Students paint pebbles to look like people, fish, butterflies, or birds. They glue to a background.

Students explore flowing lines and form

Students reinforce creative writing skills.

Students use construction paper to create muffin flowers. They use muffin tray cup liners and draw flower stems and leaves on the paper. They use the muffin liners for a 3-D effect.

Students create watermelon slices using red construction paper, paints, and watermelon rinds in this excellent elementary lesson for the end of the school year. The class is also able to enjoy eating watermelon slices during the activity.

Students conduct research on a chosen African-American artist. They research how the artist's community influenced his art, analyze how themes are conveyed through the art, and create a collage depicting the artist's themes.

Students brainstorm feelings words and discuss what causes us to have feelings. Using artwork, they discuss how different artists show feelings and emotions. Using the internet, they research how other cultures express their feelings and...

Students explore Canadian culture. For this Canadian Culture lesson, students participate in a general discussion about Canada, then create a symbol for Canada as part of a class collage.

Fourth graders investigate the concept of geometric patterning. They create their own patterns with a few basic requirements. The patterns must illustrate the concepts of flipping, 90 and 180 degree rotations. The collages also consist...

Fifth graders create montages using photographs or pictures. They wil use the montages to perceive and describe visual elements such as line, shape, and space.

Pupils sharpen visual literacy and color vocabulary by making and sharing collages that explore the different shades of colors.

Young scholars sharpen their visual literacy and color vocabulary by making and sharing collages that explore the different shades of colors.

Students examine aesthetic concepts and reflect on them in their journals. They construct individual taste collages from an assortment of two and three-dimensionakl objects.

Students review multiple ideas for creating a self portrait including abstract versions, PowerPoint presentations, sculptures, ceramic plates, photography and shadow boxes. They create self portraits.

Learners develop a cultural understanding of "Grab Day." Using magazines, they clip out pictures to make collages of items thrown down to people on this day. Students label the items in their collages.

Students read poem, "Footsteps of Angels," by Henry Wadsworth Longfellow, discuss angels in their lives, and create angel collages using magazines, photographs, etc., symbolizing gifts their angels have given to them.

Students analyze mask visuals provided by the teacher. They experience a paper-mache hands on activity that produces a three dimensional product. Students produce/make a mask.

Students work in pairs to design a building. In this architecture instructional activity, students take on the role of head architect to design and construct a 3-D scale model a building for a client. Students' goal is...

Students examine the life and works of Vincent Van Gogh. They complete a class KWL chart, and watch a PowerPoint presentation about the life of Vincent Van Gogh. Next, they use a digital photo of themselves to create a self-portrait...

Pupils explore the process of bookmaking that has its origins from many different international cultures. The multicultural symbolism represented by the medium is utilized by students to expres their identity.

Students create a poem based on the teacher example provided. Students utilize the poem within their box construction which is something that will hold meaning and portray the student the best.

Students examine how objects and setting help complete a self-portrait. They analyze Franklin's self-portraits before creating their own. They try to create the self-portrait as if they were in Franklin's time.

Students answer questions after listening for details that identify many different kinds of transportation.

Students experience a dance club-like environment one would find in Haring's 1980's. They dress in 80's clothes and learn break dancing moves. They relate the experience to Haring's artwork and explain his influences.