Students drew their Lima Bean monster on paper, traced it with black marker in the photos below. Next they will try to paint with color balance neatly and completely.
Students were inspired by the story, Lima Bean Monster by Dan Yaccarino.
We also enjoyed the song, Veggie Rock Song Fizzy's Lunch Lab on PBSkids.
We used the handouts in our Lima Bean Monster Packet to get ideas for Eyes, Noses, Mouths, expressive eyebrows, and teeth. Students each made their own choices and drew as big and expressively as possible. I also printed out these examples for each student.
First graders are posing with their favorite vegetable in front of green screen so they can become the body of their lima bean monster. These photos will be combined with their artwork to help make an EAT YOUR VEGGIES poster.
First graders had their first iPad creation experience this year by combining their lima bean monster (with body) and a background with text. They downloaded the files from dropbox, imported them into the superimpose app, resized and placed their figure, added a drop shadow, saved, uploaded the finished graphic design to the correct folder in dropbox and renamed it. (whew!)
5th graders are going to do an all grade-level collaboration in celebration of International Dot Day. They will contribute an exquisite corpse drawing of either a HEAD, MIDDLE, or LEGS on a cardboard cube. This idea was inspired by the IAEA conference. They had the cubes set up on tables for us all to draw on in pencil. I took some back with me to inspire my students...and it worked. My students were very inspired by them and were begging to try it too. So, I used our amazon gift card from winning a NextVista.org contest to buy the boxes for this year.
See the slideshow video below for creative solutions from artists and illustrators. These examples come from this Kids @ Random lesson. I made them into handouts as well.
Exquisite Corpse Examples by Slidely Slideshow
I made these into a four-page handout to print and put at tables as resources.
When I was at the IAEA conference last year, I was very inspired by this lesson. Not everyone was taking the time to create, so I did three drawings on one side of a stack of boxes. Later, I took this picture and reflected. I like to be different and break the rules when I create art, but would that work during a collaboration?
Examples: Bold, big, patterned, painted
Students Working: (in progress)
Students are done designing their "head", "middle", or "legs" and began their first step of painting. They traced their design in black marker, erased the pencil lines, and painted a solid background color. They had to choose a color that was different than their neighbors. Each started painting from right to left so that the middle line of paint might be dry when the second artist paints next to it. The boxes are laid flat until we are finished painting. I pulled some off the drying rack (below) to get a glimpse of some future combinations. Aren't these fun?
Below is a peek at some of our finished painted heads, middles, and legs. View the whole gallery on Artsonia here.
Digital Exquisite Corpse Collages
Each student will make a digital collage of their piece and two classmates using Pic Collage for Kids. See the gallery here.
Math Problems based on Art
Our 24 boxes with various combinations created these math problems.
View the answers here.
Resource: Monster Mixer Online Game
Here is another online game called switcheroo by crayola that helps you think of creative heads, middles, and legs as well as arms, wings, and whatevers...
CREATING DIGITALLY: Years ago, before we were a 1:1 iPad art room, we used our limited number of iPads to make collaborative exquisite corpse drawings. Here is a link to that lesson and template.
DISPLAYING DIGITALLY: Each square created will be photographed for students' online digital art gallery. These can be added to folders on our dropbox where students can combine a head, middle, and legs of their choices (one being their own) to make a fun digital combination. I used the Superimpose app and its perspective tool to line up the squares on top of a real photo to create this effect.
USING PERSPECTIVE TOOL IN SUPERIMPOSE APP:
First import the template (above) as the background layer then follow these steps. I made the directions into this printable PDF here or view the pages below.
I wanted to see if an app I already had on my iPad, the Green Screen app by Do Ink, could help create a ghostly illusion. I knew that you would have to be able to combine a layer of the environment without a figure under a layer of video from the same exact view of the environment. This layer (the one with the figure) would need to have less opacity (be made semi-transparent) so that it appeared that they were see through.
BUT, the green screen app takes away some of the difficulty of creating two exact videos with and without a figure since you can layer using the magic of green screen over anything and change the opacity with their mask tool. Here is how I was able to achieve the effect. There might be an easier way, but this is pretty simple.
