The 1st graders at Evergreen will be learning about Simple Machines this year.  Simple machines are those that do not have motors and use force to move something-think gears, wheels, levers,etc.
I came across this blog post: http://thomaselementaryart.blogspot.com/2013/04/3rd-grade-machine-brains.html and was inspired by the 3rd grade project "Machine Brains".  
I adapted this project for the 1st graders and so far am extremely pleased.  The students are really getting into this!

This video is a great example for the students to see the force and movement with in a simple machine network. Students love it, they laugh, they ooooh, they ahhhh.  

After showing the students this video, I explained the project which I call SIMPLE MACHINES, COMPLEX MINDS
I talked to the students about how complex and intricate their minds and thoughts are.  They are such a great group of 1st graders, they are so creative and smart.
To begin, the students each select one of three templates of a profile that they feel looks most like them.  Then, they pair up with a partner and take turns holding the template while the other traces.  Then, they must make at least one modification to the profile to look more like them (change hair, nose, chin, etc).

Then students must begin by drawing a light bulb which symbolizes a thought or an idea.  From there, they must design or invent a network of simple machines visually representing how a thought might be processed in their complex minds.  For one class, I had them use pencil for their drawings, then later go back with black crayon and trace their drawings.  For the second class, I had them use sharpies right away.  I wanted to see which would yield the best results.  

As for process, the students were all VERY engaged in and excited about this project so far.  They all developed very imaginative networks of simple machines and were really pumped to share this with other students and with myself.  Below are images taken on/after day two of this project.

Next week, the students will use Neon Watercolors to create vivid paintings and then cut out the profiles and glue onto a dark background colored paper.

Below are two finished examples:

1st grade: Simple Machines, Complex Minds Lesson 

Overview:
1st grade
2-3 days
The students will draw a profile of a person and fill the space with a network of simple machines.  After drawing, will outline with crayon and then paint with watercolor.
Learning Outcomes:
The learner will be able to recognize and draw a variety of simple machines
The learner will use pencil, crayon and watercolor to create a colorful artwork.
NC Essential Standards:
1.V.1.2 Create original art that expresses ideas, themes, and events.
1.V.1.3 Recognize that symbols, subjects, or themes are used in the works of others to communicate.
1.V.1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, and space.
1.V.2.3 Create art from imaginary sources of inspiration
1.V.3.2 Execute control of a variety of media.
1.V.3 Create art using a variety of tools, media, and processes, safely and appropriately.
1.V.3.3 Use the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics to create art.
1.CX.2.2 Identify connections between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.
Materials:

• Images for inspiration and reference
  
• 12” x 18” white paper, pencils, profile portrait templates, crayon, watercolor, paintbrush, scissors, glue 
  

Art Vocabulary:

• Profile, Portrait
  
• Shape, Color, Movement/Rhythm
  
• Simple machines 

Interdisciplinary Concepts:
Simple Machines

Today I started teaching a project inspired by the artwork of Austrian artist Hundertwasser.  He is one of my favorite artists, so I was especially excited to show his work to the 2nd graders!  I began by showing some paintings and prompting the students with questions such as "What season does this remind you of and why?"  It was really interesting because some paintings, I immediately thought 'fall' and nothing else, but the students might think 'spring' or 'summer' and be able to explain why.  It really reminded me how we are all such unique thinkers which is such a wonderful thing in the context of an art room.  

After the prompts, I explained the project.  Basically, they will be using pencil and paper today.  Using characteristics of Hundertwasser's work such as parallel lines, concentric circles, and repetitive patterning, they will separate their paper into four sections and use those characteristics and characteristics of the different seasons to make artwork based on such.  In the next few classes, they will use oil pastel and watercolor to create colorful Hundertwasser-inspired seasons!  

As the students get more work done, I will post pictures of the work that they have done.  As for now, here are a few examples of the project that a friend and I did:

Overview:
2nd Grade
4-5 days
Students will look at images by Hundertwasser and explore characteristics of his work. Using these visual characteristics, students will use oil pastel and watercolor to draw/paint the four seasons by use of colors, shapes, and lines.

Learning Outcomes:

• The learner will be able to recognize unique characteristics of artwork by Hundertwasser.
  
• The learner will be able to recognize and utilize colors, shapes, and lines in artwork that represent the different seasons of the year.
  
• The learner will use oil pastels and watercolor paints successfully to imitate Hundertwasser's art styles.
  

Essential Standards:
2.V.1.1 Use appropriate art vocabulary when discussing media, processes, or images in art.
2.V.1.4 Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space, and value.
2.V.1.5 Understand characteristics of the Principles of Design, including repetition, movement, emphasis, contrast, balance, and proportion.
2.V.2.1 Understand that artistic problems have multiple solutions.
2.V.2.3 Create art from real and imaginary sources of inspiration.
2.CX.1.3 Understand various movements in art and the artists that represent them.
2.CX.2.2 Understand relationships between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.

Materials:

• 12”x 18” white paper, oil pastels, watercolor, water, paintbrushes
  
• Hundertwasser images for reference

Art Vocabulary:

• lines, shapes, colors
  
• repetition, movement
  
• parallel lines, concentric circles, repeated patterns

Preparation:
Day One: Have images by Hundertwasser ready for reference, books available, Prepare prompts for students such as “What season of the year might this represent and why?”, have example pieces poasted, have paper ready and cut to size, oil pastels available
Day two: Hundertwasser images on display, examples on display, oil pastels ready
Day three: reference images on display, oil pastels and watercolors ready
Day four: reference images on display, oil pastels and watercolors ready

Interdisciplinary Concepts:
Weather, characteristics of seasons, math patterning