Wow, what an exciting project!  I've taught paper mâché in the past but I always tend to wait until the end of the year and we end up doing tiny sculptures with not much details.  This year I decided to start 5th grade art with this project.  After recently seeing and love the movie Coco, I was super inspired by the Alebrijes in the movie and started doing some research. 

I learned that the way that Alebrijes are depicted in the movie is quite different from the traditional story of Alebrijes and made sure that my students knew that when I taught them about the intriguing folklore of the creatures.  

The story goes that Pedro Linares Lopez, an artist in 1930's Mexico City, was ill with a fever.  He hallucinated/dreamt that he was in a strange forest where he saw these weird creatures, a mixture of donkey and a butterfly, a rooster and a cat, and many more.  These creatures were all shouting one word- "Alebrijes!"

After the artist awoke from his dream and got well, he began making these Alebrijes out of cardboard and paper mâché.  These were very colorful, patterned creatures, a combination of two or more animals. 

Famous artists Frida Kahlo and Diego Rivera discovered the art and loved them, commissioning more to be made for them to have.  The wonder of these beautiful sculptures became very popular and continue to be so to this day. 

To begin this project, I showed 5th grade artists a slideshow including the history of Alibrijes and many images.  The students were immediately excited about this fun project.  

We started by doing a few sketches of ideas for their sculpture.  After doing at least two drawings, they chose one to create.

Using newspaper and masking tape to create balls, and rolling the newspaper like a yoga mat, students were able to assemble their pieces for their creature and attach them.  They also had access to cardboard if needed.  This step actually takes a few days as the students figure out how to manipulate the newspaper and how to attach pieces.

Once they had their forms created, we used more newspaper and paper mâché paste to cover their sculptures.  This step helps create a firm finished sculpture.  Most of the students love this process as it is wet and sticky but I provide rubber gloves for those few students who just can't handle it or find it extremely gross.

The last step in the process was of course adding color.  We used acrylic paint (I've used tempera in the past and it flakes off...) to paint a base color on the sculptures and then added lots of patterns.

This entire process from day one of the slideshow until completion actually ended up taking like two months!  BUT these turned out sooooo cool and the students love them.

I was able to put these on display in the library after they were finished and everyone loved seeing the colorful creations!

 This project is one of my favorites that I have ever done!

The students all felt super successful and it is a really fun process.  I wish I had done a better job of documenting the first few steps but I'll explain it anyhow.

You can get a copy of a similar lesson plan of mine by clicking here. 

We began this by doing observational drawings of a bunch of different plants.  I borrowed houseplants from my fellow teachers classrooms for this.  The students did multiple large contour line drawings of the plants, mostly focusing on the leaves.

The next step is to trace the drawing with Sharpie and then put the drawing underneath a piece of wax paper and a piece of white fabric over that.  The wax paper is crucial so that the glue doesn't go to the fabric and stick to the drawing or to the table.  Tape it all to a table of board so that it doesn't move.  After taping it down, you will be able to see the drawing through the fabric.  Use blue gel glue to trace over the drawing onto the fabric.  I've tried other glues as well and others work but the blue gel glue is absolutely the best.  

Let the glue dry completely.  Overnight is the best.  Once it is totally dried, use watered down acrylic (or fabric) paints to paint over the entire fabric.  Be sure to cover the glue with paint too.  This assures that you have a great batik effect with strong white lines.  

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Again, let it dry completely. 

The next step is to run warm/hot water and fill a bin.  Separate the fabric from the wax paper and drawing.  Soak the fabric for at least 10 minutes.  After about 10-20 minutes, use hands to rub all of the excess glue.  

Once the glue is completely removed from the fabric, rinse it in warm water and hang it to dry. 

The images turn our very vivid and colorful!  You can see how each students design turned out very different.  I gave them a limited color palette to work with since they will be used to make a quilt.  

I wish I could take credit for the next step but I passed the batiks over to my friend and she took care of the rest.  She sewed it all into this fabulous quilt.  I love it sooooo much and wish I could keep it forever....but we sold it at the school auction.  

What a great project!  

These landscape paintings took the students about 7 classes to finish and so many students really poured their heart into their artwork.  I saw 5th graders totally immersed in the process and lots of students being courageous trying new techniques.

We began this project by looking at photographs of the lovely landscape where we live.  Our school is less than a mile from the Blue Ridge Parkway and being in Asheville, we are a few minutes drive from these gorgeous mountain views.  
We looked at photographs of mountain landscapes during sunrise, mid-day and sunset.  I helped direct a conversation about the three layers that are seen in each (background, midground, foreground) and about how during the different times of day, the colors are different in each layer.  

