Art For Clean Water Lesson Plans Camille Butterfield
Crayon and Watercolor Wax Resist Students can create dazzling underwater scenes using this age-old technique. Wax will always repel water, so why not have students use this to their artistic advantage with crayons and watercolors? Once students have used this technique to craft an underwater scene, ask them to pause and fully consider the impact they can have on all the inhabitants of local bodies of water by preventing trash from ending up there. Then, allow them to explore the many other ways in which crayon-watercolor resist can generate amazing works of art. ● Focus Questions for Students and Teachers: ○ What animals need clean water in order to survive, and how could you include them in your drawing? ○ What does human waste in the ocean mean for these aquatic creatures, and how can we protect them from harm? ○ What would an ideal underwater environment look like? ● Materials: ○ Crayons ○ Watercolor paints ○ Paintbrushes ○ Watercolor paper ○ Containers of water for cleaning brushes ● Prep for Teachers: None ● Steps for Students: ○ Draw your image with crayons on the watercolor paper. Include any major foreground elements of the drawing, like fish, sand, seaweed, and anything else you wish. ■ Tip: Make sure to press down as hard as possible with the crayon to create a solid waxy barrier wherever you draw. ○ When the drawing is exactly what you want, take the watercolors and brush right over your drawing with a few background colors. The crayons will repel the water, and your drawing will remain clearly visible. ■ Tip: Using a very wet brush can make it harder for the crayon to repel the water, especially if there is only a thin layer of crayon. ● Recommended Grade: K-2*
Example Work
Dried Marker Watercolors Don’t throw away your dried-up markers! Instead, give them back to your students, who can use them to create stunning watercolor pictures! Many dried up markers are wasted without regard for the ink that still remains inside them and just needs a little waking up! The color will be diluted, but many beautiful effects can be created by combining colors in the water, or by adding details with regular markers after the watercolor has dried. Students can create underwater scenes to really bring the water in this project to life, but encourage them to explore other images and drawings as well. ● Focus Questions for Students and Teachers: ○ Many dried up markers are thrown away at schools every year, and the harmful plastics (which can be recycled) end up in oceans or landfills. What could your school do to prevent this from occurring? ○ By reviving the dried markers with water, we can bring them back to life. What/Who needs water to survive? What are some ways we can keep this vital resource clean? ● Materials: ○ Markers, both dried and regular ○ Watercolor paper ○ Containers of water for dipping markers ● Prep for Teachers: ○ If students have any dried markers at home, encourage students to save them and bring them in for this project. After a certain number of uses, the markers will really be out of ink, and this will ensure that no one runs out of markers. ● Steps for Students: ○ Dip the dried markers of your choice into the cups of water ○ Draw with them on your watercolor paper to create your image ○ Experiment with different blending, bleeding, and wash effects as you craft your picture. ■ Tip: Watercolors, like water itself, are often hard to control and contain, so students should learn to respond positively to the way the watercolors may take on a life of their own, and embrace the idea of the “happy accident.” ○ When you are finished drawing/watercoloring, let your picture dry, and then, if you would like, add embellishments to your piece with a regular marker. ● Recommended Grade: K-2*
Example Work
Message in a Bottle Capture the magic of finding a message in a bottle not by finding one on a beach somewhere, but by writing one to our lovely planet Earth. Students will contemplate why our planet is special to them, and write words or create images that communicate their gratitude. Each student will come away with a unique decoration and a reminder of all the reasons to keep the Earth and its waterways healthy. ● Focus Questions for Students and Teachers: ○ What aspects of the world are you thankful for? ○ What do you enjoy doing in a natural setting? ○ What do we use water for? Why is it essential that we conserve it? ○ What do you find most beautiful in the world? ○ Who/What else shares the world with us, and why should human beings be aware of all the other organisms living on this planet? ○ Where should this bottle have ended up if it were not being used in this project? Where do bottles sometimes end up instead? ● Materials: ○ Recycled clear plastic or glass bottles with caps ○ Paper cut to fit (rolled up) into the bottles ■ Tip: 8½” by 11” paper works well for standard sized plastic water bottles ○ Markers ○ Crayons ○ Colored pencils/pens ○ Optional: String ● Prep for Teachers: ○ Have each student bring in a plastic or glass bottle from home, and/or collect them around school ○ If necessary, cut paper to fit into the bottles you are using ● Steps for Students: ○ Using the markers, crayons, and colored pencils or pens, craft your thank you message to the Earth. You can use words, images, or a mixture of both to pinpoint why you are grateful for all the things our planet offers us. ○ When you have thoughtfully conveyed your message, roll up your paper as tightly as you can, and slide it into your bottle, where it will unfurl to fill the space inside and show part of your letter. ■ Tip: Only part of one side of the letter will be visible when the message is in the bottle, so if you prefer a certain side, roll up your message with that side facing out. ○ Put the cap on your bottle, and display it where you can look at it often and remember why we are so lucky to have our planet.
