by ellen booth church - pbworksuwacampusschool.pbworks.com/f/literacy+art+activities.pdf · by...

N E W Y O R K • T O R O N T O • L O N D O N • A U C K L A N D • S Y D N E Y

M E X I C O C I T Y • N E W D E L H I • H O N G K O N G • B U E N O S A I R E S

Easy Art Projects With Companion Poems and Lessons That Build Skills in Phonemic Awareness, Oral Language,

Early Writing, and More

by Ellen Booth Church

Literacy-BuildingArt Activities

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To Carol Urban, whose friendship and creative genius have been an inspiration

not only for this book but also for my life!

AC K N OW L E D G M E N T S

Thanks to Carol Urban, Ph.D., for her collaboration in the creation of the art activities, and to Jerry Levine for his “rhythmic assistance” in improving the poems.

Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other partof this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means,electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regard-ing permission, write to Scholastic Professional Books, 557 Broadway, New York, NY 10012.

Cover design by Norma OrtizCover art by Bari Weissman

Interior design by Solutions by Design, Inc.Interior illustrations by James Graham Hale

ISBN: 0-439-31664-2

Copyright © 2003 by Ellen Booth Church.All rights reserved. Published by Scholastic Inc.

Printed in the U.S.A.

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Welcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Using This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Everyday ArtI’m a Great Artist! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Collage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Crazy Clay Creations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Paint Blots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Who Can Resist? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Sensory ArtI Hear Art! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Texture Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14A Matter of Taste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Sniff and Sculpt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Seeing in a Different Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Rub to Reveal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Alphabet Pattern Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Mosaic Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Carbon-Paper Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Handprint Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Nature ArtPoetic Branches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Wild About the Weeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Rocking and Rapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Eggshell Surprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26The Art of the Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Reuse and Recycle ArtYou Name It!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28What’s in Fashion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29A Tisket, a Tasket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Wonderful Wood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Marvelous Masks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Contents

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Art is a language. It is a way to express thoughts,words, and feelings. The process of making art allowsus to give image, form, or structure to something that

is often intangible. Have you ever stood in front of a greatwork of art and felt the artist “telling you something”? That iswhat young children do every day in the art projects weprovide for them. Our role is to give them the materials andinspiration—then stand back and let them go!

In many ways, art is the first language of the beginningreader and writer. Children draw or paint before they write.They use what might seem like scribbles, lines, and blobs torepresent things. But isn’t that what writing is all about?Children’s pictures represent an essential step on the road to literacy.

Each activity in this book starts off with a poem or song toengage children with rhythm, rhyme, and imagination (andwe’ve all felt the magic of speaking or singing a rhyme to getchildren’s attention!). This creates a springboard into anyactivity while providing children with a literacy focus. Inaddition, children experience and build the basic skills oflanguage and literacy in the context of an activity theyenjoy—ART!

By combining poems with art projects, you are creating acomplete circle of learning that begins and ends withliteracy—and is expressed with art materials. What an easy,fun, and natural way to build language and literacy skills!

Enjoy!

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Welcome!

Building Literacy Skills

Just look at the skills childrenwill be developing with theseactivities:

Expressive language

Vocabulary

Descriptive language

Storytelling

Sequencing

Phonemic awareness

Rhyming

Titling and naming

Writing

Prepositional phrases

Letter writing

Fine-motor coordination

Alphabet

Visual discrimination

Matching

Patterning

Creative expression

Sensory integration

Following directions

Characterization

Creative dramatics

Problem solving

Making comparisons

Predicting

Expressing emotions

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Copy the introductory song or poem onto chart paper.

Gather materials beforehand.

Consider introducing the activity in circle time, then moving to the art center.

You might have heard the expression “It’s the process, not the product” in regard to art activities. Asteachers, we know that children learn how to think and problem-solve from the free exploration ofmaterials. As they “mess around” with the rich assortment of materials and ideas suggested in theactivities, children are expressing themselves in their own way. No two projects will look the same.Isn’t that a lot like writing? A group of writers may be looking at the same object or situation but willnaturally write about it in all different ways. The activities in this book are meant to mirror thiscreative process for children.

One of the secrets to developing language and literacy skills is simply talking to children about their art!Be specific about what you notice when children are working or are showing you their artwork. Forinstance, I notice you made many interesting lines across the top of the paper. They are wavy and long.You’ll be introducing vocabulary as well as helping the child focus on his or her work. Ask open-endedquestions to elicit language and thinking:

What were you imagining when you made this?

Does this tell a story? Can you read (or tell) it to me?

Can you please tell me about what is happening in your picture?

Does your creation have a name (or title)?

Conversations With Great ArtistsConversations With Great Artists——Your Children!Your Children!Conversations With Great Artists—Your Children!

ItIt’’s the Process, Not the Product!s the Process, Not the Product!

Theme and VariationsTheme and Variations

It’s the Process, Not the Product!

Theme and Variations

Here are some tips to help you make the most of each activity:Here are some tips to help you make the most of each activity:Here are some tips to help you make the most of each activity:

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Using This Book

NOTE: Young children’s drawing and sculpting abilities vary greatly even within one agegroup. Some children are drawing representational images of people and things, while othersare making scribbles and lines. All abilities are developmentally appropriate to the early stagesof learning and, of course, to the activities in this book. Sadly, some children can be unwittinglyunkind to others about their drawing ability. The representational artists might tell the othersthat they are “just scribbling”! A great way to deal with this is to introduce the work of great,modern nonrepresentational artists such as Klee, Pollack, and Picasso. Many of these greatartists’ works are similar to the work that your children create! Talk to children about eachartist’s individual “style.” The next time a child tells another that he is “just scribbling,” youmight hear him respond, “No, it’s my style!”

