Madysen Hudson's Art Gallery

  Description: For this project we were first taught about the northern lights and how the appear in the sky mostly at night. We were then taught different ways to use the pastels we were given. After that we traced out mountains on black construction paper and then cut them out. We then created our own version of the northern lights above our mountains using the oil pastels. When we finished with the northern lights we then glued our mountains down and boarded them with white to create the illusion of snow. I also added dots in the sky for stars and a moon in the corner.  Extension Activity: As an extension of the northern lights pastel project, students will create a travel-style poster featuring their artwork and a few fun facts about the northern lights, such as where they can be seen, what causes them, and cultural beliefs surrounding them. The poster will include a creative title, their finished pastel art, and neatly written facts or a short description to teach viewers...

 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...

  Description: For this project we first learrned about Vincent Van Gosh and his works/ influences including the famous Starry Night. We then created our own version of Starry Night by gluing down tissue paper and then putting modge podge over it. I decided to use different shades of blue becasue I wanted to do an ocean theme. After the modge podge was dry we then had to use black construction paper and cut out shapes to glue on top. We used black so it would pop out on the background. I glued a turtle, otter, sting ray and some coral form my ocean scene.  Extension Activity: As an extension of the Van Gogh-inspired ocean scene project, students will write an artist statement explaining the creative choices behind their artwork—why they chose their theme, colors, and imagery, and how it connects to Van Gogh’s style and techniques. Then, they will write a short creative story or poem inspired by their scene, imagining what it would be like to explore their underwater world. Thi...

  Description: For the hidden safari project, we first made glasses from construction paper and a red film so we would be able to see our hidden animal later on in the project. When making the hidden animal we first first chose a safari animal to draw and we had to draw it upside down so we could only focus on the lines of the animal rather than the entirety of it. We also had to draw it lightly in the color blue so our glasses could later pick up on the color. After we finished drawing it we then used multiple warm colors to to cover it in many different shapes. We did this because blue is a complimentary color to warm colors so it pops out when we put the glasses over it making it so we only see the animal we chose. I chose a rhino but it is kind of hard to see it in the picture, in real life you can see it through the glasses. At the end we had to glue our image and 3 facts onto a red construction paper to complete our project.  Extension Activity: As an extension of the Hi...

  Description: After reading the story "The Dot," we then created our own versions of dots using coffee filters, crayons, oil pastels, water colors, and markers. It was our choice on if we wanted to cut our coffee filter into different shapes or leave it as is. I chose to leave it as is and then create a pattern with different colors. I put hearts in the middle because we made this around Valentine's Day. I first used crayons and pastels to make my pattern and then added watercolors to make them pop.  Extension Activity: As an extension of  The Dot  project, students will write a short reflection or story inspired by their own dot artwork, describing what it represents, the emotions or themes behind it, and how it shows their individuality—just like Vashti in the story. Then, students will combine their dots into a large collaborative class mural that celebrates creativity and personal expression. This activity reinforces the message that everyone is an artist in the...

 Canva Link:  https://www.canva.com/design/DAGez2PAsHE/EaueQobR_UAMLL7i9jBYxQ/edit?utm_content=DAGez2PAsHE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton   Description: For this project we each found a picture that represented each of the 12 elements of art and then presented them to our class. I provided 5 examples here and my canva link.  Rhythm/Movement: Rhythm and movement in art make your eyes follow a path through the picture. Artists create this by repeating lines, shapes, or colors to show motion or make the artwork feel alive. Space (Depth):  How we show things that are close or far away. Artists make things look deep by making objects in the front bigger and detailed, and tings in the back are smaller and lighter. Color:  Color is what we see when light reflects off obects. It has 3 properties: HUE - the name of the color, like red or bue, VALUE - how light or dark the color is, and INTENSITY - how bright or dull the ...