â—‹
â—‹
Optional: Teacher can gather all the bottles and use the string to tie them up to decorate the classroom windows, or send students home with string so they can tie their bottles up at home. Recommended Grade: 3-5*
Example Work
Water Cycle Comics This is a great project for students who understand the cyclical path of water in our world and a wonderful opportunity for students who haven’t learned about it yet. Students will narrate all the different stages of the water cycle from the perspective of tiny water droplets and bring their own senses of humor into their unique comic strips. They may choose to have a single droplet talk to the reader, or a whole family of droplets that can talk to each other. The possibilities are endless. ● Focus Questions for Students and Teachers: ○ What are the stages of the water cycle, and what happens to the water in each stage? ○ What are the three states of matter that water may take on throughout the water cycle, and when do these changes occur? ○ In which stage is water most likely to pick up pollution, and how can we combat this? ○ Where does our water come from? ● Materials: ○ Paper ■ Tip: 8½”x11” printer paper works well, but it can be any size ○ Rulers ○ Pencils ○ Colored pencils/pens ○ Crayons ○ Markers ○ Optional: ■ Construction paper slightly larger than comic paper ■ Glue sticks ■ Scissors ● Prep for Teachers: ○ Make sure students understand each stage in the water cycle, whether you teach it in class or send them home to do research. Be ready to answer specific questions about the water cycle. ● Steps for Students: ○ Using the ruler and pencils, draw at least one large rectangular panel for each stage of the water cycle, and add any extra panels for transitions between stages if desired or to fill the entire page. You can use the paper vertically or horizontally, but remember to leave space for a title and your name if you would like to include them. ■ Tip: Draw lightly so you can erase any mistakes or change your layout as often as you like. ○ Begin to sketch in your character(S) and background scenery with pencils, including a setting for each panel and stage of the water
●
cycle. If you want your character(s) to say something, plan out your speech bubbles here as well, and write your title and your name if you left space. You can also add labels to the panels that refer to specific stages of the water cycle. Continue to add or change your layout to make sure it includes everything you want. ○ Trace over any major lines and text with a black pen, and outline your speech bubbles, labels, and panels (with your ruler) as well to make edges clearer. You can leave your comic black and white or color it in using colored pencils, pens, or markers. ○ Optional: Mounting the finished comics on slightly bigger sheets of colored construction paper with glue sticks is a nice touch, and it will also make the comics sturdier. Students can also cut out individual panels and mount them on the construction paper if they like the colored space in between panels. Recommended Grade: 3-5*
Example Work
Recycled Bottle Paintings This is a wonderful way to recycle plastic or glass bottles that might otherwise end up in a landfill. Painting an underwater scene is always a great idea, if students are struggling to come up with something to paint, because it connects the importance of recycling to the state of our waterways, but there is no one right way to do this project. Students can paint whatever their hearts desire on these unique 3-D canvases and still be reminded that art projects are a fun way to recycle, conserve the planet, and express themselves as well! ● Focus Questions for Students and Teachers: ○ How can we reduce the number of plastic bottles that our community uses? ○ How does this project relate to ideas of reuse and recycling? ○ Why are plastic bottles so bad for the Earth and its waterways? ○ Are there other harmful products that too often end up in our waterways? What are they and how can we help prevent this from occurring? ○ Why is it important to recycle plastic and glass bottles rather than throw them in the trash? ● Materials: ○ Recycled clear plastic or glass bottles with caps ■ Tip: They will be easier to paint if they have a completely smooth surface all around, but fun paintings can still be made on contoured bottles ■ Tip: remove all labels and sticky residue from bottles if possible before painting ○ Acrylic paints in all colors, but White is especially important ○ Paintbrushes ○ Palettes for paint ■ Tip: A plastic lid or paper plate will also work well ○ Containers of water for cleaning brushes ○ Sand or gravel to weigh down plastic bottles so they will stand up ■ Tip: filling the plastic bottle ⅓ of the way with sand or gravel will be sufficient to make it stable, and filling a glass bottle is probably not necessary. ● Prep for Teachers: ○ Have each student bring in a plastic or glass bottle from home, and/or collect them around school ○ If class time is limited, fill any bottles that need it with gravel or sand, and paint the initial coat of white paint onto the bottles beforehand so students will not have to wait for paint to dry ● Steps for Students:
If the teacher has not done it for you, fill your bottle with gravel or sand if necessary, and paint it with a coat of white paint. ○ While the paint dries, plan out what you want to paint on your bottle. ■ Tip: The bottle has many different sides, so use them all! Don’t focus on painting a “front,” because there are many different angles to look at a bottle from. Paint the whole thing! ○ Using the acrylic paint and brushes, paint your design onto the bottle. Have fun with it and explore the challenges of painting on an unexpected surface as you create a unique decoration! ■ Tip: Less is more what it comes to acrylic paint, and if you make a mistake, you can always let it dry and then paint right over it. Recommended Grade: 6-8* ○
●
Recycled Material/Found Object Underwater Dioramas Students can use anything they like to design their own underwater 3-D scenes with this new twist on a classic project. No two underwater ecosystems are exactly alike, so each student will come away with an appreciation of the vast diversity of our oceans and waterways, and of the dire circumstances that plague many aquatic ecosystems. Teachers can assign a specific ecosystem to each student or group of students (for a more academic focus) or let students invent their own scenes. This is one of the more complicated and time-intensive projects, but it is also the most open-ended! Found rocks, shells, and sea glass combined with recycled magazine clippings, tissue paper, or even fabric provide endless fun and endless options! ● Focus Questions for Students and Teachers: ○ How are aquatic ecosystems around the world similar to each other? How are they different? ○ What are some creatures that live in the different ecosystems? How can humans affect what happens to them in positive and negative ways? ○ What is the impact of human waste in the water, and what does it mean for these aquatic ecosystems and the creatures that live there? What can we do to protect these ecosystems? ● Materials: ○ Glue ■ Tip: regular white liquid glue will glue most things to cardboard if one is patient, but if gluing a heavy or stubborn object, hot glue might be a better option. On the other hand, if gluing a thin piece of tissue paper, a glue stick might the the best. Adjust the type of glue based on what is being glued. ■ Tip: Using old paint brushes to brush on glue is a good strategy for spreading glue and limiting waste. ○ Scissors ○ Tape ○ Thread ■ Tip: It can be fun to hang diorama elements from the top of the shoe box, such as swimming fish, and if hanging something heavy, thread is recommended. However, it is possible to hang lightweight things using strips of tissue paper. ○ Cardboard shoe boxes ■ Tip: the shape of the box will determine what can fit into it, so make sure it is a decent size
it is preferable for the box to have a lid that folds down flat when the box is open on its side, but does not come off the box. This will provide space to add foreground elements to the diorama. ○ Found objects such as (but not limited to): ■ Rocks ■ Shells ■ Sea glass ■ Buttons ■ Pottery shards ■ Beads ■ Buttons ○ Recycled materials such as (but not limited to): ■ Old wrapping paper ■ Magazine cutouts ■ Tissue paper ■ Fabric scraps ■ Plastic scraps or bottle caps ○ Optional: ■ Acrylic paints ■ Paintbrushes ■ Palettes for paint ● Tip: A plastic lid or paper plate will also work well ■ Permanent markers Prep for Teachers: ○ If desired, assign each student to research a specific aquatic ecosystem, think about what types of animal and plant life lives there and plan what should be included in the diorama. ○ Encourage students to bring in a shoebox for themselves as well as found objects and recycled materials from home if they have something special to contribute. However, be prepared to provide enough supplies for all students without any contributions from them. Collecting recycled materials around school could be a good option here as well. Steps for Students: ○ Prop your shoebox on its side and, if you have a connected lid, flip it down horizontally in front of you. This will be your space, so use it wisely. Have a rough idea of the major elements you want in your diorama, and begin to gather the objects and background elements you may want, and try them out in your space without gluing them down yet. Cut or rip paper and fabric to get the right sizes. ■
●
●
Tip: Try to avoid making an overly cluttered diorama. Your box will fill up surprisingly fast, but make sure there is some breathing room for your underwater creatures! ○ Begin to glue your background elements, such as paper or fabric, to the back and sides of the diorama. ■ Tip: If desired, covering the entire outside of the box can give the diorama more of a finished look and also cover any shoe logo on the box. ● If you decide to do this and you plan on hanging anything from the top of your diorama, don’t cover the outside of the top of the box until after you have hung the elements you want to hang ■ Tip: Don’t forget to cover the “ceiling” of the diorama! ■ Optional: Using acrylic paint can also be a good option for the background and “floor,” but it can also be less dimensional and may not provide as much cover. ○ When satisfied with your background, begin to work on the “floor” by gluing down recycled materials or found objects, and add any background elements you want to the background before you get too far into the foreground. ■ Tip: It is easier to work from back to front with a diorama, because if a foreground element is too large, the background element will not fit beck behind it, or the background element may be obscured completely. ■ If you want to hang something from the top of your diorama, glue lightweight elements to strips of paper, or tie heavier elements with thread and seal your knot with a drop of glue. Using scissors, poke holes in the top of your box wherever you want to hang something, and feed the thread, fabric, or paper through the holes. Adjust the length of the thread, fabric, or paper, until your object hangs exactly where you want it, and tape the ends to the top of your box. Repeat as necessary until all elements have been hung. ○ Continue to glue down foreground details, until you have included everything you want, and filled in all the space you wanted to fill. ○ Optional: Add details and embellishments using acrylic paint and permanent markers if you would like to give your diorama a more finished look and some extra pops of color. Recommended Grade: 6-8* ■
●
Example Work
Aquatic Animal Representation Students can use their medium of choice (or one or two assigned media) to depict their favorite aquatic creature in detail. They can draw, paint, collage, or sculpt their creatures from any materials they can think of. Combining found objects with recycled materials and other art supplies can generate very creative representations. Students can draw with pencils, charcoal, markers, or pens, or go wild by using clay or paper maché, gluing found objects, or collaging paper and fabric. Teachers can assign students to research specific creatures beforehand to provide a more academic focus, or let students choose their own creature, or even make one up! ● Focus Questions for Students and Teachers: ○ What aquatic creature will you choose to represent? Why do you like it so much? What is interesting about it? ○ What does your creature look like? Where does it live? ○ What have humans done to impact this creature? How can we help preserve it and its habitat? ○ What textures do you see on your creature? How would this relate to its environment? ● Materials: ○ Found objects such as (but not limited to): ■ Rocks ■ Shells ■ Sea glass ■ Buttons ■ Pottery shards ■ Beads ■ Buttons ○ Recycled materials such as (but not limited to): ■ Old wrapping paper ■ Magazine cutouts ■ Tissue paper ■ Fabric scraps ■ Plastic scraps or bottle caps ■ Air-dry clay if desired ■ Recycled bottles, cardboard tubes, or containers for paper maché if desired ○ Art supplies such as (but not limited to): ■ Graphite pencils ■ Colored pencils ■ Watercolors ■ Watercolor paper ■ Acrylic paints ■ Canvases or canvas paper
Markers Colored pens Charcoal Drawing paper Paintbrushes Palettes Containers of water Air-dry clay in various colors ● Tip: hands work just fine, but if desired, gather some tools that might make interesting textures such as: ○ Forks ○ Knives ○ Toothpicks ○ Rolling pin ■ Flour, water, and newspaper for paper maché ○ Paper or cardboard for a base if desired ○ Spoon to stir paper maché ingredients ○ Glue ■ Tip: Regular white liquid glue will glue most things to cardboard if one is patient, but if gluing a heavy or stubborn object, hot glue might be a better option. On the other hand, if gluing a thin piece of tissue paper, a glue stick might the the best. Adjust the type of glue based on what is being glued. ■ Tip: Using old paint brushes to brush on glue is a good strategy for spreading glue and limiting waste. ○ Duct tape ○ Scissors Prep for Teachers: ○ If desired, assign a creature to each student ○ Encourage each student to research their creature and bring in a reference picture ○ If time is short, pre-cut collage materials, fabric scraps, or plastic scraps ○ Ask students who are interested in paper maché to gather recyclables from home, or collect them around school, or bring some to class yourself. Steps for Students: ○ Decide how you would like to represent your aquatic animal, and begin with a rough sketch and plan which materials you would like to use. ■ ■ ■ ■ ■ ■ ■ ■
●
●
○
○
○
○
○
○
If drawing or sketching: Begin with a light pencil outline based on your initial sketch, and gradually add detail and texture with markers, colored pencils or pens to bring your creature to life. If painting or watercoloring: Begin with a light pencil sketch, and then begin painting, starting off with larger areas, and then adding detail as you go. If using collage, found objects, or recycled materials: Gather your materials and begin to glue a background down on a cardboard base, and then begin to find materials that can represent the textures in your animal, adjusting your plan as needed, and finding ways to replicate them in a creative way. If using clay: Look at your reference picture and find the basic shapes that make up your creature, then begin to replicate them with clay. Use your hands to roll balls and longer pieces, or rolling pins to flatten and smooth the clay. Once you have constructed your creature in as much detail as you would like, tools such as toothpicks can help you add even more detail. You can even stick beads or found objects into the air-dry clay for more interesting effects. If using paper maché, mix one part flour and one part water together, stirring to remove lumps, and cut or tear newspaper into strips. Looking at your reference picture, gather the recyclables that best match up with key shapes in the body of your creature, and, if necessary, duct tape them together. Then, dip the newspaper strips in flour-water mixture and wrap them around your sculpture until it looks like it is smooth and will stay together the way you want it to. Then, let it dry overnight before painting it with acrylic paint to make it look like your creature, adding detail as you go. You can glue some magazine clippings or fabric scraps to your sculpture, too. Recommended Grade: 9-12*
Aquatic Animal Representation
Recycled Material Innovations Students’ imaginations can run wild with this project! They can transform recycled materials into anything they want, be it a decoration or something useful for their house. They can braid plastic bags into baskets, turn old jars or containers into pencil or paintbrush holders, turn plastic bottles into flowers, or use paper maché to sculpt something larger and more complicated with more than one recyclable. Adding embellishments and personal flair to their recyclables with other art supplies is highly recommended, and this lesson plan will include some variations, but students have free reign to search for their own ideas and put them into action! ● Focus Questions for Students and Teachers: ○ How does the common saying, “Reduce, reuse, recycle!” relate to this project? ○ Where did your recyclables come from? Where would they normally end up? ○ Do you generate a lot of trash or a lot of recycling? If you generate a lot of trash, what are some strategies to reduce the amount of trash you have? ○ What are the main types of recycling? Does your school have a good way of sorting recyclables and making sure they end up in the right place? If not, how could you help with that? ● Materials: ○ Recycled materials such as (but not limited to): ■ Plastic bottles ■ Glass bottles ■ Cardboard boxes ■ Shoeboxes ■ Toilet paper or paper towel tubes ■ Plastic containers ■ Plastic jars ■ Plastic bags ■ Glass jars ■ Paper or fabric scraps for decoration ○ Art supplies such as (but not limited to): ■ Acrylic paint ■ Paint brushes ■ Palettes ■ Containers of water for rinsing brushes ■ Glue ● Tip: regular white liquid glue will glue most things if one is patient, but if gluing a heavy or stubborn object, hot glue might be a better option. On the other
●
●
●
hand, if gluing a thin piece of tissue paper, a glue stick might the the best. Adjust the type of glue based on what is being glued. ● Tip: Using old paint brushes to brush on glue is a good strategy for spreading glue and limiting waste. ■ Beads, buttons, and other small objects ■ Duct tape ■ Yarn Prep for Teachers: ○ Encourage students to bring in recyclables from home or collect them around school. Steps for Students: ○ You should first decide on what you are going to make based on the recyclables you have. There is not a set step-by-step process for this project because it is very open-ended. ○ Once you have decided what you are going to make, if needed, use duct tape, paper maché, or glue to stick any major pieces of your sculpture together. If you are not making a sculpture, proceed with your project as you see fit in order to create your desired object. ○ Let dry as needed, and then add embellishments as desired with paint, found objects, yarn, paint, paper or fabric scraps, and continue to refine your sculpture with details ○ There are many ways to go about this project, so choose to make something that you could use or enjoy looking at, or give away as a gift. Let your imagination go wild! Recommended Grade: 9-12
Example Work
Collages Students can let their imaginations roam and create their own unique images out of preexisting ones they find in old magazines. This is very open-ended, so it is wonderful for all ages, although younger students may need a bit more help with prep. By putting old magazines to artistic use, students will learn that recycling doesn’t always mean throwing things in a bin, and will gain a greater understanding of the idea of reuse. By repurposing old magazines and cardboard, there is less that needs to be recycled, which will help conserve energy, and students will be surprised to learn that such a fun art project is also so good for the environment. ● Focus Questions for Students and Teachers: ○ What are some everyday objects that we are saving from being thrown away by using them in this project? How does this connect to reducing, reusing and recycling? ○ Using recycled materials for artistic purposes is a great way to reduce the amount of waste we generate. Does this project make you feel differently about your trash and recycling at home? ○ How do different patterns and colors you find in magazines affect you emotionally? Do certain colors or patterns speak to you more than others? Why do you think this is? ● Materials: ○ Recycled cardboard ○ Magazines ○ Recycled paper or fabric scraps ○ Found objects such as (but not limited to): ■ Rocks ■ Shells ■ Sea glass ■ Buttons ■ Pottery shards ■ Beads ■ Buttons ○ Glue ■ Tip: regular white liquid glue will glue most things if one is patient, but if gluing a heavy or stubborn object, hot glue might be a better option. On the other hand, if gluing a thin piece of tissue paper, a glue stick might the the best. Adjust the type of glue based on what is being glued. ■ Tip: Using old paint brushes to brush on glue is a good strategy for spreading glue and limiting waste.