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There are four types of activities in this book:There are four types of activities in this book:There are four types of activities in this book:

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EVERYDAY ARTNo matter what goes on in your art center, the availability of clay or paintand paper will keep children occupied day after day. Swirls of color, joyous orbrooding, or forgiving lumps of clay to be whacked and pounded are a refugeand a great outlet for emotions. Here are some innovative ways you can takebasic art supplies and give them a new literacy “twist”!

NATURE ARTAll around us, the world offers a multitude of natural materials with which tocreate art. Every classroom will have a different potential for natural materials.Nature has always sparked the poet—and the same can be said for children!Use these simple yet powerful art activities as “nature’s gate” to literacy.

SENSORY ARTThese activities can be done with almost any material because they call oncreativity rather than the medium. Here you’ll find suggestions for gettingstarted, but you’ll see that children take off with these ideas in many differentdirections. Perhaps they will free a child to draw surprise, paint fear, or modeljoy. After all, that is the object of art! As children express themselves withart, the door opens to expressing themselves in language and writing.

REUSE AND RECYCLE ARTChildren have the wonderful ability to see art and creative potential in“junk”! You will need lots of assorted “stuff” for children to use in theireducational play. An excellent and frequently underutilized source of goodmaterials is the local business community. See page 7 for a list of what youmight find where.

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Collecting RecyclablesWhen you approach businesses for art supplies, clear communication of your general needsand objectives will make things easier. Write a brief letter saying who you are andexplaining that you would like to discuss possible recycling and reuse of materials. Send ordeliver the letter to a few businesses and set up meetings during which you can explainyour needs specifically in relation to that business. Later, send a thank-you note, perhapswith a photo showing how their donation is being used. Also, share your efforts withfamilies and ask if they can either be donors or know someone who should be asked!

TRY: FOR:

Photo shops Empty film canisters

Restaurants Plastic dough buckets, large herb tins, large transparent plastic jars, Styrofoam containers

Produce dealers Wooden boxes, fruit and vegetable posters, mesh onion bags

Fabric stores Fabric cores/bolts, scrap fabric, pattern books, thread cores

Carpet stores Cardboard rug cores, rug samples

Appliance stores Large boxes

Supermarkets Cardboard display cases, food posters, large-size food-shipping containers

Electricians Wire spools, plastic-coated wire bits

Fine carpenters Interesting wood shapes, wood shavings

Machine or metal shops Metal cutouts (check for sharp edges)

Department stores Broken jewelry, odd scarves, decoratives

Printers or copy shops Colored papers, copy overruns

Offices Letterheads, order books, notebooks, office supplies

Doctors and dentists Posters stressing healthy activities

Tile stores Mixed tile scraps

Bookstores Posters, bookmarks

Travel agencies Posters, brochures

Paint and wallpaper stores Wallpaper books, paint color chips

Tobacco shops Cigar boxes

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I’m a Great Artist!

MATERIALS: postcards or photos from art magazines with examplesof great artists’ work, posterboard or cardboard todisplay the examples, white paper fastened to an easel,table, or floor, brushes in different sizes, colored paints,jar of water for washing brushes

SKILLS: creative expression, making comparisons, descriptivelanguage, fine-motor coordination

Share and sing the poem above and talk about how differentartists have different styles. (It doesn’t matter if children know theartists named in the poem; just show them a few pictures so theycan see the differences in styles.)

Have children choose the work of one artist to experiment with.Show children examples of his or her work and ask them todescribe what they notice. Ask: What colors does the artist use?What types of materials?

Let children experiment with the style of the artist. Post pictures of the artist’s works around the art area for inspiration.

Stand back and watch them paint. Remind children that they arejust experimenting with a style—they don’t need to work toward a finished product yet!

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Invite children to bringtheir favorite piece ofart to a circle-timemeeting to share. Askthem to talk abouttheir paintings and givethem titles.

Offer collage materialsfor multimedia works.

Mix glitter or sawdustinto one or more ofthe paint colors!

VariationsVariations

Introduce different artists’ work and invitechildren to experiment with their colors,textures, and techniques. For added literacy fun, children can explore the titles the artistshave given their work—and have fun titling their own!

I’m a Great Artist!(tune: “I’m a Little Teapot”)

I’m a great artist,Look at my style

Just watch me drawAnd paint for a while.

I can be O’Keefe,Monet and Klee

And, of course, I canPaint just like ME!

EVERYDAY ART

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Collage

MATERIALS: assortment of collage materials (such as bits of coloredpaper, pictures, clean eggshells, buttons, ribbon,feathers, glitter, cinnamon sticks, doilies, fabric pieces,yarn, and string), scissors, white cardboard (one pieceper child), white glue thinned with water,paintbrushes

SKILLS: creative expression, fine-motor coordination,descriptive language, making comparisons

Share and sing the poem together. Encourage children to closetheir eyes as they sing the song and imagine what a collage madeout of things might look like. Ask: What would you do with thesematerials?

Put out collage materials and ask children to match them to thewords in the song. Say: Are there any materials here that are notin the song?

Invite children to arrange collage materials on their cardboardbefore gluing. Ask: How many different ways can you arrangethese materials?

Children can sing the collaging song as they are working. Or, trymaking a tape of you and the children singing it, then play it!

Show children how to paint glue on the cardboard and press thematerials onto the cardboard. The glue remains wet enough sothe pieces can be rearranged for some time.

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In the art of collage, every “found” object can be art! In this activity, children experimentwith using tiny bits of things to make a greater whole.

Collaging Things(tune: “My Favorite Things”)

Snips of bright paper and bits of white eggshells,Tiny red buttons and cinnamon stick smells,White paper doilies, with fabric and strings,

These are a few of my collaging things!

EVERYDAY ART

As children usedifferent collagematerials, they can addthem to the song.Write the new versesand post them withthe original song in theart center!

