Ancient Europe and Stained Glass Window Art

Today we had our final teacher candidate lesson on creating our own stained glass window art. First, we went over a PowerPoint that discussed the history of stained glass as well as provided several examples of the stained glass windows. During the PowerPoint we were asked to write down 3 facts on a notecard that would eventually be a part of our project. Our teacher candidate's discussed the color schemes we would need to incorporate into our stained glass. An example of a color scheme are complementary colors such as green and red. After we discussed the color scheme, we were taught how to stencil our holiday design using an exacto knife. Once we cut out the different pieces of our stencil, we glued tissue paper to the back to create our different color schemes for the stained glass. To complete the project, we cut the outside of the stencil to keep the shape of the holiday picture.


As an extension activity to go along with the holiday theme, the students will create their own stained glass snowflakes. Students will create a cut out of the snowflake shape and then focus on creating geometric shapes. Once the designs are all cut out, students will glue tissue paper on the back of the snowflake much like we did in our stained glass window art lesson. The students will create designs within the snowflake to achieve balance and symmetry. This activity would be part of a math lesson focusing on symmetry and geometric shapes.


Here is an example of my stained glass window art. I used a warm color scheme (yellow, gold, orange) as well as complementary colors (red and green) to meet the rubric expectations.

Print Making

Also this week, we had another teacher candidate lesson on print making. We created sketches using the back of paintbrushes to create composition in the foam paper. At the beginning of the lesson we went through a powerpoint presentation to show the class what we would be creating and then the teacher candidates provided finished examples of the project. First, we practiced drawing a nature scene on the back of our rubric to get a feel of what we will be creating on our foam paper. We began creating our composition on the foam paper, keeping in mind to press down hard so the image will show up clear once we applied the paint. We used a roller to roll ink onto the foam paper and completely covered the whole page. Once the whole page was covered, we put the ink side of the foam down onto a colored piece of construction paper and pressed firmly. To reveal the scene we created, we rewmoved the foam paper carefully from the construction paper.

As an extension activity to print making, the students will create their own Christmas and/or holiday story (e.g. Santa's helper). The images in the story will be created by the students painting. The words used for the story will be written out, the teacher will type and print them out for the students to glue onto their paper. The print making will consist of creating an image for a title page that goes along with the story. The students will have the choice of different color paints to use to roll onto their foam paper. Once again, we will focus on using complementary colors for the paint and construction paper.

Here is my example of print making:

Cave Art Comes Alive

This week during our teacher candidate lessons, we created cave art using crumpled paper bags and colored "mud paint" using dirt, powder tempera, and water. We started the lesson by talking about a favorite memory we had growing up and how that memory was recorded. We discussed that events were recorded thousands of years ago by cave and rock paintings using elements in nature. To create our cave painting, we used our fingers to scoop up the mud paint and applied it to the paper bag. We were encouraged to mix colors and use a variety of the colors of mud paint to create our cave painting. Once our painting was finished, we went in groups to discuss how we created our paintings and how we felt when creating it.

For an extension activity, the students could create a cave painting as if they lived in the prehistoric time period, not related to a favorite memory. Once the students are finished with their painting, at random, the teacher could hand out a cave painting to each student so everyone has one at their desk. The students will use creative thinking to write a short story of one of their classmates cave painting. At the end of the week each student will be able to read their short story about the cave painting and then the real event will be identified from the original painter.

My favorite memory consisted of going up to Alexandria, Minnesota and visiting my grandparents at their lake cabin. Here is a picture of my cave painting:

Little Leaves

The lesson I presented with another teacher candidate consisted of using two different medias, crayons and oil pastels. Our lesson was called 'Little Leaves' and based somewhat off the children's book, "The Little Yellow Leaf." This story enabled the students to get into the mood of the changing seasons and what colors we notice during the autumn season and learned about warm and cool colors. We showed the class how to create crayon shavings using only warm colors and then melting them onto wax paper. Once the colors were melted together we traced three different leaves and placed them in a collage form on a white piece of paper. Our next step in the lesson was to create five cool colored oil pastel leaves to complement the melted crayon leaves. The main focus  was to create a collage photograph using warm and cool colors. Along with the art work, the students were asked to recall a favorite fall memory and write it down on the notecard and create a border for the photograph. The theme for the bulletin board is "Leaves Are Falling" and we organized the students projects in a random matter across the board to symbolize the many leaves falling off the trees into a pile on the autumn ground.

An extension activity that would focus on the element of texture and the differences in leaves, the students will be provided with a sheet of white paper, several leaves, and crayons and/or oil pastels. The students will place the leaves under the white sheet of paper and with the warm colors they will rub the textures onto the white paper. The outline and texture may be light so the students will have to rub harder or go over the leaves once the texture is created. To go along with this activity, the students will create a story as if they were a fall leaf and the adventures they go through during the autumn season.

Here is my example of my Little Leaves collage. My fall memory consisted of going to an apple orchard with my family, sipping on hot apple cider, and each of us kids picking our own pumpkins to carve for Halloween.



Under Water World Scratch Art

This week we created scratch art on black scratch paper. We began the lesson learning about the different techniques to create lines and then we were shown very professional looking scratch art using different animals. To practice on our own we were given small pieces of black paper and created different lines and textures to get used to working with the black paper and the wood tool. Our lesson was based upon the under water theme. As a class, we discussed what types of creatures we see underwater and then we were given a choice of different creatures we wanted to use on our black scratch paper. I chose to draw a turtle to create for my picture with seaweed and rocks on the bottom of the sea. To continue with our practice, we were able to draw the creature on a half sheet of white paper that would be used as our drawing tool. We slid the piece of black scratch paper inside the folded white paper and lightly traced over the image with our wooden tool. Once the image was traced on the paper, we went over the lines to make each more defined and noticeable.


An extension activity that can go along with the underwater theme is another art project using crayon and black paint. The students will color in a whole sheet of white paper using colors found under water or the colors of the creature in which they choose to draw. Once the random colors fill the page, the students will paint over the colors with the black paint. With the back of the paint brush or a wooden tool, the students will create an image of the underwater creature they had chosen. This will allow them to be more creative and free with their project.


Here is my example of the under water world scratch art. I decided to create a turtle.

Birds of a Feather

During our teacher candidate presentation, we also created 3-dimensional birds. Since the lesson was structured around diversity, we created a character and a description that describes the difference and uniqueness of the bird. We began the project by watching our teacher candidate model how we create our bird. We were each given a template to cut out the shape of the bird we would eventually be punching holes in to attach string to make the bird look like it was flying. After cutting out the template, we were asked to decorate the bird according to our description using pattern and texture to create it.


As an extension activity, we could focus more on the 3-dimensional aspect of the lesson. To continue learning about 3D shapes, students will have a shape search within the classroom. The teacher could bring in 3D objects (marshmallow, candy corn, bouncy balls, cans, caramels) and have them each in a paper bag. The students will go around the room and identify the type of 3D shape each is by remembering the different points and sides shapes have to make identifying easier.  This activitiy makes it easier for students to understand the difference between 2D and 3D shapes.


I created Colorful Charlie Wingspan. He is a bird of a different color! He listens to only himself and flies on his own time. He is a crazy, wild bird who does what he wants! Here is a photo of Charlie:

Clay Necklaces

This week in class, we had teacher candidate group presentations. For our first lesson, we were in a 1st grade setting and we created necklaces out of clay. We were given a ball of clay to learn how to knead the clay and create bead- like pieces by rolling it around a small skewer to have an opening to put the beads on yarn for the necklace. The teacher candidates instructed us to have at least 5 beads on the necklace, 3 colors painted on the beads, and some type of design created on the bead necklace.

As an extension activity, students would be able to work on geometric shapes and colors in a mathematics class. Instead of creating a necklace, students will make the different shapes they are learning about with several pieces of clay. Once the clay has dried, the students will color each shape differently, keeping in mind the colors they have been working with in other lessons.

Here is a photo of my bead necklace:

Hidden Safari

During this lesson we created a hidden safari animal. We started off the lesson pretending we were in a kindergarden - 1st grade setting, coming up with different animals we would see if we went on a safari. We first began creating ruby red glasses so we were able to identify the animals the teacher had in the classroom. This activity got us ready to create our own hidden safari animal. We began drawing an animal with a light blue colored pencil (cool color) upside down to make it easier to create the composition by looking at a visual example of that animal. After creating our animal, we started to fill the page with three warm colors : yellow, orange, and red to "hide" the animal. We used repetition of designs and patterns that covered the page to get your eyes to focus on that design rather than the safari animal in light blue.Once the page was covered with the warm colors, we used our ruby red glasses to make sure the safari animal stood out when we put on the glasses.


As an extension activity, the teacher could put up hidden safari animals around the school and have the children go on a safari scavenger hunt to locate these different animals while wearing their ruby red glasses. They would have clues written out for them to locate the animal and facts around the school describing the animals and where they live in the safari. After the students had their scavenger hunt, we would take a field trip to the zoo to identify animals we would see in the safari. On the field trip, students will write down facts about each animal as they observe them so they are able to understand the habitat of the animal.

Here is a picture of my hidden safari project. The image I created was a lion.

Eric Carle Books

In our last project, we created a two-page layout for a storybook based on the artwork of Eric Carle. We had first watched a video on how Eric Carle illustrates his storybooks. Once we had a good understanding of the different steps, we started painting different colors with many textures for our "scenes" on 12X18 sheets of paper. Next, we drew images to use for our storybook and cut the pieces out. We used these shapes as stencils for the textured paintings for the scenes. To finish off the project, we were to use layering in the storybook with the different colors for the scenes and create lettering on the pages just like a storybook would include.