Students began this project by drawing a sketch first and using colored pencils to show what colors they would be using.  I told them that I should be able to tell what time of day it was just by looking at their sketches and seeing what colors they selected.
Next they drew two lines across their canvases to separate the image into the three layers-background, midground, foreground.  
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I'm annoyed that I didn't take any photos of the next step, but they each selected just one color for each layer and painted in each layer.   Many of the kids were very confused about this step and ha a hard time grasping why they would choose just ONE color to paint a layer when there are obviously so many more colors.
I reassured them that many artists work in a similar way and that it provides a base color as they add in more layers  and details of other colors. 

We used acrylic paints for this project that I pre-mixed.  I had about 30 different colors set out for them.  I just put lids on them between classes to keep them wet. 

Next, we began adding other colors and details to the background.  They started by painting the colors that are seen in the sky (not the clouds) and practiced blending the colors together with wet paint and water.  Once that was finished, the students added the clouds.  They focused on the main color of the clouds and added shadows.  Most students spent 2-3 whole class periods working on the background.  After we were completely finished with this project and I asked students their favorite part of this, almost all students said the sky was the most fun (and most challenging).

Students used the same technique on their midground and foreground.  We talked about painting in the base colors that they see then adding in details and shadows.  

On the foreground, students made sure to make the trees, flowers, etc that were further back smaller than what was closer.

I absolutely LOVE how these landscapes turned out.  Each student's unique style really shines.  They worked hard and were very engaged during these paintings.  I am a very proud art teacher!

At the beginning of the school year, the 5th grade teacher wanted to collaborate to help 5th grade students create journals in my art class that they would use throughout the year in English class with her as reflection journals.

I thought it was a great idea and that it would be a nice way to transition into the school year.  One of the last projects that they did at the end of the year last year as 4th graders dealt with exploring watercolor techniques so I thought watercolor would be the perfect medium for the journals!

Students used thick white paper and began by folding it in half so that they knew where the front and back of the journal would be.  I was very open with students about what their designs could be.  The only stipulations were that the journal had to have their name on the front top side very clearly.  The design also could not have any words/numbers and should really be focused on pattern and design.  

They did their drawings with Sharpies (of course some used pencil first).  To add color, the students blended together watercolors.  This was a simple project that turned out really awesome.  It took 3 classes for most students (a handful needed an extra day) and their teacher was really happy with the results.  I will probably continue to do this in the years to come.  Great way to start off the school year. 

For our end of the year project, 5th graders created double-image designs inspired by playing card face cards.  This group of students was especially interested in drawing, so I thought this would be a fun way to end the school year.

I showed the students examples of a lot of different types of playing cards, from classic designs to the bizarre.

To begin, students each did three sketches of ideas for their cards.  After the selected their favorite, students used pencil to draw their design onto tagboard.  Their image had to have a border, a suit (spade, heart, diamond, club, or imaginary) and must be King, Queen or Jack.  Their design must also have an animal, creature, or person and have patterns.  The image must be mirrored and flipped to resemble the playing card designs.

After the designs were drawn in pencil, students finished the project with Sharpie.  This project took about 5-6 class periods.

Do you know the amazing artist Friedensreich Hundertwasser?  If the answer is 'no,' get on it!  He is one of my absolutely favorite artists.  An amazing man he was. 

His artwork is known for his use of bright colors, repetitive patterns, abstractions, lines, concentric shapes and impactful images.
For this project, we focused on the art elements and principles that I just listed above.  We looked at his posters that he created and as a class discussed the power that we have as artists to influence others.   Here are a few images of posters that were painted by Hundertwasser:

After looking at these posters (and much more of his artwork) the students were assigned partners to design a poster with.  They began by conversing and coming to agreement of a theme.  After they chose a theme, they began brainstorming different slogans they could use on their posters and drawing sketches.  I really pushed them to collaborate and work together on this project.  

Once the students agreed on theme and drawing, they drew their images with pencil on a large poster board.  They worked as a team using oil pastels to outline their drawings and filled in with watercolor paints.  

I really urged the students to challenge themselves to create art in the style of Hundertwasser rather than trying to create art that they think of as 'pretty' or 'nice' or how they usually create art.  It really challenges students and helps them grow as artists when they try new styles and ideas.

Again, the focus of this project was:
bright colors
concentric shapes
repeating patterns
abstract art
​lines
​images that influence the viewer

The end results are truly amazing.  I am so proud of the 5th graders.  It was a joy to watch the students start with brainstorming themes, create slogans, draw sketches, draw their image with pencil, and finish up their colorful masterpieces.

Click the thumbnails below to see the finished posters!

After the students were finished, I had them each fill out a worksheet with questions asking:
1. What is the theme of your art?
2.  Why is this topic important to you?
3.  What did you learn while doing this project?
4. What was your favorite part of this and why?
5. What was the most difficult part? Why? What did you do to resolve this difficulty?

The answers were quite insightful.  Many of the students favorite part was using oil pastels.  Many loved working with a partner and getting to know someone that they would not have chosen to work with otherwise.  Some enjoyed learning about Hundertwasser's art.