Haunted Masterpieces: using this illusion
Now that I know I can get this effect to work using an app my students already have available to them in the art room, I thought about what content I could teach that would make this illusion necessary. I came up with the idea of Haunted Masterpieces. This would teach, art history, creative writing, storytelling through body language, digital layering, and transparency by having students enter a piece of artwork as a ghost and tell the story of why they are there. This would be a short campfire ghost story that would engage students in a piece of art and its artist.
STEP ONE: Mask out the figure from the artwork (if necessary)
I started with a piece of art, The Scream by Edvard Munch, where I had masked out the figure by matching the colors and textures in a drawing app (see video below or just grab mine here). You might choose a painting with plenty of blank space like an Edward Hopper painting (see my curated collection) or no figures like a landscape or still life. In that case you might choose to skip this step.
STEP TWO: Film the green screen video of the student
Before you film, the student needs to know their story and be prepared use their body language to help tell the story. It might be fun to come prepared in costume or with props. I think a two second clip is all that is necessary. They will write their story and make their haunted video into a looping gif or still image. Filming with audio where the student explains their story would work as well, but each audio clip would need to be short enough that a class video would remain under 3 mins (to keep it engaging). Capturing audio while the student is in front of green screen and backed away from the iPad filming him/her is tricky. You could set up an external iPad mic and have the class completely silent. Or, you can put a lapel mic on the subject if you think you can hide it for the filming. That takes time so classroom management would be more difficult.
STEP THREE: Create the ghostly illusion
The illusion doesn't happen during real-time green screen capture. It happens in post-production. So, students would need to gather their background image and green screen video into their iPad camera roll and open up the Green Screen app by Do Ink. The background image goes on the lowest level. The green screen video goes above it. The app will automatically remove the green but you will need to crop, resize, position the ghost, and mask it to make it semi-transparent to complete the effect.
STEP FOUR: Convert to a gif and caption it with the ghost story
Students can pull up the website EZGIF.com from their iPads and upload the video from their camera roll to convert it to a gif. These can then be displayed on my weebly blog and shared on their online art gallery. They could use the caption tool for the image to tell their story (or use the artist statement section on Artsonia to share in their portfolio.)
Layering into artwork with masking:
The techniques I shared above have the ghost layered over the painting with or without an erased (or masked) element. The easiest and fastest solution to this effect is to find a painting with open space and layer the ghost into it. If you want to explore more advanced approach, you can create an effect where the ghost is layered into the painting as if they are behind elements of the painting. This effect can be created through masking of the original image. All of this can be done in the Green Screen App using their masking tools however, I find it easier to mask images in superimpose app and save them as "mask png" which holds it's transparency in the iPad camera roll. I have a tutorial showing how to use this app this way (see beginning of this video near 2:40).
Now that the background has been erased, the ghost image can be added between these two layers. The green screen app by Do Ink gives you 3 layers to work with:
TOP LAYER: Masked Image (becomes the foreground)
MIDDLE LAYER: The green screen video (looks like it behind the figure in painting)
BOTTOM LAYER: Original painting lined up exactly with the masked image above
Add the frame and museum label
The visual arts national standards emphasize presenting artwork. This lesson could be a fun way to approach the topic by having students CURATE A HAUNTED MUSEUM. After they create their haunted animation, they could frame and label the piece with artist, title, and other information. We could set up a "virtual tour" with their narration presented as a class movie.
I put together this short movie below to showcase how we infuse creativity and technology in Dryden's Art Program. This video has been included in the K12 Online Conference collaborative video about creativity crafted by Samuel Wright in Vienna. It includes a peek into almost a dozen international educators' classrooms. Learn more.
Links to lessons showcased above:
I have resources in my blog for everything above so I decided to make a shortcut for you and linking to everything here:
Almost a dozen international arts teachers gathered through a google hangout in time zones that spanned the globe to discuss creativity. Watch the recorded discussion here.
