A while back, I created this printed castle lesson and shared it when I was doing shape stations with my students. If you'd like to check out more about my shape stations, I have lots of info here.
For this, you'll need the following supplies:
Of course, if you are introducing students to shape, might I recommend MY book?! You can find it here!
No matter what you do, I hope you and your artists have fun creating!
One of the lessons that came out of those shape stations was this Paul Klee meets Mary Blair inspired castle project. Today, I thought I'd repackage the lesson into one video that will walk your artists through the process.
Now, this lesson can be as simple as making printed castles all the way up to using chalk pastels and adding a background. I'll leave that up to you! Just know that I wanted to cater the video to your art teacherin' needs. So keep it a one-day activity with castle printing or take it beyond (as I did with my older students) and add more art supplies.
Regardless, here's the video for you:
For this, you'll need the following supplies:
* Construction paper. I only use Tru-Ray!
* Cardboard, lots of cardboard for printing. ALWAYS have students print with the wavy edge of the cardboard. Check out how we did that in this fun line printing painting!
* Tempera paint. Check out my fave painting supplies here.
* Chalk and oil pastels.
By the way, using puffy paint with students IS NOT for the faint of heart. You gotta keep an eagle eye on those kids when they are using puffy paint or they will ruin their artwork in a blink. So...I recommend doing it in small groups with you or a trustworthy student as the monitor. Trust me on this one!
This lesson is a long one...if you decide to go the whole thing, just so you know! But the results are pretty fun.
Of course, you can also skip the cutting out of the castles and adding to the background. Instead, simply have students add "snow" or stars to the background paper to add a little more interest. Maybe even glitter!? BUT that might be a little too much.
