School art fundraising lesson plans

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Sailboats
Materials
Square 1 Art paper
Tissue paper separated into warm colors (yellow orange red)
Tissue paper separated into cool colors (blue , green, purple)
Thinned glue (thin with water)
Brushes for glue
Black construction paper cut in ½ squares and ½ circles
Black sharpie markers
Gel FX Crayola Markers
Textured paper(if desired)

Procedure
Students pick warm or cool colors of tissue paper for background.

Tissue paper is decoupaged onto art paper with thinned glue (to decoupage-spread glue on paper cover with tissue paint over tissue with glue)

Place ½ circle and ½ triangle on page to resemble boat (or boats). Let dry.

Add details with sharpies and Gel FX markers.

In the picture above, you may add extra interest by using textured paper surrounded by a black circle for the moon.

National Core Art Standards

1^st :VA: Cr2.1.1a: Explore uses of materials and tools to create works of art or design.

2^nd:VA: Cr1.1.2a: Brainstorm collaboratively multiple approaches to an art or design problem.

3^rd:VA:Cr1.1.3a: Elaborate on an imaginative idea.

4^th :VA:Cr1.1.a: Combine ideas to generate an innovative idea for art-making.

5^th:VA:Cr1.1.5a: Combine ideas to generate an innovative ideas for art-making.

VA:Cr2.2Pka - Cr2.2.5a: Demonstrate safe and proper procedures for using, cleaning materials, tools, and equipment for a variety of artistic processes.

Keith Haring Cartoons
Materials
8.5" x 8.5" Square 1 Art paper
Markers with shades of one color
Pencils
Black Sharpies
Keith Haring artwork pictures

(if a border is desired use 8 ½” x 8 ½” colored construction paper and 7 ½” x7 ½” white paper. When finished glue together and on to Square 1 Art paper)

Procedure

Show Keith Haring Pictures. Explain figures and objects are drawn with outlines only.

Have children practice drawing objects and people with outlines only.

Let them pick their best and use them on final picture (either directly on Square 1 Art paper or on 7 ½” x 7 ½” white paper).

Drawing first with pencil, repeating objects if necessary. Turn the page to draw figures and objects going a different ways to fill up the page.

Go over pencil outlines with black sharpies.

Use the same color family markers to fill in the figures and objects.

National Core Art Standards

1stVA:Cn11.1.1a: Understand that people from different places and times have made art for a variety of reasons.

2ndVACr2.1.2a: Experiment with various materials and tools to explore personal interests in a work of art or design.

3rdVA:Cn10.1.4a: Develop a work of art based on observations of surroundings.

4^th:VA:Cn11.1.4a: Through observation infer information about time, place, and culture in which a work of art was created.

5^th:VA:Re.7.1.5a: Compare one’s own interpretation of a work of art with the interpretation of others.

VA:Cr2.2Pka - Cr2.2.5a: Demonstrate safe and proper procedures for using, cleaning materials, tools, and equipment for a variety of artistic processes.

Glue Outlined Flowers

Materials
8.5" x 8.5" Black Paper
Pencils 
Oil Pastels
Glue
Bottles for Glue,
Black Paint
(Ink to dye glue)

Procedure

Prepare for lesson by mixing glue with black paint or ink and filling bottles with it.

With pencils, have students draw a single flower, filling the page with their line drawing. Students will carefully squeeze glue over their lines.  Let dry.

Use oil pastels to color the flower. Adding white to lighten or tint color.  If the flower is a cool color (green, blue, purple), use a warm (yellow, orange, red) color to make a background around it.  If the flower is a warm color, use a cool color for the background.

Glue to Square 1 Art paper.

National Core Art Standards

1^st :VA: Cr2.1.1a: Explore uses of materials and tools to create works of art or design.

2^nd:VA: Cr1.1.2a: Brainstorm collaboratively multiple approaches to an art or design problem.

3^rd:VA:Cr1.1.3a: Elaborate on an imaginative idea.

4^th :VA:Cr1.1.a: Combine ideas to generate an innovative idea for art-making.

5^th:VA:Cr1.1.5a: Combine ideas to generate an innovative ideas for art-making.

VA:Cr2.2Pka - Cr2.2.5a: Demonstrate safe and proper procedures for using, cleaning materials, tools, and equipment for a variety of artistic processes.

Patterned Fish

Materials
Square 1 Art Paper
Pencils
Black Sharpies
Crayons


Procedure

Using pencils have students draw fish shapes.
Divide them into at least six areas.
In each area have students create a different pattern.
Using black crayon, go over pencil lines.
Color each section with different colors of crayon.
Add blue background for water.

National Core Art Standards

1^st :VA: Cr2.1.1a: Explore uses of materials and tools to create works of art or design.

2^nd:VA: Cr1.1.2a: Brainstorm collaboratively multiple approaches to an art or design problem.

3^rd:VA:Cr1.1.3a: Elaborate on an imaginative idea.

4^th :VA:Cr1.1.a: Combine ideas to generate an innovative idea for art-making.

5^th:VA:Cr1.1.5a: Combine ideas to generate an innovative ideas for art-making.

VA:Cr2.2Pka - Cr2.2.5a: Demonstrate safe and proper procedures for using, cleaning materials, tools, and equipment for a variety of artistic processes.

Line Crayon Resist


Materials
Crayons
Watercolors
Brushes
Black sharpie markers
Square 1 Art square paper


Procedure

1. Talk to children about lines-  straight lines, curved lines, angled lines, circle lines, zigzag lines and spiral lines.
2. Teach them how to use crayon, pressing hard, to fill paper with types of lines.  They can use different colors of crayon or the same color.
3. Using watercolors paint sections of the paper different colors. Sections do not have to be the same size or designated by a line.
4. Paint over lines –the crayon will resist the paint and show through.
5. Let dry.
6. Use the black sharpies to add details and emphasis if desired.

National Core Art Standards

1^st :VA: Cr2.1.1a: Explore uses of materials and tools to create works of art or design.

2^nd:VA: Cr1.1.2a: Brainstorm collaboratively multiple approaches to an art or design problem.

3^rd:VA:Cr1.1.3a: Elaborate on an imaginative idea.

4^th :VA:Cr1.1.a: Combine ideas to generate an innovative idea for art-making.

5^th:VA:Cr1.1.5a: Combine ideas to generate an innovative ideas for art-making.

VA:Cr2.2Pka - Cr2.2.5a: Demonstrate safe and proper procedures for using, cleaning materials, tools, and equipment for a variety of artistic processes.

Flower Art - Easy and Fun

MATERIALS

S1A paper                          

Tissue paper
White Glue
Black sharpie markers
Watercolor/Tempera paint
Paint brushes

PROCEDURES

Tear or cut several colors of tissue paper into 2.5 - 3 inch strips.

Glue strips in shape of a "daisy" Flower.  Let dry.

Use Sharpie to outline strips in a flower shape.

Draw black dots in the center of each flower.

Fill in background with watercolor or tempera paint.

National Core Art Standards

K: VA:Cr2.3.Ka: Create art that represents natural and constructed environments.

1^st: VA:Cr1.2.1a: Use observation and investigation in preparation for making a work of art.

2ndVA:Re.7.1.2a: Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.

3^rd:VA:Cr2.3.3a: Individually or collaboratively construct representations of things that are part of everyday life. 4^th:VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem.

5^th:VA:Cr2.1.5a: Experiment and develop skills in multiple art-making techniques and approaches through practice.

VA:Cr2.2Pka - Cr2.2.5a: Demonstrate safe and proper procedures for using, cleaning materials, tools, and equipment for a variety of artistic processes.

PEACOCKS

OBJECTIVE

Students will learn to draw a Peacock by emphasizing one or more of the elements of art.  They will attempt to fill the space of the art composition by identifying lines and shapes using a variety of media.

ESSENTIAL QUESTIONS

What is a pattern?  Why does it look like the peacock has “eyes” around the tail feathers? 

MATERIALS

S1A paper                          

Pencil

Markers (various colors)

Tempera paint

PROCEDURES

1.   Show photographs of peacocks to the students.  Draw one step at a time in the demonstration, allowing the students to draw one step before moving onto the next. Even with a “step by step” drawing process, the peacocks will come out delightfully unique.

2.   Start with a wide upside down “U” near the top of the paper for the head. Leave some room above for the “mohawk.”

3.   Draw a “hook” on one side of the upside down “U” for the beak. Bring that line all the way down so that it goes off the bottom of the page.

4.   On the other side of the upside down “U” bring the line (for the back) slightly in and then back out and all the way to the bottom of the page. Add two circles for the eye (one smaller and one bigger going around the small circle).

5.   Add a line across at the top of the beak. Add five circles above the head and draw lines from the circles back to the head (for the “head feathers” or “mohawk”).

6.   Point out the yellow feathers right behind the body of the peacock in a photo. Create the yellow feathers using repeating “3’s” or sideways “m’s” (emphasize that we are using repetition and pattern). Draw several rows of these.

7.   Point out the circle patterns in the tail feathers around the peacock. Ask the students why a peacock might have patterns in their tail feathers that look like “eyes.”

8.   Draw two circles (just like the eye of the peacock) for each circle pattern. Add these around the peacock in the background.

9.   Direct the students to go over all pencil lines with a marker.

10. Choose a blue crayon (we have several different varieties of blue) and color the body and the head feathers of the peacock. Encourage the students to take their time, press down and color the entire shape of the body.

11.Color the “3” pattern feathers behind the body of the peacock with yellow crayon.  Color the “eyes” behind the peacock with any colors in crayon. They should color each “inside” and “outside” circle with a different color.

12. Using tempera cake paint, watercolor or other paint of choice, paint in the background with a color of choice.

13. When finished, instruct students to sign their name on their art using the S1A signature template included in your tool box.  Also, make sure to legibly write all pertinent student contact information at the top header using blue or black ink.

ASSESSMENT

Students will discuss the final projects in a quick critique. Did the artist fill the composition?  Did the artist take the time and effort to make colors vibrant?

Square 1 Art Lesson plan courtesy of Art Specialist Claire Dunaway

National Core Art Standards

K: VA:Cr2.3.Ka: Create art that represents natural and constructed environments.

1^st: VA:Cr1.2.1a: Use observation and investigation in preparation for making a work of art. 2^nd:VA:Cr2.1.2a: Experiment with various materials and tools to explore personal interests in a work of art or design.

3^rd:VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials. 4^th:VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem.

5^th:VA:Cr1.1.5a: Combine ideas to generate an innovative idea for art-making.

VA:Cr2.2Pka - Cr2.2.5a: Demonstrate safe and proper procedures for using, cleaning materials, tools, and equipment for a variety of artistic processes.