Use pieces of coloredtissue paper.Wherethe papers overlap,new colors result! Ifchildren use tissue ortransparent cellophanewith the two sheets ofclear contact paper,they will have astained glass-like result!

Help children spread apiece of clear contactpaper sticky side up.Arrange bits ofcolored paper andcover with a secondsheet of clear contactpaper.


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Crazy Clay Creations

MATERIALS: flour, salt, water,vegetable oil, flavoringor scent such asvanilla or orangeextract (optional),mixing bowls,measuring cups, rolling pins, plastic knives, cookie cutters, garlic press or othersculpting tool

IN ADVANCE: Mix three parts flour with one part salt. Add one part water, a spoonful of oil, andcolor and scent if desired. Have children help you measure, mix, and knead the dough.

SKILLS: creative expression, expressing emotions, expressive language, fine-motorcoordination, problem solving

Clay is wonderful not only forcreating art, but also for helpingchildren express their emotions.Are kids having a hard day? Takeout clay and let them knead and“work it out” with glee.

Crazy Clay Creations!(call-and-response chant)

Teacher: With a push and pull we knead the dough.Class: Crazy clay creations!

Teacher: What it will become we do not know.Class: Crazy clay creations!

Teacher: It feels so good to pound and squish.Class: Crazy clay creations!

Teacher: Go on and make whatever you wish!

Read the call-and-response chant. Have children practice theiralliterative line a few times. Ask: What do you think the poem issaying? Children may like to clap along as it is spoken, or pretendto knead the clay!

Pass out pieces of dough and invite children to explore how it feelsto push, pull, and pound, just like in the poem! As children workthe dough, call out a different emotion for them to express: Canyou show happy dough? angry? shy?

Introduce the use of dowels as rollers to make flat slabs. Childrencan cut the dough with knives and cookie cutters.

Invite children to roll dough balls and ropes by hand. Show themhow to twist two ropes together. They can assemble slabs, balls,and ropes to make their dough creations. Ask: What other designscan you create by mixing and rolling?

Encourage children to give their crazy dough creations a name!Store dough at room temperature in self-sealing bags.

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EVERYDAY ART

Mix soap flakes withenough water to yielda doughy material.Add color and mint,vanilla, or almondfragrance if desired.When dried, theseshapes make nice giftsoaps.

VariationVariation

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Paint Blots

MATERIALS: white paper (one sheet per child), plastic eyedroppers,tempera paint in colors that mix well together, plasticwrap (one sheet per child), markers

SKILLS: creative expression, visual discrimination, fine-motorcoordination, expressive language

Share the poem with children. Suggest they close their eyes as youread it a few times so that they can picture the images. Ask: Haveyou ever seen any of these things? What shapes have you seen inthe clouds?

Show children how to use eyedroppers. Have them “pick up” onecolor of paint and drip it onto the paper. Have them repeat withanother color.

Now have children place the plastic wrap on top of their paper andpress gently. This will make the paints blend and swirl intointeresting shapes and images that will keep changing as the childpresses or moves his or her fingers.

Remove the plastic wrap and set the paintings aside to dry.

Ask: What do you see in your picture? Can you tell a story aboutwhat you see, or create a name or title for your picture?

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Here is a new way to do traditional paint-blot pictures. They all come out differently, sochildren are inspired to talk about what they see in each design.

Not Everything Is as It Seems!

Not everything is as it seems,Clouds dance, becoming dinosaurs.

Puddles swirl into rainbow tails.Shadows can walk on all fours.

Paint blots lead us to magic trails.Not everything is as it seems!

EVERYDAY ART

Have children shakeglitter over their paint!

After the pictures aredry, provide markersfor children to drawdetails and designs ontheir creations.


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Who Can Resist?Using a specific design or technique as a jumping-off point can help get the artisticjuices flowing. In this activity, children will revisit the classic crayon-resist technique andhave a little literacy fun along the way!

Who Can Resist?

Who can resist the swirl of colorThe wild wax lines on the page?

Not I, said the paintbrush,As it danced across the stage!

MATERIALS: strong paper such as oaktag or posterboard, tea candles(remove from aluminum cups and extract wicks),watercolors, brushes, jar of water for washing brushes,rags or paper towels

SKILLS: creative expression, fine-motor coordination, expressivelanguage

Share the poem with children. Invite them to predict what the artactivity will be, based on the information in the poem. Discuss themeaning of “hard to resist” and make a list on chart paper ofthings children find “hard to resist”!

Show children how to use crayons to draw simple designs on theirpapers.

Ask, What will happen if I paint over the wax? Show childrenhow to paint the paper with watercolors. The wax will resist thecolor and create an interesting design! Allow children plenty oftime and paper to experiment with this technique.

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EVERYDAY ART

Using cooking oil andcotton swabs orcotton balls, paintsimple patterns. Paintover them withwatercolors.

Instead of watercolors,apply pieces of wetcolored tissue paperover the wax design.Smooth the papersdown and thenremove them to showthe color that hasbeen deposited by thetissue. It won’t stickwhere the wax is!

Invite children to drawthe things they listedon the “Things WeFind Hard to Resist.”


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I Hear Art!

MATERIALS: watercolors, brushes of different sizes, mural paper, avariety of instrumental music (waltzes, marches, tangos)

SKILLS: expressive language, vocabulary, creative expression,sensory integration, following directions

Share or sing the song with children. Ask children how they feelwhen they listen to different types of music: Do you feel likedancing when you hear certain music? Does some music make you feel like sitting quietly?

Play a waltz or marching music. Have children listen to the musicand perhaps move to it. Ask: How does the music make you feel?Do you see any special things when you close your eyes and listen?What words describe what you are feeling, hearing, or seeing?

Now, with the music continuing to play softly, move childrentoward the mural paper and ask them to “paint the music!” Assurethem that there is no “correct” drawing. If children become stuck,invite them to beat the rhythm with their arms, or dance a little.