As for the most difficult part, a large majority of the students thought it was working with a partner to create art.  Some felt that it was hard to be accepting of other's ideas or to not be in control or to just physically share a space.  Most worked through this by being more open-minded and getting to know the person better.  It made me very proud to read how students chose to work through their challenges.

I am super, duper excited to share these 5th grade self-portraits with the world.  Last years 5th graders created self-portraits as well but many students felt a bit disappointed at the end.  It was my goal to come up with a process of creating self-portraits so that each and every 5th grade student would feel successful at the end.

I got this project started by bringing in a bunch of sunglasses and calling the students back one by one to pick a pair, wear them, and pose for a photograph.  Next, I printed each picture out on 8 1/2 x 11 paper (I am so thankful to teach at a school where I am able to do something like this).  Using a light box, each photograph was used to trace the contour lines of the portrait using a black Sharpie.  We traced the image onto a 12x12" square sheet of paper to mimic instagram and profile pictures.  

I created a worksheet for students to complete before beginning to color their self-portrait.  On the worksheet, students had to practice using colored pencils for mixing their own skin tone with at least three different color combinations.  They also had to practice adding highlights and shadows to a small image and had to create at least 3 different colorful patterns.

Using the most successful combination of colors for their skin tone, students colored in their faces and any other parts of their skin in the image.  Next they added pinks for rosy cheeks, and used dark and light colors to create highlights and shadows.  Students used a similar approach with their hair color.

After using their choice of color for their shirts and sunglass rims, students used 2-4 colors to fill their entire background with a fun, colorful repetitive pattern.  The last step was to mirror this image in their sunglasses as a reflection of their surroundings.  The result is what you see here, these whimsical, dream-like, very unique self-portraits.

The 5th graders worked very hard to complete these self-portraits and I am so grateful for the amount of pride that each students feels about their artwork.  They truly turned out amazing. I have had more teachers and students compliment these than any project I've taught before.  Super proud!!!

I'm so grateful to have the opportunity to have a few of these Self-portraits framed and hanging in a beautiful cafe in downtown Asheville called 67 Biltmore.   67biltmore.com  This eatery is ran by an awesome CDS family and is so kind to host some student artwork!

Unfortunately I did not get any pictures of these in-process.  The good thing is that the reason I didn't get any pictures is because it was such an engaging, complicated project.  Students were fully engaged and challenged, and I was as well.

Each students began with a slab of clay.  They cut it into an interesting organic shape and cut out a hole in the middle.  The hole should be about as large as your fist.  Around the outside of the hole, there must be an ODD amount of small holes poked through to create the loom.  Texture was then added.

To glaze the clay, each student selected two colors and had to blend the two colors in an interesting way.  Some did a gradation from top to bottom, others did a circle of color around the big hole and blended the other color to the outside.

Once clay had been glazed and fired, we had to create the loom for the students to weave on. We found that there is a sort of equation of how to do this in order to work.  This took a lot of trial and error. 

In order for this to work, the students had to begin by flipping their ceramic piece over and using a sharpie to number their holes 1-whatever odd number.  Then students tied on a piece of embroidery string to hole #1 and double knotted it.  Next they had to go across to the next hole, which depending on how many holes they had, would be a different number.  So for instance (see above) if the ceramic piece has 15 holes, the string must go from hole 1, across the middle space, and through the top (glazed side of clay) into hole 8.  Next the string goes underneath (unglazed side of clay) to hole 9 and up and across to number 2.  Next it goes underneath, through hole 3 and across to hole 10. Continue to do this until there are no more holes left, then the end of the string will get tied to the center area, where all f the strings cross.  Doing this creates an odd number of strings going from center to edge for weaving. This was probably the most difficult part of the entire project.  But it was worth it to work through this with the students.

Next students selected yarn and tied that to the center of the strings and simply wove the yarn in and out and in and out of the strings to create a colorful radial pattern.  Some students used only one color, others used many.  I left that decision up to them.

When the projects were finished, I added wire to the pieces so that students can hang them on their walls. They turned out absolutely beautiful.  The project took a total of five 45 minute class periods. 

WHO AM I???

5th grade students looked at and discussed many images of self-portraits by other artists.  As we went through the images, I really pushed students to think about how this represents WHO the artist is.  I asked them to try to look past the obvious such as hair color and gender, but rather to question what the different elements of the portrait might symbolize.  

Students talked about colors used, background, symbolism of jewelry, painting style,  facial expression and more.  Their ideas were insightful and complex.  This discussion about self-portraits made me very proud of the 5th grade students.

After this discussion, students made lists about themselves to prepare for creation of their own self-portrait.  They wrote things like favorite colors, meaningful places or experiences, hobbies, and such.
Using this list for inspiration, students did at least three thumbnail sketches (small sketches) to come up with multiple ideas.  

Next students had to create their final self-portrait showing WHO they are.  They did this on large poster board paper beginning with a pencil drawing, moving onto acrylic paint and then finally adding details with oil pastels.

The results are super fun, very creative and expressive!

Some of the finished products: