Ms. Webb's Art Gallery

 Activity: Students began by wedging clay and then rolling it out utilizing a rolling pin and wood pieces (to get equal thickness amongst the slab). Students then decided if they wanted a circle or square board. Students then outlined their shapes onto their slabs using the pointy sticks. Students then cut out their shapes using one of the plastic knives. Students then wedged their excess clay and began working on their dividers by rolling it out. Students then measured how long they wanted the dividers to be and began to score their pieces to attach them to the board. Once all 4 dividers have been attached students begin to work on their pieces. Students will make their pieces equal in size and mold them into their desired shapes. Once done, students moved their boards onto a paper towel and began painting their boards. Extension: Students will learn about the cultural significance of clay in history. Students will discuss tools and techniques used throughout history, as well as h...

Activity: Students were to create different prints utilizing three different colors and different designs (utilizing the jelly and roller squeegee). Once students created their different prints, they had to trace the outline of the iguana onto their prints. Once students outlined the iguana, they had to cut it out and glue it to the background piece of paper. Students had to add four legs, eyes, mouth, and tongue. Students also had to write three colors they used and what they represented. Extension: Students will learn vocabulary words and relate them to the iguana's body (head, tail, eyes, tongue, tail, etc.) Students will glue the pre-written labels around their iguana to identify the parts of body. Students will practice writing the vocabulary terms by tracing letter formation sheets.  

  Activity: Students started out by grabbing 3 colored paper strips (3 of each color), a pencil, glue, two pieces of construction paper (one cut in half - hamburger style), a marker, and a note card. Students wrote 3-4 key takeaways that they learned from the teacher-led lesson. Students then began to make their weaving project by marking on the half-page of construction paper (1. students used a strip of paper and moved it to the top of the paper and students then drew a line across the piece of paper 2. Students used a ruler/strip of paper to make 1-inch marks across the line they had just drawn until the end of the paper 3. Students made those same 1-inch marks at the bottom of the paper 4. Students then connected the 1-inch marks and drew a straight line continuing until the end of the paper 4. Students wrote STOP at the top of the page 5. Students cut the lines they made until the STOP area 6. Students marked the flaps 1,2,1,2,1,2,1). Students then began the weaving process (1...

Activity: Students listened to a book about different leaves and colors. Students first traced their hand and arm with a pencil and then colored in the arm/hand (trunk/branches) with brown. Students then outlined pile leaves at the bottom of both sides of the trunk. Students then mixed yellow and red together in order to create an orange. After the colors were mixed, students finger-painted leaves onto the branches (making sure that all of the branches were covered). Once students were done with that, students finger-painted falling leaves leading to the outlined lead piles. Students then fingerpainted leaves onto the leaf pile.  Extension: Students will write "I am grateful for...." sentences. Students will write 3 sentences on different leaves and the teacher will add student leaves to the class tree. As a class, we will go over what everyone wrote they were 'grateful'  for.

Activity: Students had to listen to the emotion book about monsters. Students then had to think about 4 characteristics on a monster (eg. 6 eyes, sharp teeth, mermaid tail, etc.) Students then had to pass their 4 characteristics to the person on their left. This person then would create a rough draft of the monster and then create their final draft on a bigger piece of paper. The student had to utilize 3 or more different kinds of materials on their project (eg. tissue paper, markers, crayons, etc.). The monster also had to represent a certain emotion (displayed by the color of the monster, as well as in the writing). Once the students created their monster, they had to come up with a name for it and write 4 sentences on what the monster does on their off day. Extension Activity: I could tie this activity into science and ecosystems. Students would learn about different enviroments and how animals (even monsters) adapt to them. An extra art activity could be to create the monsters habi...

  Activity: Students got to choose a safari animal to draw. Students then had to draw the animal upside down in blue. After students drew their animal, they were to use warm colors (red, orange, yellow) to create different patterns (covering the entire page). Students should create a minimum of 3 different patterns (using the different warm colors). Student's pattern should start to cover or 'hide' their animal. Students will write three hints as to what their safari animal is. Once students are finished with their pattern and have filled out their index card, they can glue them onto construction paper to frame their work. Students will create red glasses so that they can view their safari animals. Extension Activity: Students will write a short story about their animal. The story should contain characters and settings. Students will write 3-5 sentences and share their story and hidden safari creation with their peers.