When they are finished, invite children to tell the story of theirmural. Encourage them to use their descriptive words expressedduring the activity in the story. Transcribe the story or word listonto chart paper and display with the mural.

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The sound of music inspires us to feel, move, and respond. Whether the sound isbeautiful music or the sounds of nature, children’s artwork is bound to reflect the moodof what they hear.

Close Your Eyes (tune: “Twinkle, Twinkle Little Star”)

Close your eyes and listen, dearFeel and see just what you see hear.

Does the music make you smile?Or want to draw and paint awhile?

SENSORY ART

Play recordings ofbirdcalls, whale songs,or the sounds of thesea or a thunderstorm.Ask: How do thesesounds affect what youpaint?

Rain sticks and windchimes also offerinteresting sounds tostimulate art.


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Texture Garden

MATERIALS: squares of fake fur or velvet (or other wonderfullytextured fabric) crayons, drawing paper

SKILLS: expressive language, descriptive language, writing,sensory integration

Present a pile of one very tactile material. (Do not show drawingpaper and crayons at this point. This allows children to focus onexploring the material first before they think they have to dosomething with it.)

Have the children investigate the feel of the fabric by asking, Howmany ways can you explore how this fabric feels? Invite childrento close their eyes or rub the material on their face or arms. Ask:What words would you use to express how the fabric feels?Encourage children to use both real and made-up adjectives. Ask:Have you ever felt flowers and plants that feel like this?

Take out the paper and crayons for children to illustrate thefeeling. Ask: How can you use the crayon to create the effect of thefabrics? What does your drawing remind you of?

Share the poem and then display it along with children’s work ona “texture garden” bulletin board.

Encourage children to use their descriptive words to create titlesfor their work.

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Art is a delightfully tactile experience. By inviting children to express both verbally andvisually, you help develop literacy skills within an engaging art experience.

Children, Children Quite So Merry

Children, children, Quite so merry,

How does your garden grow?With fuzzy fluff and smooth stuff,

And pretty plants all in a row!

SENSORY ART

Gather materials fromnature such asfeathers, shells, anddriftwood for moretactile inspiration.

Do a “mystery grabbag”! Place objects in a paper bag and havechildren simply feel them.Then invite themto illustrate what theyfelt. Afterward, havechildren remove theobjects from the bag.


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A Matter of Taste

MATERIALS: foods easily presented in small bits(seedless grapes off the stems, popcorn,nuts, seeds, orange or apple slices, redpepper strips), watercolor paper, paint-brushes, watercolor paint

SAFETY NOTE: Check for food allergies before doing thisactivity. Also, since the children will beputting food in their mouths, use nibble-safe art materials!

SKILLS: creative expression, sensory integration, vocabulary

Share the poem together and ask children what they think itmeans. Explain that “taste” can mean something you do with yourmouth when you eat, but also the idea of liking or dislikingsomething. Discuss with the children the idea that they candescribe taste with words: salty, sweet, and so on. Now try tasteas a color, asking: What tastes like red? What about pink? Whatabout things like clouds, lightning, or thunder?

Set up a “tasting smorgasbord” of the various foods and havechildren taste each food.

Have children move from verbal description to painting the tastesensation. Provide watercolor paints and paper for children torepresent their ideas. Ask: How many ways can you paint thesetastes and foods?

When children are finished, ask if there is a story that goes withthe painting, and if so, have the child write or dictate it. (And, ifthe subject was popcorn, have them glue a few puffs of popcorn

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Snack time can lead to art inspiration. In thisactivity, children taste healthy foods andrepresent their experience with art and words!

Art Is a Matter of Taste

If art is a matter of taste,Is taste a matter of art?

Does the flavor of cookies Look all frilly and laced?Art is a matter of taste!Does the savor of fruit

Seem red and yellow at heart?Taste is a matter of art!

SENSORY ART

Present a variety offlavored potato chipsfor children to taste.(Check for foodallergies first.)

Have children suck onbits of ice cubes orflavored ice pops.

Have childrendecorate rice cakeswith nut butters, jelly,cream cheese, fruit, orcolored sprinkles.


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Sniff and Sculpt

onto the painting!)

MATERIALS: lumps of soft clay with a different nontoxic scentadded to each (try liquid vanilla, peppermint flavoring,lavender, or pine oil)

SKILLS: expressive language, vocabulary, sensory integration,fine-motor coordination

Introduce the poem and ask children, If smells looked like things,what would they look like? Would they be spiky, rounded,pointed, or bumpy-lumpy?

Pass out the different clay lumps for children to smell anddiscuss. As they knead, roll, and shape the clay, invite them tosuggest words to describe the smells. List the descriptive wordson chart paper.

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What does a smell look like? What words would you use to describe a smell? Combinechildren’s sense of smell with art and literacy skills and you’ll get some incrediblesculptures!

If Smells Looked Like Things

If smells looked like things,What strange odd shapes they’d be!Wiggly worms and dragon wings,

Wavy motion on the sea.If smells looked like things…

Could we touch them?

SENSORY ART

Place cotton balls ortissues sprinkled with various scents(perfume, vanilla, picklejuice, vinegar, mintflavoring) in emptyfilm canisters and leteach child pick out acontainer to sniff. Havelots of samples so that everyone gets achance to pick one.

Bring in scentedflowers or herbs andhave children includethem in theirsculptures.

Consider citrus peels,or cumin seeds forunusually evocativescents.


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Seeing in a Different Way

Display their sculptures in a “Sniff and Sculpt” Museum!

MATERIALS: colored paper, glitter, found objects (manipulatives,small objects from outdoors such as leaves, pebbles,and so on), colored cellophane (available in art supplystores), glue, posterboard or oaktag paper

SKILLS: expressive language, visual discrimination, descriptivelanguage, storytelling

With children in a circle, arrange materials on posterboard. Singthe song together as you pass out sheets of cellophane. Havechildren look at the arrangement through the different colors ofcellophane. Ask: How does the colored cellophane change yourview? What do you see now that you didn’t see before?

