When the minion movie 3 came out in 2015, I was excited to see it. Partially because the trailer was so funny, and partially because I got to take my nieces to the movies for the first time. 

At school, we celebrated by watching the trailer and we spent a day making minions using one of those cute dice game templates. I love using the dice games as a template for an all-school installation or mural. 

I am linking the Roll a Minion by Night Owl on TPT, but I do not think this is the one that we used for this project.....I will look when I get back to school. 

Supplies
Dice (1 per table)
printed roll and draw game from tpt
pencils
sharpies
markers (lots of yellow and blue refills)

In 2015, I was feeling my way through the whole middle school process. Most kids enjoyed looking at optical illusions and I knew I wanted to create an optical illusion unit for the first time. I was also trying to figure out a good way to incorporate a LITTLE bit of technology into the project. 

So I created a SMORE flyer with tons of step-by-steps and guides on how to make optical illusions that I had collected around the internet, mostly via pinterest. The idea was that students could 'explore' and narrow it down to one that they were interested in making.

In theory, this made tons of sense. But in reality, most kids picked the one that looked 'easiest'. And then wanted to play on the iPads as soon as they were finished. I've phased out using technology as much in this way....because it just didn't yield the best results and I felt like I was trying to control them a little too much, which I was. Also, I only had a dozen ipads so kids still had to have OTHER visuals, books and some printed step-by-steps in order to have access to enough materials for each kids to use. 

Day 1-3
Introduce the idea of optical illusions. Look at examples. Scan QR code which takes you to the smore flyer 
Sketch idea on white drawing #80 paper in pencil. Use 9X12 or 12X12 depending on design. Color with markers, colored pencil or crayon. Use willow chalk to add light shading on marker. 

Supplies
 pencils
rulers/circle templates
erasers
9X12 and 12X12 paper #80
markers
colored pencils
willow vine charcoal

After seeing someone post about ThankYouX on Pinterest via Artsonia, I knew I really wanted to develop a project that would allow my students to make some murals, but I didn't want to have to do all the assembly work myself. We had just finished optical illusions and we needed a one-day challenge that wasn't too messy. 

We used Crayola Supertip makers to add designs to our murals. Each block was individually colored based on a color scheme and then assembled with tape on the back. I had a tape dispenser at each table for each group, some groups using clear tape, and others using masking tape. My students had to work in groups which is always challenging, but a FANTASTIC experience for them. 

For this project, I copied about 400 (but quickly realized I needed about 800 for my 370ish students) 3-D squares on regular copy paper. When each class arrived, I numbered them off. As they walked into the room, each table had a number 1-6. Each group was comprised of 4-6 students.

​The students had to work as a team to select a color scheme and design their mural. ​Because I let the teams have some autonomy, all of the murals ended up quite different. Each student had to create at least one block, but then they could take over the job of cutting or taping if someone else really wanted to color more. I wish I would've made them do more intricate designs, but it was a one-day challenge so I was happy with the overall finished product. I posted a couple of design idea sheets in the room to inspire those 'design' challenged kids. 

I have a problem with students who grab one piece of paper, mess up a tiny bit and then want to throw it away. I did not let students throw away their squares. If they had an 'oops' then I would try to pawn it off on a really motivated kid later in the day to finish or fix. 
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TEAM Collage Optical Illusion
This team challenge MUST involve everyone in the group. As a team you will need to decide on a color scheme. Everyone MUST color ONE piece, but some people may color more than one.

Assign a job to each member of the team: pick up trash, organize supplies, taping shapes together, cutting out shapes, team leader--this person helps everyone else and oversees the design

1. As a team decide on a color scheme: cool, warm, primary, secondary.
2. Decide which side will remain uncolored with markers. Everyone must abide by the plan and leave ONE side blank.
3. Use markers to design two sides of the 3-D cube shape.
4. Cut out shape, leave the black lines attached.
5. Lay all the pieces out to make a cool design.
6. Assemble with tape on the BACK of the shapes.
7. Write teacher's name on the back of mural in pencil.
8. Draw an arrow on the back that points to the top of the mural in pencil. 

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Link to tumbling block coloring sheet.
​Link to 3-D Cube printable. 

​Overall, this was a fun one-day challenge for my 5th and 6th graders. We have about 47 minutes for art. 

Supplies:
Copies of 3-D cube (at least 1 per kid, plus many extras for motivated groups
Markers (we used Crayola Super Tips so that there would be tons of options for color schemes)
Scissors
Tape
Design idea sheets
Trash bins at each table (optional)
Pencils (for names on the back)


BONUS: Paintbrush rocket's Tints and Shades tumbling block paintings
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This semester, we kicked things off by creating sketchbooks. I like the students to keep a sketchbook so that we have an ongoing record of activities happening in the classroom. They also like the ownership of having something that stays in the room for them to access each week. 

We followed the lead of another art teacher and used manilla file folders as the cover. I did not think ahead and have central office save them for me. We just used a box of new ones that I ordered last year. 

Students spent several days designing an optical illusion for the cover. If they finished quickly, they could also design the back. We looked at the artwork of Bridget Riley and Vasarley for ideas. I created a slide show and we looked at really cool examples of Op Art. It messed with our eyes. ;-) 

Once they were finished, they brought the cover to me and I stapled about 15 sheets of white copy paper, along with a copy of a color wheel for them to color and a shading practice sheet for them to use later. 

Even though I ordered 20 packs of the 'school specialty' brand permanent markers, with all 370 students using them at once, they quickly died. Especially the reds and blues. That was extremely frustrating. Other markers did not match the colors quite right. Also, I choose permanent markers in case of spills or splashes. I didn't want their covers to get ruined unnecessarily after all that work. 

Even with the bad markers, students still had a lot of success with their designs. I encouraged them to color 'most' of the front. They could use the tan color of their folder as part of the design, just as long as they were filling up the front in a way that looked nice. 

*Note: I've noticed that the first page or two that is pressed against the front cover is starting to yellow from the permanent marker ink. Interesting. I'll have to keep that in mind for the future. Maybe we will use colored pencils next year. 

At the end of last semester, I taught my classes about zentangling with a zentangled animal silhouette project.  It went really well and they LOVED using the pen and ink.

This semester, I knew I wanted to incorporate zentangling again. I ended up getting really sick and had to leave part of this project with a sub. Surprisingly, zentangles are pretty easy to leave with a sub---yay! But I did not have a chance to let them try out pen and ink. Boo. 

​Here is what I had posted on the board:

Here is what I left for my sub:
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1. Today students will be drawing pumpkins! I set up a pumpkin still life by the red bulletin board, you can point it out if students need help visualizing how to draw pumpkins. (Early finishers could also sit at the white table and create a contour line drawing of the still life. I put felt tip markers and white paper on the white table just in case…..)
2. On a piece of white paper, students may choose a composition 2 or 3 pumpkins overlapping. You can demonstrate this on the board or point out my example. One of our vocabulary words is OVERLAP, so you might explain that it means that one object is in front of another object so that it is partially covering the one that is behind.
   
3. After drawing the pumpkins, students should add contour lines that start at the pumpkin’s stem and follow the curve of the surface of the pumpkins. Students can draw the pumpkins with pencil, and then trace in sharpie. If they mess up, make them use the back to retry, before giving them a new paper.
   
4. After drawing the outline, students can begin ZENTANGLING in each section of the surface of the pumpkin using SHARPIES. Students can use skinny sharpies for this step. A zentangle is a design made up of structured patterns. I have a packet for each student to look at for ideas and a couple of books with tons of zentangle ideas. If their designs are too simple, they can go in and add more CONTRAST or VARIETY to make them look more interesting. Students should work quietly, zen implies a quiet focus and should be calming and relaxing. (6th graders should not wander the room to talk to friends. I do let them get a pencil, ruler or a sharpie if they need those items, but they shouldn’t be at another table for no reason). 
   
5. Make sure names are on their papers. Remind them not to use sharpie on the back for their names because this will show through to the front and mess up their drawing. 
6. *Next time* we will color the background and attach to a frame. Students will also have a little more time to finish zentangling the pumpkins if they don’t finish today. 6th graders will probably do better with this because we did zentangling last year. I don’t want them to color the pumpkin, the plan is to leave it black and white, and only color the background so if you allow them to get out crayons/markers if they finish early, make sure they don’t color the pumpkin. I want to explain how to use secondary colors on the background.
7. Paper is 8X11 if you need to cut more.
8. Early finishers may either zentangle a bookmark or draw the still life at the white table.

 

When I got back from being sick, I explained how they could add more value to some of their mini optical illusions and to the edges of the pumpkins to make them look more round or 3-D. The ones that added the shading in pencil did a great job. I think I even spent a few minutes at the beginning of that class making a value scale in their sketchbooks and shading a sphere---just for practice!

I also stressed the importance of adding CONTRAST. I encouraged them to at least make a couple of their patterns BOLD like a checkerboard. 
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After zentangling, they were to color the background with SECONDARY colors. They could use a monochoromatic color scheme or a pattern, but I took all of the reds, pinks, yellows, grays, browns and etc. out of the crayon basket. Its amazing how beautiful the secondary colors are! I told them that I would keep yellow green, golden rod, red violet, and red orange in there to give them a variety of 'purples' 'oranges' and 'greens'. They also had to plan out what color they would use to 'matt' their artwork and they had to select a different shade of green, purple, and orange for their frames. They painted a design on the frame with black at a special painting station. 

And a shoutout to the Tap and Glue caps I debuted on this project. It was the first time many of my students had used these caps. Some were elated! Some were perplexed. Regarless, I used half as much glue! And only a few mishaps for the ones who were absent the day I explained how to use them--who tried to take the top off and spilled glue EVERYWHERE. 

If students finished early, I had them work at a drawing station. I set up a STILL LIFE of pumpkins and gourds. Once again, I did not let them draw with pencil first, and I was really happy with the results!

When my students had finished the big sloth unit at the beginning of the semester, I knew I did not want to jump right into painting. Chalk is so unbelievably messy that I just needed a simple project for a few days to recover. I was telling another specials teacher about my dilemma and she gave a simple suggestion: have them draw a jersey from their favorite team.
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Hmmmmm. That would be pretty easy....and it would give me a chance to reinforce iPad procedures since kids might need to look up team colors or information.

That could work. So simple. So easy. 

What started out as a one-day thing stretched out for two weeks. Because with me, it can never just be easy...it has to be a full blown unit.....

First, students got a message from flash. Which I read painfully slowly, like a sloth. At first they were incredulous, but then when I mentioned the word JERSEY, they got excited, especially the boys. 

Day one, students practiced their jerseys in their sketchbooks. I printed off simple visual outlines of football, baseball, soccer, and basketball jersey. I ended up adding cheerleading, volleyball, rodeo, track and gymnastics visuals into the mix for kids who needed to be creative about their team sports. 

Once they had drawn the jersey, they used 9X12 white paper to draw their jersey and 6-9 additional symbols from their sport. The symbol could be a football, a player's number or anything else that would work to represent the team---they had to draw a 'grid' to organize their symbols.

Then, everything was outlined in sharpie. Sometimes, I hate letting them use pencil first because they can never seem to erase pencil lines very well. I am very picky about erasing. 

I decided to limit them to crayons for this project in order to have adequate color options. In the future, maybe I will use colored pencils.....

I even went to Wal-Mart to buy a 105 color box of crayons because I only have one sky blue and NO brick red in my entire inventory.....how can you truly match a team's colors without using the right shade of red/blue?! Next year I am definitely ordering multiple crayon color sets.....I don't know how my requisition only sent me the standard 24 colors again this year...I really thought I had ordered the big assortment this year....all well. 

My reasoning behind this project was two-fold, I really wanted to get my sports-minded students excited about the art, and I really wanted to learn a little about their interests. Sometimes if you don't give them a chance to put the Denver Broncos on something, it will end up making its way into their artwork one way or another. The project ended up being a bit of a snooze...and it is not one of my favorites. 

I absolutely love the 'grid' layout that Kathy uses on her projects for kids. For this project, we used a similar format. 

In fact, half way through the FOREVER it took for them to color these babies, I had to take a day off. 

​It was a beautiful Friday at the end of September. I set up a bunch of shoes on the table and after practicing some contour and blind contour with dry erase markers, we went outside to draw in our sketchbooks with felt tip pens. I had them draw their own shoes outside because the weather was so nice AND because I did not want to smell their feet. 

Okay. Seriously. 5th and 6th graders can draw shoes really really well.

​I was amazed at how successful they were!! I ended up setting up a little shoe center in my classroom for those that had finished their jerseys to sit at and draw shoes on white paper. 

In their sketchbooks, I made them draw with the School Smart waterbase ink/fiber pen. 

For some reason, I had ordered several dozen of the 8 color sets. I left out yellow and orange and had red, blue, green purple and brown for students to choose from. This worked out really well....sharpie would've bled through the pages and regular marker wouldn't have had a THIN enough line. Also, since we did not use pencil, they could not erase...which was so magnificent! 

To build their confidence at blind contour without using up a ton of paper, I gave them dry erase markers and dry erase boards. Well technically I only have 20 dry erase board so I had to improvise with some dry erase sleeves. These things are the bomb. Also, I have been saving my lonely socks, you know, the ones from the dryer that have lost their partner. I use those as erasers. Shoes and socks day---OH MY!!

Also, got the idea to suggest adding a crazy sock in their finished drawings from this post. So cute!

Students really enjoyed going outside to draw, even if it was only for a little while. 

With a couple of classes, we even had time to blind contour draw the bike rack!

For our first endeavor at art making this year, we dived in with a collaborative project. 

One of my 6th graders said is 'that is so cheesy Mrs. Mitchell'. He said it was 'so cheesy' because when they were finishing their 4X4 squares, I might've reminded them that each student had a square, and even if several of use the same colors or have a similar idea, that they will all create something different and unique because they all have something special to bring to our school. ❄️❄️❄️ like snowflakes--no two are exactly alike. He totally called me on the cheese. Guilty as charged

Each table had to trace a circle onto a square piece of watercolor paper. Then they brought it to me, and I chopped it into squares. Then, they used Mr. Sketch unscented markers to color them. 