●
●
●
Acrylic paint (optional) Paint brushes Containers of water for cleaning brushes for Teachers: If working with younger kids, pre-cut (or rip) some pictures and interesting colors, letters, shapes and patterns from the magazines, and pre-cut cardboard into squares or rectangles for bases ○ Encourage students to bring in old magazines, cardboard, or paper scraps from home, or collect them around school Steps for Students: ○ If it has not been done for you, cut your cardboard base into any shape you want for your collage. You could simply do a square or rectangle, or branch out with a circle, triangle, or even a shape of your own invention. Based on what you want to put in your collage, you can change the shape of your cardboard base. ○ If it has not been done for you, look through some old magazines and cut or rip out things you want to include in your collage, including images, patterns, text, and colors. Include what is visually appealing to you. ○ Begin to glue down your chosen paper scraps, beginning with larger ones for the background and then layering smaller ones on top. As your collage evolves, feel free to go back to the magazines and find more collage material. ○ Once you have all your paper elements, you can embellish your collage by gluing down some found objects if desired, such as rocks, shells, buttons, or beads. ○ Optional: add finer details to your collage using acrylic paint Recommended Grade: All ○ ○ ○ Prep ○
Example Work
Painted Shells/Stones Students can turn natural materials into their own stunning and personalized works of art with this fun project. They can walk around in nature and collect smooth rocks or seashells, then let their imaginations go wild as they decorate their objects in any way they like. Students can stick with a water or environmental theme, or make something decorative that is personal to them. The options are endless, and the surfaces of natural materials provide some interesting, one-of-a-kind textures and effects underneath the coats of paint. ● Focus Questions for Students and Teachers: ○ What are some natural objects that you consider beautiful? ○ What are some words that inspire you? ○ How can you intertwine natural beauty and your own artwork? ○ Do you think artwork on shells or stones makes them more or less beautiful? Do you prefer them in their natural state? ● Materials: ○ Shells or stones that have been washed and dried thoroughly ■ Tip: A rock or shell that fits comfortably in an adult palm is probably a good size. Too small, and there is not enough surface to paint on; too large, and students may be overwhelmed. ○ Acrylic paint ○ Paintbrushes ○ Palettes ○ Containers of water for cleaning brushes ○ Scrap paper ○ Pencils ● Prep for Teachers: ○ Encourage students to bring in rocks or shells that they would like to paint, reminding them to pick a manageable size. Make sure each student has at least two or three objects to paint. ○ If time is limited, paint the shells or rocks with a coat or two of white paint to provide a blank canvas for further colors ● Steps for Students: ○ If it has not been done for you, paint your rocks or shells with a coat or two of white paint to provide a blank canvas for further painting. ○ Let the white paint dry completely. While it dries, sketch out a design for what you plan to paint with pencil on scrap paper. Consider the colors you will use and the different layers of your image: foreground, middleground, background.
Tip: Be patient! Adding colored paint over wet white paint will alter the color and texture of the colored paint. ■ Tip: Be creative with your design, and think about how it will fit on the shell or rock you will be painting. Consider the shape of your shell or rock when designing your image. ○ When the paint has dried, begin to add your background color(s). ○ Let the background dry, then add middleground elements. ○ Let the middleground dry, then add foreground elements. ■ Tip: Since this project involves a lot of patience and waiting for paint to dry, work on more than one shell or rock at a time. While letting the background of one shell dry, paint another white; while letting the white one dry, paint the middleground on the other, etc. Recommended Grade: All ■
●
Painted Shells/Stones
Landscape/Seascape Representation Whether outside looking at a beautiful landscape or relying on a photograph, this open-ended project allows students to represent a chosen landscape however they would like. This project allows students to see beauty in landscapes they may not have noticed before, and to appreciate an everyday scene from a new angle. Students can develop their own creative styles and choose their desired media, and depict the landscape however they choose. ● Focus Questions for Students and Teachers: ○ Consider your everyday surroundings. Is there aesthetic beauty there that you may have missed? Anything that surprises you visually? ○ What can we do to ensure that the natural beauty of the world is preserved and kept clean for future generations to enjoy? ○ Does looking at or being in a certain environment or landscape make you feel a certain way? Which landscapes do you find soothing or stressful? Try to put those emotions into the image you create. ● Materials: ○ Any supplies desired out of these: ■ Colored pencils ■ Graphite pencils ■ Watercolor pencils ■ Colored pens ■ Markers ■ Pastels ■ Charcoal ■ Watercolor paints ■ Acrylic paints ■ Paintbrushes ■ Containers of water for cleaning brushes ○ Paper ■ Choose paper that is a manageable size for the age of the students and that is appropriate for the media you have selected: watercolor paper, drawing paper, canvas paper, etc. ● Prep for Teachers: ○ Encourage students to bring in a photograph of their desired land or seascape or other vista. ○ Have some reference images available as well. ○ If time permits, prepare to bring supplies outside and have students draw/paint from the landscapes around them. ● Steps for Students:
Choose your desired landscape, whether you will be representing a photograph or the scene in front of you. ○ Look at the textures in your landscape, and use those textures to figure out which medium you will use. If you have the option, using different media for different parts of the image could be interesting, too. ■ For example, use watercolors for the sky, pastels for foliage, colored pencil for grass, charcoal for buildings, etc. ○ Break up your image into foreground, middleground, and background, and sketch in the major elements and divisions between them with graphite pencil. ○ Further develop your image once you are satisfied with your sketch. Depending on your secondary medium/a, you may want to begin with the foreground rather than the background, or begin somewhere in the middle and expand. ○ Continue layering textures and adding details for a more realistic look, or feel free to take an abstract direction and mix up the colors, use geometric shapes and designs, and add your own creative flourishes until you are satisfied with your result. Recommended Grade: All ○
●
Example Work
Bottle Cap Mural This collaborative project is a bit time-intensive and involves a large group of people, but it’s a great way for students to learn some leadership skills in addition to having a fun artistic experience that aids the environment. The final product can take many forms, whether a mosaic of many tiles or one large tile assembled by several people, but this is a fun way to put bottle caps to an artistic use, rather than having them end up in a landfill. ● Focus Questions for Students and Teachers: ○ Consider the amount of trash you generate each day. Are there ways in which you could cut back on this, such as composting or recycling? Do you do these things in your house? Does your school do these things? If not, how might you implement composting and recycling at home or at school? If yes, what are some other ways you can reduce the amount of waste you generate? ● Materials: ○ Bottle caps ○ Plywood in whatever shape/size desired for the mural ■ Tip: If one large mural is your goal, use one large piece of wood. If a mosaic of tiles is your goal, cut or buy pre-cut squares of wood that will fit together to generate the final mural, OR use a very large piece of wood, divide into squares, and allow each student to create one square. ○ Primer, paint, and paintbrushes for use on the wood ■ Tip: Pick a cohesive background color for your mural that will complement the image you are trying to create, or, if you are doing a mosaic, allow each student to choose a color for his or her tile. ○ To color the bottle caps: ■ Either use acrylic paint and paint them with paint brushes, or use colored paper either cut into circles with scissors or punched out into circles with a circular punch roughly the size of your bottle caps, and then glue them onto the bottle caps with White glue. ○ Extra White glue for adhering the bottle caps to the wood. ○ A way to mount the mural on the wall, if desired ■ Depending on your circumstances, a very strong epoxy could be used to adhere magnets to the back of your wood panels. Picture-hanging wire and nails could also be used, or picture hanging braces. Consider the wall space you will be using, and consider what will work best. ● Prep for Teachers:
Encourage students to organize bottle cap collection bins at home and around school in order to gather enough bottle caps for use in the mural. ○ Figure out where the mural will be and consult with your students about which version of the mural you will use (one larger mural, or a mosaic), and whether you want it to be representational or abstract. ○ If time is short, punch or cut circles out of colored paper to use to color the bottle caps. ○ Prime the piece(s) of plywood Steps for Students: ○ Collect enough bottle caps to fill the size of the mural! ○ If desired, paint your piece/section of plywood your background color of choice, or paint the larger piece together as a group. ○ Plan out a design using bottle caps for your own individual tile, or consult with classmates and teachers about the larger image you might want to create. ○ Figure out where and what color you want your bottle caps to be, and either glue colored paper onto them with white glue, or paint them with acrylic paint, and let dry. ○ Glue your bottle caps onto the wood in the design you chose, and let dry. ○ If doing a mosaic, adhere the tiles to the wall in the way you chose, lining them up to form the desired mosaic effect. If doing a larger mural, prop it up against the wall for all to see, or adhere to the wall with your method of choice. ■ For the example, the wall was magnetized, so we used epoxy to adhere magnets to the backs of the tiles, which helped them stay on the wall. Recommended Grade: All, but students, especially younger students, will need support. ○
●
●
Example Work
*Disclaimer: ​The grade recommendations you see here are only guidelines, as people of all ages have enjoyed many of these projects. Teachers, know what your students need and assess their ability and attitude towards art when you choose the project(s) you will do together, and feel free to make adjustments as you see fit.