Invite children to arrange the found objects in different ways onthe posterboard. Ask: How many different ways can you arrangethese materials? What do you see when you put materialstogether? Encourage children to look for shapes and designs thatsuggest images to them.

Together, glue pieces to the posterboard to create a collage.Introduce different colors of cellophane and invite children to viewit through the different colors.

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Here is a chance to use many of the art techniques introduced in previous activities.Watch language and literacy skills emerge as children explore seeing and using materialsin a new way!

The Bear Looked out the Window(tune: “The Bear Went Over the Mountain”)

The bear looked out the window (repeat 3X) To see what he could see,

To see what he could see, to see what he could see,The bear looked out the window

To see what he could see!

SENSORY ART

Provide inexpensivekaleidoscopes tostimulate creativity.

Observe the shadowsproduced by commonobjects held in front ofa powerful flashlight orprojector light.


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Rub to Reveal

MATERIALS: crayons (without paper wrappers) in avariety of colors, masking tape, thin whitepaper, pieces of lace or embroidery with adistinct, deep pattern

SKILLS: visual discrimination, matching, alphabet,sensory integration

In advance, place pieces of the lace or embroidery on a tabletop. Center the paper over the material and firmly tape the paper in place (have one prepared foreach child).

Ask children to rub their fingers over the paper andguess what is hidden: Is there a pattern? Is it all over, or just in one area? Is it smooth or bumpy?

Introduce the song and sing it together. Ask children ifthey know what the word reveal means and ask, Howcan we use crayons to reveal the hidden objects? Showchildren how to rub a crayon all over the paper to revealthe pattern, asking, What do you think it is?

Remove the tape, lift the paper, and compare it to thehidden material. Ask: Is it what you thought it was?

Lift the material and lay it on top of the crayon patternto see how similar they are. Ask: How are they the sameor different?

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The “random rubbing” technique can be repeated over and over using different materials.The process of looking for detail strengthens essential visual discrimination skills—thesame skills children use to learn the differences between letters.

Rub to Reveal(tune: “Are You Sleeping?”)

What is hiding?What is hiding?

If you rub, you will feelSomething very bumpySomething very lumpy

Rub to revealRub to reveal.

SENSORY ART

Cut out letter shapesfrom heavy cardboardor craft foam. Childrencan make collages outof the different letterrubbings.

Place coins under thepaper. Include foreigncoins!

Have children createsquiggly patterns usingtwine or string; thetwine can also be usedto shape letters ornumbers.


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Alphabet Pattern Printing

MATERIALS: white paper, tempera paints in various colors, paper towels,paintbrushes, objects for printmaking such as puzzle pieces,paper clips, sponges cut into different shapes, spools, leaves,firm flowers, and plastic numbers or letters

SKILLS: visual discrimination, patterning, sequencing, creativeexpression, alphabet

Spread newsprint on the floor or table. Provide each child with anobject with which to make prints. Say: Look at the surface of theobject. How does it feel when you rub your fingers over it?

Have children use brushes to apply paint to one surface of the object.Place the object paint-side down on the paper, lay a sheet of papertowel over the object, and pat. Remove the paper towel and object toreveal the print.

Continue with different objects and different colors of paint. Remember,you can put more than one color of paint on a print! Have childrencreate repeating patterns with different colors or shapes in lines or rows.

Now children can create a code with their prints. Invite children tochoose a different print to represent each letter of the alphabet. Make an alphabet chart showing the new alphabet symbols. For example: A = spool print, B = paper-clip print, and so on.

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Patterning is an indispensable literacy skill!Working with patterns enables children todevelop and use the early reading skillsnecessary to decode text.

The Alphabet Pattern Song(tune: “The Alphabet Song”)

A-B-C-D-E-F-GWon’t you make a print with me?

H-I-J-K-L-M-N-O-PWe can make new words to see!

Q-R-S-T-U-VW, X, Y and Z

Can you read the words to me?Read the patterns as you please.

SENSORY ART

With different sizes ofobjects, children canuse seriation skills toorder the patternfrom small to large.

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Mosaic Stories

MATERIALS: construction paper in different colors, glue sticks,different types of grains and seeds, split peas and/orlentils, colored rice (mix dry white rice with a fewdrops of food coloring until color is evenlydistributed, and let dry)

SKILLS: creative expression, storytelling

Using the glue sticks, have children draw a simple design onthe paper. Help them pat one type of grain onto the glue andgently blow or shake off the non-adhering grain.

Add more glue to the paper. Have children pat a different grainon the fresh glue. Repeat until the paper is covered.

Use the poem to introduce this next phase of the activity. Askeach child what his or her picture is about, and take dictation.(Don’t worry if the pictures are not representational. Childrenwill be able to “read” their work to you anyway!)

Hang the poem and mosaics in the hallway. Include thecorresponding dictations under each mosaic.

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Historically, mosaics have been used in friezes to tell stories. Many materials can be usedto construct mosaic patterns. This activity involves gluing bits of colorful materials topaper. Children can use this technique to create their own story frieze!

Pictures Tell Stories

They say, “Every picture tells a story,”So what is happening here?Do the pieces talk or move?

Do they express what you want to hear?Look close—our mosaics are speaking to you.

Do you see our message clear?

SENSORY ART

Mosaics are good forpass-along art! Eachchild starts a mosaicand passes it to theright.The next childadds to the new pieceuntil the work hasmoved all around thegroup. Give each childjust one material orcolor so they can tracktheir additions.

Make edible mosaicsby pressing food such as dried fruit,sunflower seeds, ornuts into peanutbutter or creamcheese on a piece ofbread or a rice cake.(Check for foodallergies first.)


