1st Grade Found Object Faces

My first graders had so much fun experimenting with found objects to make faces! After I saw this picture on Pinterest, I decided we needed to do a project with found objects. I already had a lot of random donated supplies that I wasn't quite sure what to do with, I started saving small objects, and sent out a request for "junk, not trash"- any small lightweight object.

On the first day of the lesson, the students painted the background for their faces. (I told the students they could make something else but they all got excited and stuck with faces.) The tempera paint dries really quickly on the boards we were using so most students finished early and went through the "buffet" to start choosing objects to glue down for their faces. Good old Elmer's glue worked great for attaching almost all the objects. A few items, including like pompoms and pipe cleaners, required hot glue. I had those students glue down everything they could then bring their projects to me for a squirt of hot glue. On the second day, students finished creating their faces. I put out oil pastels and yarn that I forgot on the first day.

One kind of object that I contributed was a bunch of sticks! Another object that was really popular- the little bitty pencils that are too small to draw with. I started saving them all in a box when I got tired of students fighting over who got to use the "baby pencils"! I was glad to have a use for them and not have to just throw them away.

I love how all of the faces have distinct personalities. This guy above really cracks me up!

These students got really creative with pipe cleaners! On the left, he wrapped it around milk caps to make glasses. On the right, the student made goggles.

5th Grade Clotheslines

Last year my 5th grade students voted for this project as their favorite of the year!  I decided it was definitely a keeper.  This was a 2-class period project.

Short description: 5th grade students made mixed media pictures of clothes on a clothesline. First, the students learned how to paint a monochromatic (one color) sky and glued on a yarn clothesline about 1/3 of the way down from the top. In the next class, the students learned that clothing designers have careers in art. Then the students cut miniature pieces of clothing from real fabric and glued them to the background. Buttons and yarn were available for embellishment.

On the first day, we talked about careers in Art and how clothing designers think about line, shape, color, and the other elements of art when designing clothes.  We also talked about how your clothes can show your personality, style, interests, and even your career.  I pointed out that our principal usually wears a nice shirt and tie and I usually wear a paint-covered apron.  Police officers, doctors, athletes, servicemen and women and lots of other people where clothes that work for their jobs.  After the discussion, I explained the project: make a clothesline with clothes on it that show your personality and maybe what you want to be when you grow up.  

I showed the students how to paint a simple sky using tempera paints and how to glue yarn down for the clothesline.  We used a really dense cardboard/fiberboard kind of material for the background last year.  This year we used some thin cardboard pieces, about 8x10 inches, that somebody donated.  I gave each table blue and white tempera and showed the students how to mix a little bit of white in the sky and dab white paint to make clouds without over blending.  I used to have a mental block on clouds because I tried to make them look "perfect".  Now that I am more relaxed not only do I enjoy painting clouds more, they look better.  I suggested gluing the yarn for the clotheslines about 1/3 of the way down from the top.  (Yeah for fractions!)  If you were super organized, you could have every student glue the yarn the same distance from the top so it would form one giant clothesline in the hallway.  I had precut yarn in several colors that was a few inches longer than the boards were wide.  (We taped the extra on the back in the second class so that it wouldn't fray and didn't have to be cut the exact right size.)

The boys were obsessed with adding socks and boxers!

 In the second class, the students cut miniature clothes from fabric and glued them to their backgrounds.  The students could choose whether to glue the clothes flat or raised off the surface.

At the end of class, they cut thin strips of brown paper to look like clothespins.  The students tend to cut out really tiny clothes so I had to give several reminders about scale and how it affects the composition.

Some teachers and my wonderful mom donated fabric scraps and I had saved old shirts and jeans to use the fabric.  If you really want to impress your students, make a small cut in the fabric and rip it with your hands.  They said I was like the Hulk!  The boys especially liked when I cut and ripped my husbands old jeans.  I also had some ribbon and buttons that the students could add for embellishment.

Name Doodles

Inspired by Doodle 4 Google, the students made name "doodles" that show their interests and personality.  One class for planning and drawing with pencil, one class with colored pencils.  Some classes started with me but most completed the whole project with my sub.  My main tip is to have students who "don't know what to draw" make a list of things they like on the back of their papers and think how they could turn objects associated with their lists into letters.

Tatum

Ian

Monica

Marissa (it was December)

Addison

Chans

My Example

5th Grade Clotheslines

I came up with this idea when I was flipping through the Artist Trading Cards I traded for and collected a few years ago.  This project was a big hit- voted the favorite project of my 5th grade students.  On my survey, I asked the students to give a reason why the project they chose was their favorite of the school year.  The students who actually answered the full question said they liked the clotheslines because they got to express their personality.  This project was completed in two 40-minute class periods.  Most students could have used extra time so next time I will allow three class periods.

Day 1: I demonstrated the first several steps of the project.  I have a ton of really dense cardboard pieces, sized about 8x10 inches that we used for the base.  I showed students how they could use blue and white tempera paint to make their skies more interesting than a flat blue.  *BEFORE the students paint, remind them to write their name on the back of the board!  The students painted all of the board blue, using horizontal brush strokes and then worked a tiny bit of white paint into the blue starting at the bottom for variation.  After the background was painted, the students cleaned their brushes thoroughly and used the white paint to add clouds.  I told the students that I used to have a really hard time painting clouds because I tried to make them PERFECT.  I finally got over it by not taking it quite so seriously!  I showed the students how to dab and swish the brush (not scrub!) to make clouds.  I also suggested giving the clouds a flatter bottom to make them look a little more realistic than big circles.  After the clouds were painted, the students used white glue to add a piece of yarn to be the clothesline.  I briefly touched on the rule of thirds and suggested the students glue their yarn 1/3 of the way from the top of their sky- to make their compositions more interesting and allow plenty of room for the clothes.  I had precut pieces of yarn a couple inches wider than the boards (yarn can be trimmed or wrapped around and secured on the back) in as many different colors as I had to give the students more choices.

Day 1 progress on the drying rack.  *I saved the boards I created during demonstration so students who missed the first class period could use one and have time to finish their projects.

Day 2:  I had scraps of old shirts and jeans, fabric remnants, ribbon, buttons, and construction paper available for students to use to make their clothes.  When I introduced the project to the students, I used my completed clothesline to show how clothes can express your personality and tell something about you.  On my example (which I should have photographed) I included an art apron like the one I wear at school everyday.  I didn't want to sound shallow when talking about the clothes but I know my students are at the age where they are really getting in to fashion and expressing themselves through their clothes.  We discussed how clothes can show your interests (favorite color, sports fan, etc.) and can show what you like to do (uniform, jersey, career clothes, etc.)  I asked the students to cut a smaller section of the big pieces of fabric to work from so the others would have a chance to use it.  I talked about setting the fabric on their board before cutting to make sure it was big enough for at least three items of clothing.  Some students felt comfortable just cutting the shape of the clothes and some drew it out first, either with chalk or a sharpie.  I suggested cutting the basic shape first and then thinking of details to add with other materials.  Up until the point in class where I felt I needed to tell the students to just finish what they had started, I suggested cutting the clothes and playing with the arrangement before gluing down.  We talked about contrast- you don't want to put a really light colored fabric on top of a white cloud, and trying to get a variety of colors, textures, and patterns.  I was super impressed with the creativity of my students.  I don't have photographs of the most innovative artwork because I don't have Artsonia permission slips for those students.  :(  One student cut little slots in her miniature jeans so she could thread a belt through and made tiny functioning pockets!  If students got their clothes glued on the line in time, I showed them how they could use little pieces of construction paper as clothespins.  I wonder how many of my students have actually seen a real clothesline?  They are becoming a thing of the past but are a fun framework for an art project.

        

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