Nevaeh Meyer's Art Gallery

  Description: After reading the Mixed Up Chameleon, students created many different prints using the gelli plate technique. Students had to use at least 3 different colors that represented different attributes about themselves. After creating many different prints, students traced the chameleon stencils onto their prints. Once all pieces had been traced, they cut and numbered them. They then took one piece of construction paper and assembled their chameleon by gluing it onto the construction paper in order. Then, they added legs, eyes, a mouth, and a tongue.  Extension: This art project could be integrated into a science class where the students learn about chameleons. They could learn and research the habitats, diets, and adaptations of a chameleon. After doing that, they could write a short paragraph about the chameleon that they created and the things it does during the day.

  Description: After learning about different types of weaving and the history behind it, students chose three different colors of paper strips and two colors of construction paper. Taking one piece of their construction paper, they cut it in have and started marking the lines where they were going to cut. They did this by taking one of their paper strips and drawing lines across the paper. Then the students, cut on the lines until they reached the area that they marked with stop. After cutting all the lines, students labeled the flaps with 1,2,1,2, etc. Students then did the weaving process by flipping up all of the 1 flaps and placing a paper strip on top of the 2 flaps and using glue to hold it in place. Students repeated this process while rotating between the 1 and 2 flaps until all their paper strips had to be used. The paper weaving was then glued onto the second piece of construction paper and wrote three things they learned about weaving. Extension: One extension activity ...

  Description: The focus of this activity was learning about how leaves change colors and representing that with finger painting. The students made the trunk and branches by tracing their arm and hand and coloring it in with a brown crayon. Then they made two piles of leaves at the bottom of their paper and colored those in with an orange crayon. Students then were provided with red and yellow paint that they had to mix together to make orange. Using those three colors, students finger-painted the leaves onto the branches and leaf piles while also having some falling from the tree.  Extension: After doing this art project, students could write a short story from the perspective of a leaf. Throughout the short story, students would describe the leaf's journey as it changes colors and falls to the ground. This allows the students to explore more of what happens when a leaf changes colors while also relating it back to their finger painting project. 

Description: This activity started with the students listening to The Color Monster book to learn about different emotions and the colors that might represent them. Then they brainstormed for different unique characteristics for a monster and wrote them down on a piece of paper. After everyone had chosen their characteristics, the students traded papers. Then, taking the characteristics that another student had written down, the students created a monster using at least three different mediums. Their monster also had to represent an emotion through the colors that were used. After drawing their monster, students gave it a name and wrote four sentences about what their monster does on its off day. Extension: This project could be tied in with language arts. Even though the students already wrote 4 sentences about the monsters day off, the students could also or instead write a diary entry from the monster's point of view. It would describe a day in their life such as what they do du...

                         Description: This activity started with students learning about upside down drawings and then choosing a safari animal that they wanted to draw. We had printed out animals to choose from. After picking an animal, the students did an upside down drawing in blue colored pencil to focus more on the lines and shapes rather than what the animal looks like. Once they were done drawing the animal, they then made different patterns covering the whole page in warm colors such as red, orange, yellow, and pink. The goal was to hide that animal so that they could only see it when they put on their ruby red glasses. Then, students wrote 3 facts about their animal on a notecard. Extension: An extension of this activity would be to have students research the animal that they drew for their hidden safari. Depending on what they are learning in science class, they could research characteristics, behaviors, diet, ...

  Description: This activity started with the students learning about Vincent Van Gogh and the type of art work he created. After learning about the artist, the students chose three things to write down that they had learned about Van Gogh. Then, the students were tasked with making a Vincent Van Gogh inspired collage. They started by taking different colors of tissue paper and "glueing" it down to construction paper by using acrylic paint. Then they created a landscape and adding different swirls like Van Gogh did in his work. Extension: One extension activity that students could do with this is do storytelling through art. The students could come up with a write a short narrative that is inspired by the scene they created in their Van Gogh collage. Students could relate it to Van Gogh in a fictional way or come up with their own characters. After writing the narratives, the students could share their stories and artwork with the rest of the class.