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Carbon-Paper Messages

MATERIALS: posterboard or oaktag paper, white paper, crayons inseveral colors, masking tape, pencils

SKILLS: creative expression, writing, fine-motor coordination

Share the song with children. With crayon have each child rub colorall over a small piece of posterboard or oaktag paper so that the waxlayer is thick and dark. (You might have the children sing themessage song as they do so, because this can be time-consuming!)

Tape each crayon-covered sheet (crayon-side down) onto a blanksheet of paper. Tape firmly so the papers don’t slip.

Have children use the pencils to draw a picture. Coach them topress down on the pencil when drawing. Remove the tape and toppaper to reveal the copy!

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In this age of copy machines and computers, many children have never seen carbonpaper. In this activity, they can make multiple copies with the simplest of materials. Thistechnique inspires the writer in children, as they use the homemade carbon paper towrite their names and send messages to friends!

Magic Messages(tune: “Did You Ever See a Lassie?”)

Did you ever write a message,A message, a message?

Did you ever write a message?That goes this way and that?Goes this way and that wayand this way and that way,

Did you ever write a message?That goes this way and that?

SENSORY ART

Invite children to writeletters, words, andmessages.

Have children pressthe design or messagewith an unsharpenedpencil or a dowel towrite a “secret”message that will onlybe revealed when the copy paper isuncovered!


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Handprint Characters

MATERIALS: drawing paper, mural paper, masking tape, tempera paint,paintbrush, flat tray, markers

SKILLS: fine-motor coordination, creative expression, storytelling

Lay out sheets of drawing paper (one per child).

Use the brush to spread a thin, even layer of paint on the tray. Invitechildren to place their hands on the paint. Then have them presstheir hands on the paper.

Allow the handprint pictures to dry as children wash up. Thenencourage them to examine their prints. Ask: How can you drawwith the markers to create characters from your handprints? What isyour character’s name? Tell a story about your character!

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Young children’s bodies define their world to a great extent. They can have lots of funusing that body to not only create artwork but to be part of the artwork. In this activity,children use their handprints to create characters for storytelling!

The Handprint Story(tune: “I’m a Little Teapot”)

I’m a little handprint,Hear me sing.

I can be a person, animal, or thing.When I get decked out

Hear me shoutJust read my story and hear me out!

SENSORY ART

Using an ink pad, havechildren print theirfingerprints. Ask: A reall your fingerprintsthe same? How areyours different fromthose of another child?Use these to makesmaller characters andstories!

Have children applystripes of differentcolors to the tray sothat the handprints


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Poetic Branches

MATERIALS: small tree branches or sticks in all lengths andthicknesses, collage materials (fabrics, yarn, glitter,cotton balls, pieces of ribbon, bits of paper), glue,oaktag paper

SKILLS: creative expression, descriptive language, phonemicawareness, rhyming

Share the variety of sticks. Allow children time to examine thesticks before beginning the activity.

Read the poem to children, encouraging them to reread it alongwith you. Ask: Do any of our branches fit the descriptions found inthe poem? Point out that the letter S is used several times. Invitechildren to suggest other S words (slippery, snaky, soft, sap,sharp) to add to the poem!

Create art with the branches! Children can decorate the brancheswith the art materials, glue their branches onto oaktag sheets, andthen let them dry. Tell them that they will be writing their ownbranch poem, using the finished product as inspiration.

Inspire children to use the format of the poem as a basis fordictating their own. Say: Just think of words to describe the branchand what it does. Write their poems on the oaktag sheets.

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In this activity, children use a common piece of nature to inspire their own simple poems!

Branches

Shiny and strong,Shimmer and shake

Sometimes you bend,And sometimes you break.

NATURE ART

Decorate the sticks to celebrate theseasons—coloredleaves in the fall, whiteribbons or artificialsnowflakes in winter,small flowers in spring.

Consider using one ofthe children’s sticks asa “talking stick” to pass.(Whoever is holdingthe stick gets to talk.)


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Wild About the Weeds

MATERIALS: objects gathered from outside (dried leaves, weeds,small branches) or from a floral shop (dried flowers,gravel, tiny shells, moss), small plastic bowls or colorful jar lids, soft clay, nails, ribbon or yarn, glue

SKILLS: creative expression, phonemic awareness, descriptive language

Copy the haiku onto chart paper and discuss its unusual structure.Explain that haiku has three lines and a 5-7-5 pattern of syllables.Say the poem together several times so children can hear therhythm of the syllables. Clap the syllables together. Point out thatthere are many words that start with the letter W and havechildren circle the W’s they see.

Fill the bowls or jar lids with clay to form a base to hold the weedarrangement. Sprinkle clay with gravel or shells, or drape withmoss and gently press into the clay.

Stick branches and weeds into the clay and use glue to trim withribbons or yarn.

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Weeds aren’t always a nuisance. Children can use nature and poetry as inspiration forcreating art.

Weed Haiku

Wind blows the flowersA seed reaches the blue sky

Wild about the weeds.

NATURE ART

Have children glueweeds directly ontothe front of a foldedpiece of thick paperand then write a noteor poem to a specialperson inside.

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Rocking and Rapping

MATERIALS: variety of rocks and pebbles, fabric, ribbon, coloredpipe cleaners, permanent markers, paints, self-stickingadhesive clay

SKILLS: creative expression, phonemic awareness, expressivelanguage, rhyming

Print the rock rap on chart paper for choral reading. Invite childrento clap the beat of the rap as you say it several times together.

Present the rocks that will be used to make the “creatures.”Demonstrate how to stick rocks together with the adhesive, andcreate features using the markers. Arms, ears, and tails can beformed from pipe cleaners and fabric.

After they have finished making their creations, invite children togive the creatures names and to tell their stories. Children can usethe rhythm and pattern of the rap to create their own rockin’ rap!Or, replace the third and sixth lines with children’s ideas.

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Children love to gather pretty stones and rocks. This activity uses children’s rock art as astepping-stone to creating a class rap!

NATURE ART

If Rocks Were Creatures(rap beat)

If rocks were creaturesWhat would they say?

Hello, world, what’s up today?If rocks were creaturesWhat would they do?

Rap and snap and play kazoo!

Have a Rockin’ RapParty where childrenintroduce theircreatures and teachtheir rap to others!

Invite children to useshells instead of rocks.


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Eggshell Surprise

MATERIALS: plastic Easter eggs (one per child), clay, colored tissuepaper, sequins, buttons

SKILLS: creative expression, rhyming, expressive language

Read the riddle poem together and ask children to guess what itcould be about. Write children’s ideas on chart paper for reference.

Share the empty shells with children. What do the shells make youthink of? How can you use art materials to “make a surprise”?

Invite children to use the art materials to create their own surpriseinside the shell.

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Children love to make “surprises”! Use sturdy plastic eggs instead of the natural kind—and watch as children hatch new ideas.

NATURE ART

A Riddle

I am hard on the outsideAnd delicious inside

Empty me out and make a surprise!What am I?

Have children decoratethe outside of theireggs. Place all eggstogether in a basket fora colorful display.

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The Art of the Garden

MATERIALS: plastic food containers at least two inches deep (take-outsalad-bar containers are great for this), Styrofoam trays tofit below the garden trays, potting soil, plastic utensils,grass seeds, wheat and/or marigold seeds, pebbles, twigsor tiny toys, small plants, water, plastic wrap

SKILLS: fine-motor coordination, creative expression, descriptivelanguage, rhyming

Share the poem. Ask: Can we make a garden? How about a secretindoor garden? Show the different materials you have collected andinvite children’s suggestions as to how to use them.

Begin the indoor garden by spreading lots of newspaper over a table or the floor. Poke two or three holes in the bottom of eachgarden tray.

Ask children to match gardens with a tray base. Have children fillthe garden tray with an inch or so of soil.

Children can shape the soil into hills and valleys, then position andplant a small plant or two. Have them add the twigs and toys, andperhaps place pebbles to create a path. This might be a place tobegin making up stories about the garden.

Help children add a small amount of water to the soil. Sprinkle grassseed over the gardens. Place a few marigold or wheat seeds in onecorner of the gardens.

Cover the gardens loosely with plastic wrap and place somewherewarm. If you do this on a Thursday, there is a good chance that youwill have green grass by Monday!

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Planting flowers from seed takes weeks but grass seed will grow over a long weekend! Allthis greenery will certainly sprout the poetry in your group.

Our Secret Garden

What happens in this tiny place?Who planted it with care and grace?

Our secret garden is filled with artPlease “step” right in and rest your heart!

NATURE ART

After the garden startsto grow, invite childrento begin writing theirown poems or storiesabout their “secretgarden.” Ask: What ishappening here? W h olives here?

Gather photographs ofJapanese Zen rockgardens and havechildren create theirown meditationgardens with rocks andfine gravel. Use forksto “rake” the gravel.


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You Name It!

MATERIALS: empty cardboard oatmeal (or potato-chip) cylinders with lids, glue or glue sticks, scissors, bits of yarn,ribbon, colored or printed paper, artificial flowers,sequins, plastic jewels (keep each material in a separatecontainer), pebbles (a handful per child)

SKILLS: expressive language, descriptive language, writing,patterning

Have children explore the decorative materials. Invite them to sortand classify the materials into different groups that are similar in someway. Ask: Which materials go together? Can you put them in groups?

Ask children to think of descriptive words to name the groups.Children can use both real or made-up words, such as crumply,smooth, or scritchy-scratchy! List children’s words on chart paperand save for later work with writing titles.

Give each child a container, glue, and decorative bits. Share the poem.

Have the children select a few decorative pieces at a time and gluethem on. When dry, put pebbles inside the container and put lid on.

Ask: What will you call it? Tempt children with the descriptivewords collected at the start of the activity, saying, How can you usesome or all of these words to give your work a title? Write eachchild’s title and name on his or her plastic lid. Invite them to shakethe containers!

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This is a construction project in which the only goal is to complete something thatpleases the artist. Drawing on this sense of freedom in their work, have children think oftitles for their collage containers.

You Name It!(poem: “Pat-a-Cake”)

Pat-a-cake, pat-a-cake, what to make?We’ll paste things together and give them a shake.

Bumpy stuff, smooth fluff, fancy and plain,When we are done we’ll give it a name!

REUSE AND RECYCLE ART

Have childrendecorate paper milkcartons or other smallboxes.

Bring in cardboardcores from papertowels or gift-wraprolls and have childrendecorate these.

Have children enliventhe front cover of asmall notebook bygluing on variousobjects.


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What’s in Fashion?

MATERIALS: plastic embroidery needles pre-threaded withcolorful yarn (long enough for necklaces), beads in all shapes and sizes, dry ziti, O-shaped cereal,large buttons, bits of plastic straws, fashionmagazines

SKILLS: prepositional phrases, expressive language,vocabulary

Talk about fashion. Share some examples of unusual designsin fashion magazines. Ask: What do you notice about someof these looks? Do you think you could make something aswild and wonderful?

Show children the collection of materials they can use tocreate fashions. Discuss the materials and invite children tobrainstorm how they might use the materials to make fashionaccessories.

Demonstrate how to thread the items with yarn. As you worktogether, sing the song. Ask: What other words can we putin the song? Ask children to suggest new phrases to add tothe song such as: over and under, next to and between, frontand back, sew over and under the button, slide one thingnext to another.

Have a fashion show! Children can sing this variation on thesong: Come and see our fashions, our fashions, our fashions,Oh, come and see our fashions, That we made today!

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Colorful things to wearare almost always popularwith children, especially ifthey can say, “I made itmyself.” In this activity,children will work withprepositional phrases andwords—and create thelatest “IN” look!

Sewing Song(tune: “In and out the Windows”)

Here is what’s in fashion, in fashion, in fashion.

Oh, her is what’s in fashion—It’s our latest look!


Have children make slip-onbracelets using elastic cordinstead of yarn.

Give children pipe cleanersto make colorful rings.

Punch holes in lengths ofgrosgrain ribbon so childrencan create belts by weavingyarn through the holes. Makethem long enough to tiearound children’s waists.

Collect styrofoam packing.When the class firstexamines them, considergiving them a fun name: Let’scall them “knerbles”! Theycan be easily strung to createnecklaces and bracelets.

To make hats, cut slits inpaper plates so children canthread ribbon or elasticthrough. Have them decoratewith collage materials andcolored feathers.


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A Tisket, a Tasket

MATERIALS: plastic or wooden berry baskets, lengths of ribbon,colored twine or thin fabric strips, paper strips, glue,small artificial flowers, pictures of insects

IN ADVANCE: Dip the ends of the ribbons in glue and let dry to makethem easier to thread.

SKILLS: letter writing, expressive language, creative expression,fine-motor coordination

Show children the berry baskets and ask them how they might usethem to create letter baskets: How can we decorate the baskets sothey can hold our mail? What materials can we use?

Children can weave strips of ribbon, paper, or fabric in and out ofthe lattice of the baskets. The ends can be left long, fordecoration. As children are working, chant or sing the song.

Help children notice that they can weave from top to bottom orside to side or both. Explain that there is no one correct way to dothis.

Help children make handles, drawing ribbons from the four cornersor from the center points of the sides.

Provide writing materials for children to create letters, cards, andpictures to place in their baskets.

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Plastic berry baskets have almost completely replaced the old split-wood baskets, butboth can be used as the start of artistic creations.

(tune: “A Tisket, a Tasket”)

A tisket, a tasketA pretty little basket

I wrote a letter to my friendAnd sent it in my basket!


Create an area for the baskets so thatchildren can “send”and receive mail!

Read or tell the story“Little Red RidingHood.” Ask: What didshe carr y in herbasket?

Use strips of coloredtissue or crepe paper.They may be “puffedout” of the latticerather than drawntightly.

Empty cigar boxesmight be availablefrom a tobacconist.Children can makewonderful treasure


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Wonderful Wood

MATERIALS: wood in all shapes, sizes, and textures, white glue,watercolor paints, cardboard bases

NOTE: Visit the shop of a fine woodworker or even alumberyard. Collect small cutoffs of lumber and dowel,scrap ends of molding, wood shavings and curls. Ask anaide or parent to examine all the wood bits and discardany that could cause splinters. You might also check witha lumber mill for course sawdust and wood chips, as wellas full, round cuts.

SKILLS: expressive language, fine-motor coordination, sensoryintegration, predicting, problem solving

Provide piles of wood scraps. Encourage children to close their eyesand feel the wood with their hands, asking, What does it feel like?Have them smell the fresh wood, asking, What does the smell makeyou think about? Make a list of the images that the sensoryexploration elicits.

Sing the song together and invite children to think about what theymight make with the wood. Refer to the list for ideas!

Allow children plenty of time to explore the different woods beforeyou give them the glue. This will allow them to truly experience thewood before they feel they have to make something with it.

When they are ready, provide glue to hold the wood in place andlet dry. Use the words on the list to create titles for the scuptures.

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So much is made from plasticthat many children haven’t hadthe joy of creating with woodscraps—it’s a tactile experienceno child should miss! In theprocess, children can use theirbrainstorming skills.

Wood, Glorious Wood(tune: “Food, Glorious Food”)

Wood, glorious wood,Smell, hear it, and touch it.

Wood, glorious wood,What can we build with it?


Color the wood bitswith watercolor paint,before or after gluing.

VariationVariation

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Marvelous Masks

MATERIALS: large paper grocery bags, fabric, paint and brushes, glue,paper plates and cups, ribbons, feathers, flowers,assorted junk materials

SKILLS: storytelling, characterization, problem solving,phonemic awareness

Put out your collection of marvelous materials and invite childrento explore. Ask: How can we use these materials to make masksand costumes?

Introduce the call-and-response chant on chart paper, askingchildren to practice the alliterative line. Ask: What do you noticeabout the words in the line? Does anyone in the class have a namethat starts with M?

Say, Let’s make masks for playing and acting! In each bag, cut (orhelp children cut) holes for eyes, nose, and mouth.

Have children decorate the bags. You might use paper cups (forears), paper plates (for owl eyes), feathers (for birds), and syntheticfur (for cats and dogs).

After the masks are made, say the poem together again and invitechildren to brainstorm M names for their characters. Then use themasks for dramatic play.

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Materials that would otherwise be discarded make great masks, costumes, and castles!Children can use their creations as the springboard for creating roles for a class play.

Many Marvelous Masks!(call-and-response chant)

Teacher: With boxes and bags, any which wayClass: Many marvelous masks!

Teacher: We create roles for our own little play!Class: Many marvelous masks!

Teacher: Each character’s name will start with an M!Class: Many marvelous masks!

Teacher: So we’ll always remember just what to call them!


Cut the top andbottom fromcardboard boxes andcut armholes. Attachtwo fabric strips toallow the box to hangfrom the child’sshoulders.Then havechildren decorate,decorate, decorate!

Scenery can beconstructed fromboxes, tubes, andcylinders.


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by ellen booth church - pbworksuwacampusschool.pbworks.com/f/literacy+art+activities.pdf · by...

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