As an extension activity, the students will create a collage based on Eric Carle's, Very Hungry Caterpillar. The students will make their own painted scenes to create the layering for the storybook. After the students complete the collage, we will make a 3D version of the caterpillar. The students will use paper strips to create the links of the caterpillar's body and a cut out shapes of different foods it can eat. This activity is great for props so the students can retell the storyof the Very Hungry Caterpillar.

This is a picture of the storybook I created. My story is about a unique butterfly who finally realized that everyone in life is different, no two butterflies are the same.

Van Gogh Tissue Collage

The tissue collage was another creative project that was an extension to our Van Gogh finger painting. We created a Van Gogh inspired cityscape using the same ideas of Starry Night for a background. We cut different shapes and designs out of  several colors of tissue paper and glued them to a 12X18 sheet of paper. Once the tissue paper was glued, we used a glue-water mixture to cover the whole paper that blended some of the tissue paper and created different colors. After the mixture dried, we used oil pastels and a silver marker to create bold lines to show the flow and structure of colors, similar to Van Gogh's Starry Night. To finish the project, we had to cut out a silhouette of  a city or a farm which was much like the foreground in Starry Night.

As an extension activity, teachers could use this same activity but use different mediums for an early elementary class. The students could use the oil pastels, crayons, markers, colored pencils to show movement of the "wind" in the background. Instead of using tissue paper cut outs, students will have the choice to use string/yarn, fabric, beads, miscellaneous items in the class, to show a more creative side but still focus on the lines and movement of the picture. For the foreground, students can choose a setting in which they are familiar with or interested in putting on their art work. This type of activity is still following the Van Gogh Starry Night concept but allowing the children to come out of their comfort zone in creativity.

For my tissue collage, I chose to use a white cityscape because of the busy, bright lights, never resting, city life. The background shows the different flows and movement of the night sky in the distance.

Van Gogh Fingerpainting

In class we learned a little background information on the artist, Vincent van Gogh. Once we received some information on the artist we were asked to make our own version of his famous painting, Starry Night, by finger painting. One of our requirements of the activity was to include tints and shades within our painting and to make sure we had similar strokes to that of Starry Night and include a background, middle ground, and foreground. This was a great activity to allow younger children to learn about Van Gogh and be involved in the lesson.

As an extension activity, teachers could use this as an art history lesson. We will discuss different time periods: egyptian, middle ages, renaissance, impressionism, and modern art. Students will create a time line with these specific periods and be exposed to many artists and cultures. Once we have a basic knowledge of each of these periods, students will then draw or paint (choice is up to students as long as there is variety) a picture of something they had learned from that certain time period. When all are complete, we will hang them up around the classroom during that specific unit.

Here is my Van  Gogh fingerpainting! I kept it relatively the same as the original and really focused on the strokes with my fingers to emphasize the lines and stroke Van Gogh used in his Starry Night painting.

Elements and Principles of Art Scavenger Hunt

I enjoyed the scavenger hunt and taking pictures of several different items that clearly represented the elements and principles of design. Listed below I have 5 examples of the two different designs that are my favorite!





Vase of flowers on the table show emphasis on the middle flower

The painting in my apartment shows the value in the flowers

Patterns of bricks on NSU campus is randomly repetitive

Planes at Fargo AirSho show space by the size differences

Bark on a tree at NSU shows plenty of texture

Footprint Project

We have created Footprints to introduce ourselves to the class using different mediums and creative ideas too show our interests and what we enjoy in life. This project is very similiar to that of the handprint project which shows how unique each person is. Our footprints take it a step further by forming and creating the outline of the footprint and our interests inside. 


My footprint includes six different items that show who I am and my interests. Starting with the heel, I made a softball which shows that softball is a big part of my life and has been since I was four years old. The number 12 in the middle of the softball is my favorite number and has been since I started playing sports. It also was my dad's number on his ball team in the Navy. In the middle of the foot, I colored a fall leaf that symbolizes my love for the fall season and being outdoors. The camoflauge on the outline of the foot is also a symbol of my love for the outdoors and my favorite color is camoflauge! The family tree in the center shows that my family plays a very big role in my life and they are the most important people to me. I have three sisters, four nephews, and a neice. Never a dull moment in the Huback family! Towards the toes on my footprint, I have made a cowboy hat with music notes because I enjoy listening to country music. I have also created a cereal box and have drawn a cup of coffee which shows that I absolutey love breakfast. If I do not start my day off with a cup of coffee and breakfast, my day is completely thrown off!

An extension activity I could do to introduce students along with the footprint is an AutoBio Poem.

The first line: Your first name only

The second line: 4 traits that describe you

The third line: brother/sister of.. or son/daughter of..

The fourth line: Who loves .. ( 3 things/person)

The fifth line: Who feels.. ( 3 things)

The sixth line: Who would like to see.. ( 3 items/places/things)

The seventh line: Who fears.. ( 3 things)

The eighth line: Resident of .. ( your city)

The ninth line: Your last name only

This activity is a great way for the students to get to know one another and it fits perfectly with their unique footprints!

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