Madysen Hudson's Art Gallery

 Description: For the clay project Erin and I taught this one together. We first started off by teaching everyone the different techniques of wedging, pinch, coil, and slab. Wee taught them about the additive and subtractive methods and then we started out project of making flowers. We showed them how to roll out their slab, trace the bowl they were given and then we gave them creative freedom on how they wanted to make their flowers. They had to include a few different methods but those were the only requirements. When they were finished with their flowe they then had to place it in their bowl so it would curve into a rounder shape. Extension Activity: As an extension of the clay flower project, students will combine their finished flowers to create a collaborative “ceramic garden” display in the classroom or hallway. Along with the display, each student will write a brief artist reflection describing the techniques they used (such as slab, coil, pinch, additive or subtractive met...

 Description: For this craft we made a watercolor base, I used blue and purple and we had to spread that all across our paper. We then sprinkled salt over our paper to make a ripple effect. We then used blue and green crayons to make "vines" on our lily pads making different looking lines throughout it. After that we made a white flower wrapping the petals around a pencil to make it 3D. We then wrapped a pint paper around a pencil and then hot glued it to the center of the flower. At the end we glued the lily pad to thw water and the flower to the lily pad. Extension Activity: As an extension of the lily pad watercolor craft, students will create a short imaginative story or journal entry from the point of view of a creature living on or near the lily pad—such as a frog, dragonfly, or fish. They will describe their surroundings, what they see or hear, and how they interact with the lily pad environment. Students can also add a small drawing of their chosen creature to place o...

  Description: For the printmaking project we learned about Andy Warhol and how he used bright colors within his printmaking journey. We each had to draw two flowers and then we shared ours with our partner so we ended up with four different versions of flowers. We then traced them on a foam piece of paper and used rollers and rolled paint over the foam squares. After that we pressed them onto our blank white squares and then glued them onto our big construction paper.  Extension Activity: As an extension of the Andy Warhol-inspired printmaking project, students will work in small groups to create a large “Pop Art Garden” mural using their printed flowers. Each group will arrange their prints into a collaborative display, considering color placement, repetition, and balance—just like Warhol’s iconic style. After assembling their mural, students will write a brief group reflection describing how they chose their layout, what Pop Art elements they used, and how their piece refle...

Description: For this project we learned about "Day of the Dead'" and we made tissue paper cutouts. We each picked different colors because the represented something different. We were then taught how to fold it a certain way, trace half of a shape, and then cut that part out and it would make our full shape. We had to make two different versions each including different shapes and patterns.  Extension Activity: As an extension of the Day of the Dead tissue paper cutout project, students will create a symbolic paper banner by combining their two cutouts with a short written explanation of the colors, shapes, and patterns they chose, and what those elements represent. They will also write a few sentences about someone they would like to honor or remember, just as Día de los Muertos celebrates loved ones. The final banners will be displayed together in the classroom to form a meaningful and colorful tribute wall, connecting art to cultural understanding and personal reflect...

  Description: For this activity we learned how to use watercolors and four different techniques on how to paint with them. After learning about those we were then taken through the process of make walls, a table, and a vase with flowers. We then traced over each pencil drawing with a sharpie and after that we used the techniques of watercolors we learned to then paint our picture.  Extension Activity: As an extension of the watercolor flower vase project, students will create a new still life painting using the same four watercolor techniques, but this time with objects that reflect their own interests or environment—such as sports equipment, favorite snacks, or personal items. Before painting, students will plan their layout and label which technique they’ll use in each area. After completing the artwork, they will present it to the class, explaining their technique choices and how the items in their still life reflect their personality. This encourages both artistic growth ...

  Description: For this activity we were taught about a famous artist that created stained-glass windows using his own techniques. We then drew multiple designs on paper and chose one that we wanted to turn into our own stained glass window. We drew our design on with a black sharpie, tracing the lines from the paper we drew on earlier and then colored it in with other colors of sharpie. I chose to just do a simple square pattern for mine.  Extension Activity: As an extension of the stained-glass window project, students will design a second window that conveys a personal message, symbol, or value—just as traditional stained-glass windows often told stories or represented beliefs. After creating their design using the same materials and techniques, students will write a brief reflection explaining the meaning behind their new design and how color, shape, or pattern help communicate that message. The class will then display all the “message windows” in a gallery format, allowin...