I wrote and received an ABC/25 grant for an engineering and art integrated project that will challenge students to create small drawing machines that will move on their own with a battery powered vibrating motor. These little ART BOTS will be constructed from lightweight foam, markers, a battery operated electric toothbrush then decorated with wiggle eyes, pipe cleaners and other craft items. Students will work collaboratively in groups of 4 to make one ART BOT and use it to create their own piece of abstract art. The initial year of implementation will be with the entire 5th grade. Since the grant includes recyclable batteries and a recharger, the bots will be deconstructed and rebuilt by next years’ 5th grade students to make this a multi-year school-wide grant.
Above is the video that I modeled this project after. It turns out that the toothbrushes we purchased are designed differently and pose new challenges. So, I experimented with a few different designs to see what works best. I found some sets of lego wheels in my stash of stuff and added it to each kit as an option. Can't wait to see what our engineers/artists come up with soon. Below is a copy of my grant for your reference.
5-1 Art Bot Engineers at work:
5-2 Art Bot Engineers
5-3 Art Bot Engineers
5-4 Art Bot Engineers
This group was given dollar store personal fans as well as toothbrushes.
Engineers with their Inventions and the Art it Created
When the inventing and art-making were complete students posed with their art bots. We photographed the abstract piece of art it created and framed it digitally. Then students used their iPads and the superimpose app to layer the two images together. This was uploaded to their portfolio on Artsonia with an artist statement that explained the process and their thoughts about whether the results were really art.
View their gallery here.
This classic Fugleflick can help you ponder the age-old question, "What is Art?"
These fifth graders thought it reminded them of the abstract expressionism found in the 1940's-1960's like that of Jackson Pollock. Make one digitally here.
Our Art Bots Celebrated by ABC/25
This video montage is of all ABC/25 grant recipients and the items they purchased throughout the district. Watch the way they end this video...oh so cute!
UPDATE: The flyer has almost 100 lessons now (and it will keep growing)
I'm working on a major organizing task to put my best creative digital art projects in one smore flyer that is easy to find, share, and add to. Every time I write a post with a new idea I can add it to the flyer until it grows CRAZY big. It's already really big. I stopped at 78 projects after 3 days of sorting, archiving, and organizing. There are still a bunch more ideas to add. The smore flyer has all kinds of technology infused art projects that use iPads and desktops. The links will help you find out which is which really quickly. Not every project is Science, Math, Engineering but everyone is at least Art and Technology.
------------->CLICK HERE TO SEE THE FLYER<-----------------
I have done a presentation called Creative Digital Projects that turn Stem to STEAM at three conferences over the past couple of years. These 45-50 minute presentations include a bizillion ideas in a media packed keynote file that I have trouble sharing online. However I did create a condensed version of the presentation for the AOE Online Conference last summer. The presentation has been behind a pay wall for one year and can finally come out for public consumption now. The following lessons are shared in the video below. Learn more from my links. Also, see Wes Fryer's review of my live presentation at the Illinois Computer Educator's Conference here.
Not Christina's World Anymore
(art, writing, Photography, technology)
Blog post of resources
Download lesson plan
Tip: Use the Superimpose app to eliminate the green screen. See my tutorial.
The Digital Scream
(art, storytelling, photography, drama, technology)
Blog post of resources
Students' painted examples
Students' digital examples
Spooky Scream video
Download your custom
photo booth-your face in the scream
Tip: Use the Superimpose app to eliminate the green screen. See my tutorial.
Cat in a Hat-ify Yourself
(Reading, Dr. Seuss, graphic design, technology)
Custom Photo Booth Effect to Cat-in-a-Hat-ify yourself
Directions and resources for iPad Bookmarks
Cat-in-a-hat-ified Book Covers
Cat in a Hat-ified Art Project
Students' Cat in a Hat Art on PBS TV
American Gothic Spoof
(storytelling, great depression, juxtapose, spoof)
Interactive American Gothic lesson and tutorial
Blog post with lesson resources
American Gothic Spoof (edited SNL skit)
American Gothic Spoof-o-matic resources
Student American Gothic Spoof examples
Download the American Gothic Custom Photo Booth FX
(writing, graphic design, technology)
Resources for making these on iPads
Students' iPad examples
Student examples made on using photoshop and keynote
6 Words About Me
(writing, poetry, technology)
Blog post with resources
Monochromatic Painting Blog post
Download the 3/4 portrait PPT lesson
Monochromatic Fugleflick (music video to teach concept)
Tech w/ George Washington
Blog post with resources
Even more fun with George and Tech
Facing the facts: history and art
Download my PPT lesson plan
(character education, graphic design, drama)
iPad directions and resources with video tutorial
Keynote directions and resources with video tutorial
Download the art/character education lesson
Eat Your Veggies
(healthy choices, acting, technology, literacy)
Blog post with resources and tutorial video
Eat Your Veggies video
Download my Digital Lima Bean Monster lesson
Download our interactive Lima Bean Monster eBook
Surreal Healthy Choices
(graphic design, healthy choices, surrealism)
Blog post with lesson resources and video
Students' digital spoofs of Son of Man
Students' painted Son of Man portraits
Supplement with Connect a Concept game where students use their social skills and knowledge of art concepts to make connections
(animation, figure drawing, technology, storytelling)
(screenshots from movie)
Class movies of Alien Invasions
Original lesson blog post with resources and tutorial
Download my lesson plan here
Notes from my Rotoscoping project
Our very silent movie
View our (cute) Fugleflick about contour line drawing
Below is what Carol created after class using some of the ideas we explored.
She made this video to introduce her session at iPad Academy in Chicago.
I was out for a motorcycle ride on this partly cloudy afternoon with my husband when I was struck with another creativity idea for the iPads. Mr. Fuglestad always sees something in every cloud so when we returned I photographed a cloud using the iPad and had him draw over it in Skitch to show me what he saw. Doesn't the iPad offer cool ways to visually communicate? The picture is below. I guess he saw an angry pig this time:)
To see more creating on iPads ideas go to this page.
Here is a link to a folder of CLOUDs to get you started.
Watch the video of me drawing a very angry sky. What did those birds do to offend it?
Wiped the slate clean and tried it again. Here is another story these clouds are telling...
Swept Away, Fugleflick by 4th graders
I've been entering my students' videos (Fugleflicks) into film festivals for 6 years now and I'm only just beginning to realize what they've been lacking all along.... PROOF.
I remember being in the audience of a international film fest a few years ago watching all movies in my students' category before the judges announced the winner. I was thinking,
I know I'm biased, but my students' video is so much cleaner, communicates better, is oozing with creativity, and the audience loves it. How could there be any question as to who would win?
Swept Away screening at festival
But they didn't. The audience even gasped with surprise when the other filmmakers were announced as the winner. This particular festival gave the teachers feedback forms from the judges showing comments and scores from their rubric. I read many encouraging comments, but one stood out to me: "Too good. Did the teacher make it?"
Students filming Swept Away
That was very frustrating to read. My students had spent two months of their lunch recesses participating in every aspect of the movie-making experience from storyboarding to editing. They did take after take to get it right doing the best they could with our consumer grade tech in our little art room.
Singing her heart out
They were so warm and supportive of each other during the filming that they all felt comfortable enough to sing their little hearts out as if they had just stepped off broadway.
(See their video, Swept Away.)
My objective as an art teacher is to help my students approach movie-making as an art form while learning to collaborate, be creative, and problem-solve. I want them to strive for artistry and try their best in all they do. So, the final product may look "too good" for what one might expect of a group of 10 year olds.
What I'm trying to do now is add a bit of proof to the video before I submit it to a film festival. This is not what I do for Fugleflicks in general. I like to keep them short and to the point so that teachers can interject them into a lesson to introduce or teach art concepts. But the FULL VERSION of a video needs to have a bit of behind the scenes to help erase any doubts from the minds of judges that it truly was made by children.
Here is our FULL VERSION of Elementary Musical (less than 4 mins)
View our Entry for the What's Your Story
Internet Safety Contest
(Won the 2nd Place Prize)
View this musical tribute to the hard working teachers at Dryden and the students they love to teach.
Tricia Fuglestad, NBCT 07
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.