understanding of shapes and sizes while creating a winter picture

The Artist will:
  • Listen to a story/poem about wintertime.
  • Discuss creating a winter picture, and what subjects could be in this picture.
  • Talk about the words: foreground, middle ground, background, and overlapping.
  • Create buildings using rulers, tanagrams, and pieces of construction paper, and place them in the picture according to proportion.
  • Create overlapping with trees and other subjects in their picture.
  • Sprinkle white paint over their picture to create a “snowy” effect.
Materials: Colored construction paper, rulers, tanagrams, glue, white paint.
Standards: S1: Skills and Process, S6: Connection to Science and math

Castle Unit
The purpose of this lesson is for students to understand the history, ideas, and structures of castles. This lesson will take about 4-6 class periods.
Objectives: The artist will:
  • Discuss what they know about castles.
  • Listen to other ideas behind castles, including why they were built, structures, and what features castles have.
  • Listen to a Stephen Cosgrove story, The Muffin Muncher, and discuss the relation castles have to this story.
  • Sketch, draw a large castle, watercolor, and add glitter and shimmery paper to finalize their castles.
  • Talk about their castles to their classmates.
Materials: sketch paper, books with castle pictures, poster board, watercolors, shimmery paper and glitter. Vocabulary: Moat, drawbridge, features, tower,
Cross Curriculum: Reading, History
Art Standards: S1, S2, S4, S5, S6

Mexican Clay Suns

The purpose of this lesson is for the students to understand cultural art in a 3 Dimensional way.

The Artist Will:
  • Listen to the history of Mexico and it's Art.
  • Listen to a Mexican Folktale and discuss as a class.
  • Discuss lines, designs, and shapes.
  • Discuss the shapes of the suns and how they can build them in clay
  • Sketch, color, add designs, build, and touch up with black lines.

Materials: Model magic Clay, paint, sharp black markers.

Standards: S1: Skills and Process, S3: Symbolism, S4: History and Culture.

Bugs! Printmaking


The purpose of this project is for students to see the process of printing through multiple steps. 4-6 art periods

Objectives: The artist will:
  • Discuss all types of insects and their features.
  • Listen to a book about different types of insects.
  • Discuss the idea of creating their own insect.
  • Work on a color sheet with markers to help them get a feel for the shapes and types of insects.
  • Draw their own insect on paper, cut it out, tape it onto their Styrofoam plate, trace with a pencil, pen, and finally print onto paper with paint.
Materials: Bug books, paper, pencils, Styrofoam plates, paints.
Cross curriculum: Science and literature.

Art Standards: S1, S2, S3, S6.

Latino Maracas
The Purpose of this lesson is to create a connection of Mexican Culture in music and art!The Artist will:
  • Discuss Mexican art and culture, and listen to a mexican folktale.
  • Discuss musical shakers and how objects can make these sounds.
  • Talk about maracas, the bright colors, and the symbolism.
  • Create a maraca using recycled materials.
Procedure: Take a paper lunch bag. put your fist in it to make a ball. Cut a toilet paper roll in half, and put half of it in the bag. Place rice, beans, small pasta, etc in the bag to make the shaker sound. Twist the bottom into a handle, and wrap masking tape around it. Use plaster strips (or paper mache and newspaper), and cover the entire design. Use glue and tissue paper squares to cover the maracas, making them colorful. String beads, and glue onto the design. Use colorful string to glue on and make this look really cool!
Materials: Paper lunch sack, toilet paper rolls, cut in half, rice, beans, small pasta, masking tape, paper mache, tissue paper squares, string, beads, and sequins.
Standards: S1: Skills and Process, S3: Symbolism of Mexican Culture, S6: Connection to music.

Vincent Van Gogh Unit:DCP_3717.JPGDCP_3770.JPG
The Purpose of this lesson is to have a greater understanding for the artist Vincent Van Gogh, and his style of Post-Impressionism/ Expressionism.
The Artist Will:
  • Talk about the Artist Vincent Van Gogh, and listen to a book about him.
  • Look at several of his works of art, including "Sunflowers", and "Starry Night".
  • Discuss his lines and textures, explaining his style of Post-Impressionism/ Expressionism.
  • Create 2 works of art based on these 2 pieces, using oil pastels and lots of lines and designs!
Materials: Oil Pastels, 8 x10 black paper, 12 x 18 dark blue paper, flower vase, Van Gogh Info.
Standards: S1: Skills and Process, S4: History and Culture, S6: Connection to Social Studies.

Van Gogh Videos: