I Last spring, we made Chris Uphues Happy Collages for Valentines day. Students made individual 12X12 collages, and created an additional 'character' for a collaborative mural. For their individual collages, we used the chalk stencil design method to create a background. This year, I wanted to use the same idea to make collages for halloween. I think I like them even more! 

We focused on symmetry and I had a few specialty papers available for students to use like halloween scrapbook paper and white sheet music.  I showed them a couple of examples of Target 'cute' halloween stuff and encouraged them to make something 'cute' as opposed to gory, bloody, scary. I had a few try to argue that Halloween was supposed to scary, and I said listen, "You are making these things to display in a children's school, not a haunted house." Most of them could agree with me after that. 

I did show how how they could cut the eyes out of a skull or they could just cut black paper and glue it down for the eyes. Also, I demonstrated how to draw half of a pumpkin along the fold and then cut it out so it would be symmetrical. Most of them 'got it'. The candy corn was the hardest thing to make symmetrical! 

I had an inspiration board that had some basic fall and halloween symmetrical shapes. A few of my students do not celebrate halloween, so I encouraged them to do a leaf or an apple since those things are symmetrical and seasonal during autumn. 

Supplies
Day 1
(We made the chalk stencil background this day, I told them if they wanted to make a black figure like a cat or a bat, they might want to use gray for the background)
12X12 Paper (we used gray or black)
Chalk
12X12 paper for the stencil (again, gray or black)
Pencils for name
Scissors

Day 2
Chalk Stencil Backgrounds finished and ready for collages to be added on top
Scissors
Glue Sicks
Markers
Pencils
Colored Paper in all shapes and sizes and colors (Lots of orange and white)
​Trash Tubs for each table
Mural Paper
Hot glue gun to hot glue each figure to the mural

Overall, I would say that this project was very successful for every student! I enjoyed watching them use symmetry and plan their designs. I told them that LOTS of kids were making pumpkins and skulls, so if they chose something like that, they should think of a way to customize it and make it unique, or else choose something that NO one else is probably attempting like an owl or a witch or a spider......I really wanted them to cut out as many elements as possible, but many of them drew stuff on which was okay too. 

 While it was a little challenging to teach ORIGAMI folds at the end of the day on a Friday (the Friday at the end of the first full week is hard for kids and teachers because we are all just done by the end of the day). Once the kids got back from the weekend, they were much more able to grasp the basic folds.

First, I used the Power Point from Art with Mrs. Nguyen to help explain the difference between RADIAL Symmetry and Linear Symmetry which has only one line of symmetry, like a butterfly. Then, we used her youtube video (and I demonstrated while holding up a 12X12 piece of paper) how to fold each of the 3 folds that are used in the Powerpoint: hat fold, kite fold, and samuri fold. Students practiced with 6X6 squares of newsprint.

I polled the class to see who was an 'expert' who had done a little origami and who was a complete newbie. Since I have never taught any origami folding to my students, many of them were complete newbies. I explained that the three folds we were practicing would help them to create many basic origami things using the books later---but if learning the process by watching me felt hard---don't despair because I actually think it is easier to use the books (I pointed to a bunch of books that I checked out from the library) because they have photos of each step and arrows that show which direction to fold the paper. Also, if they couldn't see how to fold the paper, they could always ask an expert sitting nearby and that might help too!

Some kids got the folds right away, while others really struggled. I think I even had a few kids cry....I hate crying the first week...it sets a bad tone for the rest of the year. I told them that as a teacher, I think origami is hard to teach---it is like tying your shoe, until you 'get' it, it is so hard, but once you get it, it is much easier and you can do it without even thinking. For students, this is really challenging, and frustrating and eventually, they can get it, but it takes practice. 

After practicing the basic folds with the newsprint, I gave everyone a 12X12 black square and had them fold it in half both ways like a card and diagonally both ways (like the beginning of the samurai), to show all the lines of symmetry so that they could start to plan out their designs. Then we wrote our names on the back. 

Students had about 5-8 minutes to start their designs, many of them chose to glue some flat pieces to the background to get it started. I gave them a big tub of 2X2 squares, a mixture of neon origami paper cut down, scrap construction paper and other scrap paper. This is the tough part about this project....you need a LOT of 2X2 paper. I had actually started cutting the squares last year in anticipation of the project and probably spent a good 3 hours cutting more throughout the week so that students would have enough of each color to make their designs balanced. In the TpT lesson plan I bought, she used 3X3 squares, which would probably go a lot farther---we used the smaller ones so it took a little more for each design. 

We used glue sticks to glue the paper down. 

***NOTE: I have taught this lesson in the past in one day....I did not teach the origami folds and I did not use a powerpoint. We focused more on making it balanced with the colors and we used really simple 3D shapes. When I handed out the background paper, I had pre-folded it into 4 even quadrants and I told them to make it balanced---whatever you do in one quadrant, you do in all the quadrants. Sort of like a quilt square. Students were highly successful---but it was a ONE DAY lesson.....I let them take it home the same day and I did not grade it. Here is a blog post with examples (I can't find my images anywhere)

​I reviewed the folds quickly by pointing out the big 12X12 versions I had tacked to the whiteboard. I also printed out the handouts that came with the TpT lesson---and had those available for students to refer to if they forgot one of the folds. I gave them the entire day to work on creating a symmetrical design. I showed them a couple of examples as a reminder that the design had to be balanced and it had to be 3D. I also mentioned that they could use other types of folds to make it 3-D, not just the ones that I taught them.

Since these had to be put in the drying wrack, I encouraged them not to make them too tall as things could get ripped off pretty easily. Also, students needed to give their designs the SHAKE test. Pick it up and shake it to make sure nothing falls off before taking it to the drying wrack. 

If students could not find the right paper color to finish their design, they were allowed to go to other tables, but they were not allowed to fight over the paper (I had paper wars in a couple of classes with kids hoarding the neons and not sharing) and they weren't allowed to go to another table just to talk to a friend, they could only grab what they needed and get back to their spot. They liked the freedom and independence to move around the room! I would rather them get the right colors than just glue random stuff down in order to hurry and be done quickly. 

Early finishers were allowed to help a friend or try out the origami books. I always have origami for early finishers, but I hope that by showing them a few basic moves, they will be more willing to try it on their own as they will have a little confidence and some background knowledge. I explained the difference between the practice newsprint paper and the REAL origami paper--mine is white on the back---and it can be very expensive so don't waste it!! 

I noticed lots of kids naturally spinning their big 12X12 papers and noticing the optical illusion effects. Certain colors and the neon papers on the black background were tricking their eyes in really neat ways. 

​Day 3
Most kids were ready to put the finishing touches on their designs---some needed an entire third day for the project, while others just needed a minute or two to finish or fix pieces that had fallen off. This was the day I mentioned that I would be sending them home at the end---rather than stuff them back into the drying wrack and wait for me to grade them, I was worried they would fall apart if they were all stuffed into my cabinet over Labor Day, it would be better for them to take them the same day. I explained the grading---if the design was balanced and used all three of the folds I taught them they get a 3, if it isn't balanced or they don't use any 3D paper techniques it is a 2 or 1. Most kids got a 3, but a few got a 2.5 or a 2 if they didn't use any of the folds I taught them.

I also explained how I pick artwork for my art displays. I pick a few from each class for each project and hang a big display in the cafeteria. I try to pick something from every student between now and Christmas. And if I pick theirs, they get it back later. Everyone else gets to take theirs home today. I told them please don't have their feelings hurt if I don't pick theirs this time, I can't pick them all, sometimes I already have another design similar to the one they made and I have to pass over theirs.

Okay, I really didn't want to start a whole new project for the ones that were done, but in most classes, about half were completely done or only needed 5-10 minutes. So, I made 6X6 black squares so the kids could use their origami and design balancing skills to make a MINI radial spinner to take home. Very first class, a kid asked, "do we HAVE to make one?" YES!! You have to make one if you finish with the big one. The big one is graded, so it is a priority, I need it first. The same kid was the one that exclaimed, 'THIS IS AWESOME!" about his mini spinner. 

To make the mini spinner, you fold it in half like a card both ways and diagonally both ways, just like we did the big one and the samurai fold. Don't forget to fold it, because a couple of kids forgot and theirs would not spin without the center point on the bottom from the folds, it is like the point on a top, it helps it spin. Also, if anyone had trouble with their spinning, it was because they had glued paper on the bottom of the design and it was like a brake---it created too much drag and theirs would not spin.

After folding the black paper, use the origami folds to make it balanced and symmetrical. I gave them a mini lesson about the color wheel. Opposites like blue-orange, red-green, and purple-yellow (also pink+green) give off a more powerful visual effect when spinning, if you put them side-by-side on your design. Also, if you use white paper (with the black background), it is the opposite of black and it looks really cool. A girl used orange on black and we could see a blue dot that wasn't actually there! When the designs spin, you see shapes that aren't actually there. Our next project will be an optical illusion, so this is a great intro!

Students loved making the spinners. IF they had time, they could even make two! 4 samauri folds in the middle made a great handle. When they were finished, they spent time practicing their spinning on the floor or the table. The fidget-spinner obsessed kids were in heaven. Let's be honest, the neon paper looked amazing...I wish I would've had a blacklight because it practically glowed in the dark. Next time I do this project, I will definitely bring a blacklight and buy a LOT more neon paper. 

Update: I had a 500 pack of FLUORESCENT ORIGAMI paper from School Specialty. I cut it down to 2X2 so it would stretch amongst all of my students for this project. It is kind of expensive but really, really vibrant.

After creating the Chalk Stencil designs as a way to introduce chalk, messy procedures and cutting to my 5th and 6th graders, I couldn't shake the idea that they would make a great background for a collage. 

So for the students having art 2nd semester, we looked at the artwork of Chris Uphues. I created a slideshow with examples and talked about how he is a current, working artist. I explained how he sells his designs, creates murals, and also sells paintings and small items like patches. We started they day by watching this catchy, sweet little youtube video and then looked at the slide show. 

I was afraid students would find his work too babyish, but for the most part everyone was on board. Especially since they could make 'cute' food or hearts. I spent time teaching them how to fold a piece of paper in half to make a symmetrical heart. It is incredible how many students have never learned that technique. I'm hoping it will pay off when we start a big mask project later this year. 

Students could make any design they wanted, it just couldn't be too simple. Ex. one heart with a smiley face. I showed them how to draw two eyes, fold the paper and cut the exact same shape out that would match. Sometimes students get frustrated that they can't make the same shape again. 

We used glue sticks to attach the various pieces. If they finished with their main collage, they were also required to make one for a mural. The purpose of the mural: to make people happy. 

Once they made their shape/food/face, they had to show it to me for 'quality control'. I would not let anything that was sloppy or messy go on the mural, they had to erase pencil lines, draw things in sharpie and make sure stuff was glued on well. They would not be getting their pieces back, but everyone's would be hung up. 

I hung the murals and a few selected collages together around the building. They make me so happy to look at. 

I was so happy to see this lesson plan in Arts and Activities magazine! 

I was foolish to think I could explain messy cleanup procedures AND finish this in one day. BUT--it worked out pretty well in the end and I absolutely LOVE the results.

This did take us two class periods.

I had a couple of students completely BAFFLED by the explanation. When I asked if they had ever cut out a paper snowflake, they were like NO. So I realized that might be a problem for some of my 5th and 6th graders.

​But for the most part, we had a lot of success. Even if they cut their paper in half, or in 4 pieces accidentally cutting on the 'fold' most were able to make the stencil idea work. 

Since we had a parent night less than one month after open house, I was really glad to have one project done so that we had a few new art pieces on display. 

This clever girl saved her scraps and glued them to black paper. Reminds me of a wind catcher. 

I made a time lapse of my example and played it for students while I passed out papers. They enjoyed it. 

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!

When a friend asked if my students could have artwork ready for a group show by September 11th, I thought, NO PROBLEM! We started back to school on August 10th, of course we would have time to finish.

For whatever reason, I designed a project that took WAY longer than I thought it would, so I felt like I was rushing my students to finish at the end so I could send artwork to her show, but it is just such a great project that I have to share!

This project has a little bit of everything----self-portrait, photography, radial balance, zentangle, high contrast, color mixing, and even splatter painting.

I only did the large version with my 6th graders, but it could be adaptable for slightly younger, and would be perfect for older students too. I did a smaller version with my 5th graders on coffee filters which turned out great too--look for the post on that one soon!

And without further ado, I will attribute the concept for this lesson to the wonderful and talented Kathy Barbro at Art Projects for Kids. Her Mona Lisa version is great! 

Materials: 
18" Color Diffusing Circles 
Thick and Thin Sharpies and fat black permanent markers
Liquid watercolor paint in primaries
Eye droppers
Metallic paint
Lightboxes or overhead projectors
Black-and-white high contrast photos printed for each student (on copy paper)


Day 1
Initially, I choose to introduce the idea of Zentangling. I realized that my students had never done any 'structured doodling' and it was such a calm and relaxing way to start the week. Did you know that there are 3-hour relaxing music videos on youtube? We listened to the calming music while we drew. 

Students made zentangled bookmarks with skinny and fat sharpies. It was great that many of my 6th graders did mini-optical illusions that we practiced last year in their designs. 

When they were done or almost done with their bookmarks (one-day project), I distributed one iPad mini to each table and explained how to, take a selfie---as if they needed any explanation!

I tried to encourage them NOT to show their teeth and make sure they had decent lighting.  I explained the basics of converting the image to black and white and they shared the photo with me on google drive. I had previously signed in to google drive on all of my devices (with an art teacher account, created just for the purpose of organizing student artwork). Students simply had to upload their photo to my google drive account so that I could print the photos. It was a painless process---why didn't I figure this out ages ago! 

Note: I imported all of their images to iPhoto and edited them in one big batch so that the contrast was accelerated----making much darker blacks and very little grey with the white so that students could have 'Warhol'-like images to work from. I printed them 2-per 8X11 copy paper and it was a great size for this project. I realized that students with blonde hair turned out a little better if they had a darker back ground and vice versa---in a white wall room, it was tricky but we managed. 

If you don't have time to take the photos the day of Zentangling, give yourself another day or two to get the photos printed, since someone is always absent. 

FYI: I have started doing TAB Fridays--utilizing art centers each week, giving my students tons of free choice. After introducing zentangling, one boy grabs me and says: 'Mrs. Mitchell, we made a timelapse of a zentangle bookmark.' OMG! So proud!! 

Day 2-3
TRACING?! Yes, its true. For this project, I explained that we would be 'transferring' the portrait 4 times, on the radial 'mandala', so the best way to maintain consistency would be to TRACE the face with a sharpie--no pencils allowed. I pre-folded the circles before passing them out to the students and emphasized the idea that this is a CIRCLE, the image will be repeated, so don't trace your face once in the middle, think of it more like a piece of pizza with your pepperoni-face on each slice-HA!  

Since the images were converted to the stark contrast, I encouraged them to ONLY trace the 'black' shadows and shapes on their faces. Some kids did not heed my warning, and they tried to freehand their eyes and noses---which made them look a LOT like Quazimodo (no one knows who that is anymore!) and some of those were a little messed up looking. 

Also, I encouraged them to SHADE some things in with fat black permanent markers (after moving the photo to the side--don't keep it under while shading, as the fat black markers ruined a few photos). The diffusing circles were so thin that even though we had cover sheets on the table, some tables were destroyed with marker ink---and it is STILL there, weeks later. 

Students had to decide if they wanted the portraits to be mirror images, all 4 'sections' exactly the same, or if they wanted a 'reflection' on the bottom---which they could achieve if they traced the 'traced' version on the top of the design. Confused? Me too. But we got through it. 

Some students were introduced to OLD SCHOOL overhead projectors for the first time. Most of the projectors were on their way to the dumpsters, but I rescued the bulky machines and gave them a 2nd life for this project.  They make perfect light boxes. I set up 4 stations around the room. 

Some students could see their photo through the BIG 18" Color Diffusing circles without using a light box, but I was so glad to have them for this project, as they really helped with the tracing process. Royolco makes a 9" color diffusing circle, but the 18" version is great for this project because the photos fit around the circle 4 (or even 6 if the photo was small) times.  ​

The tracing took longer than I thought it would---some students needed  two or three art days to transfer their face to the diffusing circle multiple times. 

At the end of one of those class periods, I showed a little bit of this video about Mandalas and explained how they are created with sand by monks. Students were really intrigued. ​

Day 4 and 5
Explain how to Zentangle around the portrait. In my demo, I show students how I made a 'good' vs. 'evil' version of myself. They really took to this concept. I also had a seat work prompt on the board asking them how an artist could reveal their identity in a self-portrait.  Students shared great ideas about using symbolism, special colors, and even words to share more about their personality in their work of art. It was a great discussion and many great ideas were generated. This was a LARGE project for many students, I really should've given them another day to draw with the sharpies, but like I said, I was on a time crunch and a deadline. ​

I also pulled out rulers, circle templates and french curves to help them finish up the zentangles. 

When students were zentangling, I had handouts on the tables for them to look at to see examples of 'structured' doodles. Those were tremendously helpful---students had to branch out from their typical polka dots, and they had to create smaller sections within the pie pieces to put the doodles in. ​Many girls zentanlged their hair which turned out cool. I had a coloring sheet that was super helpful in this visual. 

Day 6
Painting using liquid watercolors. 

Any tips for distributing liquid watercolors?

I had quite a bit of stress the day that we painted because the pictures were a little too big for my drying wracks and I had to be the one to pass out all of the paint and pick it up from each table at the end of each class. It was so stressful. Some students really needed one more day to draw---so I felt like I was rushing them to PAINT today! While I picked up all of the paint sets, and refilled them as students used up the colors rather quickly, students had to find a spot in the room to put their gait paintings to dry. 

In the future, I would probably call a few students a time to a painting station---but the deadline loomed---I needed enough portraits DONE and DRY by 10:00 a.m. on Friday so that I could send them to the show----that also meant getting to school super early to pull previous day's paintings out of the drying wrack and quickly making labels for the ones that went to the exhibit. 

One thing I learned, with color diffusing paper, make sure students have paper under their project, and they don't lift the paper off until after the artwork is dry because the water and paint spread out and fade, making the color way less vibrant.

Also, I ended up watering down the paint after the first class because they were almost TOO vibrant, and some of the drawing was swallowed up in the intensity of the liquid watercolor. 

For this project, students used eye droppers to distribute the liquid watercolors onto the color diffusing paper. I gave them magenta, turquoise, and yellow, and reviewed the basics of the the color wheel quickly. I demonstrated how to squeeze droppers-full of paint onto the circle. Be careful not to try to soak it too much, once it is saturated, that is pretty much it---more doesn't mean more, it just means a runny mess. 

As a finishing touch, students could 'splatter' paint with metallics: gold, silver, or copper paint---but they had to do that very last. 

Some of the splattering looked amazing. Some looked like big snot blobs right on their faces. Some completely covered all of the drawing they had done, rendering all of their hard work completely pointless.

Final tip--have students write their name on the front, along the edge, anything written on the back shows through to the front.