Themes per Month

Monthly themes are great for incorporating multicultural and interdisciplinary activities into your curriculum. Here are themes listed by month:
January-New Years, Art Appreciation, and Martin Luther King Jr.
Febuary- Black History Month, Inventions, Chinese New Years, and President's Day
March-Women in History Month, Nutrition Month, and music
April-Earth Day, National Poetry Month, Passover, and Math Education Month
May-Memorial Day Pacific Islander Month, Cinco de Mayo, Mother's Day, and space
June-Safety, Father's Day, summer fun
July-Indendence Day
August-back to School and travel
September- Grandparent's Day, Labor Day, Ramadan, and fall
October- Halloween, Dia de los Muertos
November-Celebrate Reading, Thanksgiving, Veteran's Day
December-winter, Channukah, Christmas, and Kwanzaa

Differentiation in the Art Room Tips

I'm currently finishing my Masters in Curriculum and Instruction at UNLV. The course I'm taking is Differentiated Instruction for the Classroom. As I continue in the course this semester I am sure I will be giving you more information on how to differentiate both in an art room and/or regular classroom.

1. Pretest- This could simply be asking the students to verbally tell you what they already know about a subject beofre you start the lesson/unit. It could also be a sketch, a thinking map, or a questionnaire of some sort. I find this really helpful when teaching to younger students. If I am teaching Ancient Egyptian art how do I know if my first graders have heard of pharohs, pyramids, or even know Egypt exists?

2. Multiculturalism and Cross-Curricular activities- Two major ways that students differ is by culture and learning styles. By bringing multicultural and cross-curicular activities into your curriculum you will reach more students.

3. Grouping Strategies- Having students work together in teams, pairs, triads, and individually gives students several opportunities for success. Frankly I think group work is very important because that dynamic will follow the student throughout his life. Therefore the younger he is when he begins working with others, the more likely it will be that he will work cooperatively as an adult.

Clay Fish Sculpture Lesson Plan

Instructional Methods in D.B.A.E
Production

K-12 Visual Arts

Clay Fish Sculpture Lesson Plan

Multicultural / Asian Science

Adaptable to all grades

by

Mignon Slentz

Title: Clay Fish (Koi) Sculpture Grades: Adaptable to all but written for grades 3-5
Sessions: 4 sessions (50 minutes per session)

Academic Integrations: social studies and science

Goal: Students will use clay to make a three-dimensional art form

Objectives:

Students will: learn the Asian cultural background of the Koi fish, learn how to identify and correctly draw a fish, use clay to make a fish sculpture, create textures and patterns in clay, demonstrate craftsmanship, explore ceramic decorating techniques.

National Standards for the visual Arts: grades 3-5

Art Criticism- 1.1 describe works of art. 1.2 analyze, identify & discuss art elements. 1.5 share or evaluate own artwork.

Art History- 2.1 can associate works of art with cultures or time periods. 2.2 understand the influences of art.

Aesthetics- 3.1 art issues: the purpose of art, engage in aesthetic inquiry by discussing responses to art.

Art Production- 4.1 elements of art. 4.2 principles of design. 4.6 create a three-dimensional art form. 4.7 create a pottery form. 4.12 create a work of art that shows the influence of a particular culture.

Vocabulary- Nishikigoi (Koi), Carp, China & Japan (locate on world map), “swimming flowers”, “living jewels”, barbels, gills, dorsal, fin, sculpture, texture, slab roller, slab construction.

Materials- fish visuals, paper, 6’x9’ pattern paper, pencils, scissors, canvas mats, slabs of clay, plastic knives, clay tools, rolling pins, textures, bowls/plastic bags, ceramic glazes, brushes.

Media- show two Power points.

Procedures:Culture/ History: Session one - Introduction and motivation…..1. PowerPoint and discussion of Asian art depicting Koi.Nishikigoi, commonly referred to as “Koi” are the national fish of Japan. “Nishiki” means colored cloth and “Goior Koi” is the Japanese name for carp. Iran is thought to be the ancestral home of the Common Carp, from which Koi were first developed. This wild carp, which is an excellent food source, was carried to China, Japan and Western Europe by traders about a thousand years ago. A first account of them being kept by an emperor in Japan apparently dates back to AD 200. There are actually many theories and dates relating to the original introduction of the Koi. The wild carp has long been a symbol to Asian and Far Eastern countries and has been evident in their paintings, utensils, pottery sculptures and carvings. For hundreds of years, farmers in Japan have been raising Koi for extra food in the ponds they used to flood their rice paddies. About 200 years ago one of the farmers noticed a carp with some red color. Some of the farmers started separating the fish that had different coloration, and breeding them together. Some were kept as pets and in 1914 some of the most beautiful varieties were shown at an exposition in Tokyo and presented to the Crown Prince Hirohito. With the development of air travel, Koi started to migrate to other countries and were introduced to California in the mid 1960s where they became popular residents of fish enthusiast’s back yard ponds.

2. Students will look at pictures of a Koi or other fish and be able to identify the different features.

3. Students will practice drawing fish, adding gills, fins, tails, eyes etc. If time, textures can be drawn in (scales, patterns, designs, etc.). These can be saved for a later lesson.

4. Students will draw a fish filling a 6”x9” scratch paper making sure there are no narrow parts. Cut out. This will be used as a template / pattern.

Production:Session Two:
Preparation- Have enough clay slabs rolled out for each student. Canvas mats, clay tools, water and textures should be on the tables.
Students will watch PowerPoint on clay fish slab construction and discuss if there are questions.
1. Students will each have their paper fish pattern and be given a slab of clay.

2. Students will place their pattern on the fish and trace around the paper cutting into the clay. Remove scraps from around fish and save for adding features.

3. Using water, smooth cut edges of the fish with your finger. Press or roll on several (at least 2) textures into the clay (plastic texture
sheets, lace, nylon string bags etc.).

4. Using scraps of clay, make an eye and attach by pressing edges with a tool (texture with the end of a screw). Cut or roll a strip of clay to form gill line behind the eye and attach with a tool. Cut a triangular shape for the side fin and attach with a tool. Lines or patterns can be added. Add a mouth.

5. Write name and teacher on the back with a tool.

6. Place flat in a box or set into a bowl for a curved shape or drape upside down over a wadded up plastic bag and let dry.

Session Three:
Preparation: bisque- fire clay fish. Prepare glazes.
1. Students will glaze their clay fish (or watercolor).

Critique:
Session Four:
Preparation: glaze-fire clay fish and return to students

Students will self-evaluate their fish sculptures using the following questions.
A score of 9 and above = E A score of 8 and below = S
CLAY FISH RUBRIC

1. Is your fish approximately 5” x 8”?

2. Does your fish have a dorsal (top) fin?

3. Does your fish have a bottom fin?

4. Did you add a side fin?

5. Is there an eye?

6. Are the sides of the fish smooth?

7. Did all your parts stay attached after the 1st firing?

8. Are there at least 2 different textures?

9. Did you add any other decorations/patterns?
10. Did you apply several coats of glaze?
11. Did you use at least 3 colors?
12. Did you show good craftsmanship /neatness?
13. Did YOU write your name and teacher’s initial on
the back?

Resources: Clay fish sculpture*http://www.princetonal.com/groups/iad/lessond/middle/Lessons/7th-cerfish.htmKoi*http://swimmingjewels.com/koi_history.html*http://www.koiscapes.com/cat361.html*http://www.netpets.com/fish/reference/freshref/nishi.html

Mask Making

Kids love mask making projects. I've used folded paper, paper cutouts, plaster, papier mache, and clay. It doesn't matter what the material is-if you say they are making masks your students will be overjoyed. I've made animal masks, Aztec masks, artist masks, and African masks. My next mask making venture will be Egyptian Death Masks-like King Tuts.



This is a great link for mask project ideas. http://www.masksoftheworld.com/

Useful Art Websites

Sorry about the break over the holidays, to make up for it I'm sharing this wonderful list of art websites put together by art educator Jeanne L Bayless.

http://www.bobsedulinks.com/art_teachers.htm
Try the site above for links to the items below

[ http://www.kinderart.com/painting/impasto.shtml ]3D Texture Artelementary and high school

[ http://www.sgi.com/grafica/fold/page001.html ]A Paper Folding Activity

[http://www.princetonol.com/groups/iad/lessons/high/Nerina-ArcPortraits.htm]Arcimboldo Style Self Portraits high school

[ http://www.hitchams.suffolk.sch.uk/ict_art/index.htm ]Art and ICT

[ http://artsedge.kennedy-center.org/explore/qts.cfm ]Art Quotes

[ http://artsedge.kennedy-center.org/ ]ArtsEdge Kennedy Center [

http://artsedge.kennedy-center.org/teach/les.cfm?subjectId=VAR&otherSubjectId=&gradeBandId=&showDescriptions=true&sortColumn=&x=16&y=6]ArtsEdge Lessons Visual Arts

[ http://www.getty.edu/education/for_teachers/ ]Art Educators art themes:Elementary & High School

[ http://home.att.net/~tisone/lessonpg1.htm ]Basic Art Lessons

[ http://members.aol.com/Art1234567/Art.html ]Computer Art Lessons

[ http://www.creativedrama.com/ ]Creative Drama and Theatre Education

[ http://www.kinderart.com/painting/creature.shtml ]Creature PaintingCycle 1-2 elementary

[ http://www2.evansville.edu/studiochalkboard/draw.html ]Drawing: ArtStudio Chalkboard

[http://www.arts.ufl.edu/art/rt_room/teach/encounters/drawing_encounters.html]Drawing Encounters

[ http://www.amazingmoms.com/htm/arttiedye.htm ]Easy Tie Dye K

[ http://syrylynrainbowdragon.tripod.com/home.html ]Elementary Art LessonPlans

[ http://www.guggenheim.org/artscurriculum/lessons/collections_picasso.php]Experimenting with Picasso

[ http://members.aol.com/powers8696/artindex.html#lesson%20one ]ExploreArt lessons for various levels

[ http://www.museum.state.il.us/muslink/pdfs/mc_collage.pdf ]ExploringTheme Through Collage lesson plan pdf

[ http://canada.kidsdomain.com/craft/bouquet.html ]Fall Bouquet

[ http://canada.kidsdomain.com/craft/fallleaf.html ]Fall Leaf Print

[ http://www.kinderart.com/painting/fallleafwc.shtml ]Fall Leaf WaterColours

[ http://www.kinderart.com/printmaking/reflections.shtml ]Fall ReflectionsCycle 1

[http://www.things2make.com/Things2make_files/instructions%20under%206/Frothy%20paint.htm]Frothy Paint Activity elementary

[ http://www.teachingideas.co.uk/art/contents.htm ]General ideas andActivities

[ http://www.tenet.edu/halls/finearts.html ]Hall of Fine Arts large Listof links to Fine Arts resources Secondary

[http://www.dickblick.com/lessonplans/2007lessonplans/impressionist_tile.pdf]Impressionist-Style Tile high school pdf

[ http://www.princetonol.com/groups/iad/lessons/lessons.html ]IncredibleArt Lessons

[ http://www.princetonol.com/groups/iad/ ]Incredible Art Department

[ http://www.kidsart.com/lessons.html ]Kids Art

[ http://www.geocities.com/~jlhagan/K9-14/introduction.htm ]Learning Howto Draw illustrated notes for teachers

[ http://www.sdmart.org/education-plans.html ]Lessons from the San DiegoMuseum of Art

[ http://www.sanford-artedventures.com/teach/walkindesert_contents.html]Line and Wash Landscapes Cycle 2-3

[ http://members.aol.com/Sabetour/Monapat.html ]Mona Lisa Pattern Printout

[ http://www.kinderart.com/painting/winterwonderland.shtml ]Painting Treesin Winter elementary

[ http://www.dickblick.com/lessonplans/2006pixeldrawings/ ]Pixel Drawing high school lesson

[ http://www.goshen.edu/art/ed/artlsn.html ]Planning Art Lessons

[ http://www.bbc.co.uk/northernireland/schools/4_11/primaryart/index.shtml]Primary Art lessons with video

[ http://www.sagecraft.com/puppetry/ ]Puppetry Home Page Secondary

[ http://www.education-world.com/a_lesson/lesson106.shtml ]Refrigerator toRenoir: 10 Great Art Lessons Online

[ http://www.kinderart.com/drawing/shadow.shtml ]Shadow Pictures Elementary

[ http://www.amazingmoms.com/htm/artpainting.htm ]Straw and MarblePainting

[ http://www.learner.org/resources/series202.html ]The Art of Teaching theArts High School Level (free signup for teachers)

[ http://www.dickblick.com/lessonplans/2007lessonplans/clayplaque.pdf ]VanGogh Clay Plaque pdf

[ http://www.sasked.gov.sk.ca/docs/artsed/g7arts_ed/g7vtblae.html ]VisualArt Secondary

[ http://www.nhptv.org/kn/vs/artlaba.htm ]Visual Arts from KnowledgeNetwork

Psychedelic Self-Portraits

3rd grade: Psychedelic Self-Portraits- Students read John’s Secret Dreams:the Life of John Lennon by Doreen Rappaport and saw the portraits of the Beatles by Richard Avedon. Students teamed up with a partner and traced the outline of their head, neck, shoulders in pencil. Students used a ruler to draw random vertical lines across their papers. Students will use circles/shapes to break up the color scheme throughout. Students colored each section as a striped pattern using two colors that alternate in marker.

The Insanity of Santa

Around the last few weeks before vacation the kids get wilder than usual. I try to avoid highly academic projects or projects that have a lot of steps. Instead, I focus more on fun projects that will make the kids excited enough that they stay interested and out of trouble.
1. Clay finger puppets- I show the kids how to build and add features with smaller pieces of clay. I fire them and they paint their puppets with tempera the next week.
2. Cartooning- I have a Bruce Blitz cartooning book that I share with the students. They make their own cartoon characters off of it.
3. Clay ornaments- I use tempera and glitter to decorate.
4. Watch art related movies in the classroom.

Ceramics Tip

Something that I do very often is have students practice creating their ceramic projects out of modeling clay before creating the project that will be fired. This gives students a chance to learn about the tools, building, modeling, and smoothing with their fingers rather than water.

Monet Lesson

Miss Liza Camhi
Art Lesson Plan
Mountain Landscape
Grade: 1st
# of sessions: 2

Art Resources: examples of Claude Monet’s Haystacks, teacher product, and visual aide.

Art Materials: one 8”x11” sheet of blue or purple paper per student, pencils, erasers, and chalk.

Objectives-
Student will:
- create a landscape drawing using bold colors and line.
- create a drawing using pencils and chalk.
- learn about the art of Claude Monet.
- learn how colors change in nature to reflect the time of day.


Relation to life/Why this is important: Student will learn how colors in nature change depending on the time of day.

Interdisciplinary Connections: History and Science

Vocabulary: Claude Monet, Landscape, and sunset.

Procedure:
Day 1: Teacher will introduce the Haystack series by Claude Monet and ask “What time of day do you think he painted this picture in?” Student will discuss how the colors become cooler and softer as the sun sets. Student will learn/discuss the meaning of the word LANDSCAPE. “How is the landscape we see outside different from the one in Claude Monet’s painting?” (mountains, desert) “If the colors in the landscape Claude Monet painted changed because the sun went down, do you think they change here when the sun sets?” Teacher will discuss colors the students will want to use in their landscape. Teacher will demonstrate how to draw a simple mountain landscape. Student will draw his landscape in pencil and hand it in.
Day 2: Student will review vocabulary and teacher product/visual aide. Student will review how colors in our landscape change as the sun sets. Student will view teacher demonstration of how to color in his landscape. Student will color his landscape and share it with the class.
For an online gallery of Monet images: http://www.intermonet.com/oeuvre/

Here's a great lesson for fall or Thanksgiving. It can also be used for health cross-curricular activities.

Miss Liza Camhi

Art Lesson Plan~Veggie Heads

Grade(s): 3rd

# of sessions: 3

Art Resources:~ teacher’s example, examples of Renaissance art, paintings by Giuseppe Arcimboldo, and visual aide.Art Materials: 1 sheet of 11”x14” white paper per student, pencils, black markers, and crayons.

Objectives- Student will: ~

*learn about the art of Giuseppe Arcimboldo.
*create a portrait made of drawn fruits and vegetables.
*use crayon, pencils, and black marker to create his/her portrait.
*learn about proportion.

Relation to life/Why this lesson is important: Considering Arcimboldo is a contemporary of the Italian Renaissance artists the student will learn about the importance of being unique and how artists have used their creative ideas to change art. This is also an introduction to proportion.

Interdisciplinary Connections: History, Health, and Science

Vocabulary: Giuseppe Arcimboldo, proportion, and Renaissance.

Procedure:

Day 1: Show students examples of Italian Renaissance art such as Mona Lisa or the Pieta. Discuss that Renaissance means “the best” as applied to art. Students will participate in a discussion about portraits by Giuseppe Arcimboldo (“What are these pictures of and how can you tell?” “What makes these portraits unique?”). Teacher will explain how Arcimboldo used fruits and vegetables to create a portrait. Student will view teacher product and go over the steps of the project. Student will watch teacher demonstrate how to layout his composition and add the fruits and vegetables. The teacher should start with a simple circle and ask students to help him/her think of fruits and vegetables to fill in the features. This is when the teacher should start going over proportion. The students should understand to pick fruits and vegetables that are similar in size and shape to facial features. Student will draw his portrait in pencil on white paper.

Day 2: Review vocabulary and art history.~ Student will trace his drawing in black marker. Once the tracing is complete the student may color the portrait in with crayon.

Day 3: Review vocabulary and art history.~ Student will finish coloring his composition with crayon. Student will cut out his mask and hand in.

For more picture of Arcimboldo's work check out:http://www.abcgallery.com/A/arcimboldo/arcimboldo.html

Art Books I Reccommend

I love to read to my students as a way of teaching them art history. Here are some really cool books, and I'll share with you how I use them.

When Pigasso Met Mootisse by Nina Laden- I have an entire unit I do with Picasso and Matisse. I use the book to kick start the unit and explain the relationship between these two artists.

One Day In Japan with Hokusai by Julia Altman- This book is filled with gorgeous illustrations and many of Hokusai's most famous works. I would use this in May during Pacific Islander month to accompany our fish sculptures, printmaking, and paper weaving kimonos.

Pablo Picasso: Breaking All the Rules- This book is part of a series based on written reports by real kids that were published. Kids love this book, and the fact that it was created by someone their age. I have one on Matisse as well.

Drawing Machines

Check out this site to explain drawing machines. It's a great way to combine technology and art. If you are teaching perspective and doing grid work you could discuss with your students many of the machines on this page such as the Perspectograph which was used similar to how we use grids in art education classes today.It also ties into proportion, Durer, and Da Vinci. Another idea is to see if your students could build something similar to one of these machines and use it for a work of art. http://www.acmi.net.au/AIC/DRAWING_MACHINES.html

Valuable Holiday Art Lessons

A lot of teachers do holiday projects like turkey hands, Christmas tree ornaments, and handmade valentines. I say why not push the boundaries and make holiday art REAL ART. Why not learn about Grandma Moses and make (paper) quilt pieces that depict family around the holidays? Instead of just coloring hearts on Valentines, why not make handmade paper hearts and learn about a process? I've added one of my lesson plans I do on Velentine's Day that incorporates printmaking and the artist Jim Dine. For the printing plates I laminated 11"x14" white paper sheets.

Miss Liza Camhi
Art Lesson Plan
Jim Dine Monoprints
Grade: 1st -5th
# of sessions: 1
Art Resources: examples of Jim Dine Heart series and teacher product.
Art Materials: one 8”x10” sheet of white paper per student, monoprint plates , tempera paint, water, and brushes.
Objectives-
Student will:
- create a monoprint in the style of Jim Dine.
- learn printmaking methods.
- create a monoprint of a heart.Relation to life/Why this is important: This lesson teaches students printmaking methods which they will continue to learn in middle school and high school.
Interdisciplinary Connections: N/AVocabulary: Jim Dine, Monoprint, Pop Art
Procedure:
Day 1: Teacher will introduce examples of monoprints made by Jim Dine. Teacher will discuss how a monoprint is created. Teacher will demonstrate how to create a monprint. Student will paint tempera on monoprint plate. Once heart and background are created, student will press paper onto plate and pull off. If they were not successful on their first attempt, they will repeat the process until they have created a successful monprint.

Artsonia.com

I was recently made aware of this amazing site for student art. You can post pictures of student work in an online art museum. Parents can go online and see their child's work and post comments. Parents can also purchase keepsakes such as mugs, t-shirts, teddy bears, etc. with their student's work printed on it and 15% of the money spent goes back to the school. I can't wait to use this site! It's http://www.artsonia.com/

Components of a Lesson Plan

I'm attaching the lesson plan created by Madeline Hunter. This is the lesson plan model used by many school districts, often the steps of this plan are asked about in interviews, and many colleges have adapted it.
http://template.aea267.iowapages.org/lessonplan/

An Easy Way to do Papermaking

Papermaking with a large group can be tough in terms of supplies and mess. So this is my advice. Make the paper pulp for the students before they lesson and store it. Demonstrate how you made it for them when you start the lesson so they can understand the process. Rather than use screens, which you would need many depending on the class size, have them press the pulp into shapes and add inks to color. You could also have dried flowers and textiles for your students to press into the pulp.

Discipline Based Art Education in Motion

I gave an excellent description of DBAE in a previous post: http://hiartteacher.blogspot.com/2007/11/some-interview-questions-and-answers.html
So how do you incorporate DBAE, state standards, and possibly national standards into the same lesson plan? First of all the standards and DBAE are intertwined. Many standards have art history, aesthetic, criticism, and studio components. So as long as you know your state standards you should easily be able to make the connections. (A good interview Q&A)
In my lessons; when I first introduce a new artist I give some background on the artist's life and the period of his work. Many times I will read from an art history book like the Mike Venezia series. http://www.mikevenezia.com/mikevenezia/ I also show and discuss a major work by the artist. That can be the art history and part of the criticism/aesthetics sections.
Throughout the studio process I am looking for a similarity in process or technique as the artist we are studying in my students' works. I am always giving feedback and comparing/contrasting their work with the exemplar. That is a second aesthetic and critical component. Lastly when I grade, I do so with my student there and we discuss what was successful and what was not, that is the last critical component.

What Should I Leave for a sub?

My rule of thumb is this, leave 5-6 simple lesson plans that a non-artist could teach. The lesson plans do not have to be filled with rubrics, standards, etc. unless your administrator asks for that. I just write down the materials, resources and procedures step-by-step. I keep the materials very simple such as cut and paste, drawing, coloring-nothing messy and nothing to build. I personally have not had much success with having subs teach my lessons, so beware, they are often better off doing something special with the students for that day. Along with the plans I leave a teacher exemplar, any copies, any books, and all the materials necessary together on my desk. I also leave a schedule, my lesson plan book with their lessons added into it, and a sheet regarding classroom management/procedures. I hope this helps.

A Great Lesson to Introduce Kindergarteners to Art Class

My kindergartners are some of my favorite students. They are so cute and sweet, but when it comes to art they don't have much experience to draw from. They are not independent to start off with so I created this unit to give them the opportunity to familiarize themselves with the art materials and to become independent works.
Miss Liza Camhi
Art Unit
Art Materials and Processes
Grade: K
# of lessons: 5

Art Resources: mystery boxes, teacher products and visual aide.

Art Materials: modeling clay, clay, scissors, glue, paint, paintbrushes, water containers, water, poster board, yarn, texture materials, hole punchers, paper towels, cotton swabs, construction paper, white paper, and crayons.

Major Goals/ N.V. State Standards addressed in this lesson:
1.0 Students know and apply visual arts media, techniques, and processes.
2.0 Students use knowledge of visual characteristics, purposes, and functions.
3.0 Students choose, apply, and evaluate a range of subject matter, symbols and ideas.
5.0 Students analyze and assess characteristics, merits, and meanings in their own artwork and the work of others.

Objectives- Student will:
-create works of art in a variety of media
-learn an art vocabulary that relates to art media and processes
-experiment with a variety of art processes
-create works of art in a variety of subject matter

Relation to life/Why this is important: Student will gain basic knowledge of how use a variety of art media in the classroom.

Interdisciplinary Connections: N/A

Vocabulary: clay, model, texture, collage, paint, paintbrush, texture, drawing, design, pendant.

Lessons: The unit will consist of the following components:
Las Vegas Poster- A group of four students will create a poster of Las Vegas landmarks. Students will draw in crayon on 12”x24”paper and reference photographs of local landmarks.
Texture Collage- 4 mystery boxes will be passed around the room. The student will stick his hand inside to touch the mystery object and then will describe how it feels. Student will then create a collage of different materials with different textures. Once the collage is complete, the student will paint over the materials so they blend with the background.
Winter Landscape Painting- Student will create a painting using white tempera paint on light blue paper. Student will create a sense of space in his painting by dabbling paint on lightly at first with a crumpled cloth, then adding more paint as he creates layers. Student will use the cotton swabs to create snowy trees.
My Best Pendant- Students will draw two circles. Student will draw inside of the two circles a picture of himself when he does his best in crayon. Student will cut out the two circles, glue them together, and punch a hole. Teacher will add yarn to hang the pendant on.

Assessment: Las Vegas Drawing will be graded on participation by E,S,N. Others projects will be graded on and E,S,N scale with a rubric.