I warned them in advance that they probably would not be getting their squares back. I mounted them with white glue onto sheets of butcher paper. I pre-cut the paper into sections that will easily fit in the mini bulletin boards above the doors in our building. When I take down this mural, it will come apart in sections that I will transfer into the doorways above doors that are currently blank. I also wasn't super careful to pair them up with their table's matching circles....which makes it hard for them to find their own, but I just glued them down as they finished them....which gave the ones that needed one more day a little more time to finish and it allowed me to start making the mural right away since I wasn't waiting on a few from each class to finish. 

Thanks for the idea Michelle!

I love zentangles. My students love zentangles. My students love to zentangle so much they go home and zentangle more. The one above is from a boy who made 3 more mini zentangles at home! 

My students also love using India Ink and calligraphy pens to create a zentangle. This is seriously one of the first art supplies I have found that nearly all of my students are impressed by. I put the India Ink in a little glass jar and give them a calligraphy pen with a cover sheet on the table to help with clean up and they are in heaven, some of them even attribute the feeling to 'back in olden times' or 'what they used to sign the Declaration of Independence." They really feel special, and it elevates the project beyond just using sharpies. 

For the first day of this project, students practiced drawing an animal silhouette in their sketchbooks. A silhouette is harder for some students, because they have to get the contour line right, or else it doesn't look anything like the animal. I purposely made the silhouette handout have super tiny silhouettes so that they could not trace their design, this was about observational skills. 

After practicing the animal, they were to redraw it on white paper and outline with sharpie. For this project, we were not coloring the animal, we left it white, and created zentangles all the way around. 

To make a zentangle, you bascially just make lines or 'tangles' around the object, all the way to the edge of the paper to break it up into sections. You fill the sections with structured patterns. 

Now that they know about making a silhouette, it is time to learn about a zentangle. A zentangle is a design made up of structured patterns. I have another packet for students to look at today, comprised of mini optical illusions, patterns, and cool looking zentangles they can reference as they work. 

Zentangling can be addictive. Some of my students loved it so much that they went home and zentangled more. 

We used skinny and regular sharpies along with the black india ink and calligraphy pens. Some students did not like using the calligraphy pens because of the unpredictability. That was okay with me, as long as they tried it. Also, if they accidentally dripped the ink in the wrong spot, I told them to just leave it and turn it into a happy accident. 

While students worked, I pulled them over to an art center to paint a frame for their zentangle. Next time, we would attach the zentangle to the frame. 

List of zentangle reference books that I love:
Zentangle: The art of Inspiring and mindful drawing method
One Zentangle a Day
The Art of the Zentangle (I got the idea for this project on page 51)--I also show them those examples, in order to get some of the kids to go back and add a few BOLD designs for more CONTRAST. If they don't add contrast, the designs don't pop. 

The final step is to finish adding the zentangle designs and then go back and add shading. I showed my students my woodless graphite pencils and let them use them to add a little shading in some spots on their zentangles. Some used the gray shading to emphasize an optical illusion. Some used the shading to make patterns, some used it to add emphasize to certain areas of the design. I even let some of the kids that seemed really 'into' it try out my zig pens and told them where to find them at Hobby Lobby. Lots of kids wanted a calligraphy pen after this lesson! 

Once the shading was complete, students could pick a 'matte' and then attach the drawing to the matte, and attach that to their frame with white glue. 

If they finished early, I had copies of a different 'calligraphy' practice sheets printed so they could use the pens to practice lettering. 

Oh Dot Day. 

I love explaining to my students that we are celebrating a made up day. Just for the fun of it. 

For this made up day, I made up a contest. Students would design a dot, color with markers ON dot day, we would vote for a favorite design in each class. I hung up each of the dots and let them vote. 

No they could not vote for their down dot. Duh. And next time, I think instead of counting the votes, I will draw at random so that maybe the most popular kid won't win, but a dot that deserves it because of effort. I dunno, what do you think? 

I was actually trying to figure out how to incorporate a little technology into the year, and I wanted to do that by introducing a new app: Quiver. Quiver used to be a different company, so I was browsing to see what they have added now that they have expanded. Under the 'education' tab for teachers, the animal cell is AMAZING. Here is a link to the dot day page. I mirrored my iPad with my apple TV and demonstrated how to use the app, it is super easy. 

Basically students can color their dot, hover over the top of it and then boom, their dot comes alive. It is more than just a coloring sheet. It is a coloring sheet, a contest and augmented reality all rolled into one dot!! (Prizes were a little lame---a sketchbook, from my collection of extras I've hoarded in years past OR a 'golden pencil'. I seriously save all the tiny pencils that are too small for the sharpener and spray paint them gold. Easy cheap prize that kids feel happy to get). 

These boys realized they could take a picture of their face, and have it show up on the dot if they held the iPad just right. So clever and great collaboration!!