N E W Y O R K T O R O N T O L O N D O N A U C K L A N D S Y D N E Y

M E X I C O C I T Y N E W D E L H I H O N G K O N G B U E N O S A I R E S
Easy Art Projects With Companion Poems and Lessons
That Build Skills in Phonemic Awareness, Oral Language,
Early Writing, and More
by Ellen Booth Church
Literacy-Building
Art Activities
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To Carol Urban,
whose friendship and creative genius have been an inspiration
not only for this book but also for my life!
ACKNOWL E DGME NTS
Thanks to Carol Urban, Ph.D., for her collaboration in the creation of the art activities,
and to Jerry Levine for his rhythmic assistance in improving the poems.
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part
of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regard-
ing permission, write to Scholastic Professional Books, 557 Broadway, New York, NY 10012.
Cover design by Norma Ortiz
Cover art by Bari Weissman
Interior design by Solutions by Design, Inc.
Interior illustrations by James Graham Hale
ISBN: 0-439-31664-2
Copyright 2003 by Ellen Booth Church.
All rights reserved. Published by Scholastic Inc.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 09 08 07 06 05 04 03
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Welcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Using This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Everyday Art
Im a Great Artist! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Collage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Crazy Clay Creations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Paint Blots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Who Can Resist? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Sensory Art
I Hear Art! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Texture Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
A Matter of Taste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Sniff and Sculpt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Seeing in a Different Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Rub to Reveal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Alphabet Pattern Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Mosaic Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Carbon-Paper Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Handprint Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Nature Art
Poetic Branches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Wild About the Weeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Rocking and Rapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Eggshell Surprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
The Art of the Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Reuse and Recycle Art
You Name It!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Whats in Fashion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
A Tisket, a Tasket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Wonderful Wood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Marvelous Masks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Contents
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A
rt is a language. It is a way to express thoughts,
words, and feelings. The process of making art allows
us to give image, form, or structure to something that
is often intangible. Have you ever stood in front of a great
work of art and felt the artist telling you something? That is
what young children do every day in the art projects we
provide for them. Our role is to give them the materials and
inspirationthen stand back and let them go!
In many ways, art is the rst language of the beginning
reader and writer. Children draw or paint before they write.
They use what might seem like scribbles, lines, and blobs to
represent things. But isnt that what writing is all about?
Childrens pictures represent an essential step on the road
to literacy.
Each activity in this book starts off with a poem or song to
engage children with rhythm, rhyme, and imagination (and
weve all felt the magic of speaking or singing a rhyme to get
childrens attention!). This creates a springboard into any
activity while providing children with a literacy focus. In
addition, children experience and build the basic skills of
language and literacy in the context of an activity they
enjoyART!
By combining poems with art projects, you are creating a
complete circle of learning that begins and ends with
literacyand is expressed with art materials. What an easy,
fun, and natural way to build language and literacy skills!
Enjoy!
4
Welcome!
Building Literacy Skills
Just look at the skills children
will be developing with these
activities:
Expressive language
Vocabulary
Descriptive language
Storytelling
Sequencing
Phonemic awareness
Rhyming
Titling and naming
Writing
Prepositional phrases
Letter writing
Fine-motor coordination
Alphabet
Visual discrimination
Matching
Patterning
Creative expression
Sensory integration
Following directions
Characterization
Creative dramatics
Problem solving
Making comparisons
Predicting
Expressing emotions
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Copy the introductory song or poem onto chart paper.
Gather materials beforehand.
Consider introducing the activity in circle time, then moving to the art center.
You might have heard the expression Its the process, not the product in regard to art activities. As
teachers, we know that children learn how to think and problem-solve from the free exploration of
materials. As they mess around with the rich assortment of materials and ideas suggested in the
activities, children are expressing themselves in their own way. No two projects will look the same.
Isnt that a lot like writing? A group of writers may be looking at the same object or situation but will
naturally write about it in all different ways. The activities in this book are meant to mirror this
creative process for children.
One of the secrets to developing language and literacy skills is simply talking to children about their art!
Be specic about what you notice when children are working or are showing you their artwork. For
instance, I notice you made many interesting lines across the top of the paper. They are wavy and long.
Youll be introducing vocabulary as well as helping the child focus on his or her work. Ask open-ended
questions to elicit language and thinking:
What were you imagining when you made this?
Does this tell a story? Can you read (or tell) it to me?
Can you please tell me about what is happening in your picture?
Does your creation have a name (or title)?
Conversations With Great ArtistsYour Children!
Conversations With Great ArtistsYour Children!
Its the Process, Not the Product!
Its the Process, Not the Product!
Here are some tips to help you make the most of each activity:
Here are some tips to help you make the most of each activity:
5
Using This Book
NOTE: Young childrens drawing and sculpting abilities vary greatly even within one age
group. Some children are drawing representational images of people and things, while others
are making scribbles and lines. All abilities are developmentally appropriate to the early stages
of learning and, of course, to the activities in this book. Sadly, some children can be unwittingly
unkind to others about their drawing ability. The representational artists might tell the others
that they are just scribbling! A great way to deal with this is to introduce the work of great,
modern nonrepresentational artists such as Klee, Pollack, and Picasso. Many of these great
artists works are similar to the work that your children create! Talk to children about each
artists individual style. The next time a child tells another that he is just scribbling, you
might hear him respond, No, its my style!
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There are four types of activities in this book:
There are four types of activities in this book:
6
EVERYDAY ART
No matter what goes on in your art center, the availability of clay or paint
and paper will keep children occupied day after day. Swirls of color, joyous or
brooding, or forgiving lumps of clay to be whacked and pounded are a refuge
and a great outlet for emotions. Here are some innovative ways you can take
basic art supplies and give them a new literacy twist!
NATURE ART
All around us, the world offers a multitude of natural materials with which to
create art. Every classroom will have a different potential for natural materials.
Nature has always sparked the poetand the same can be said for children!
Use these simple yet powerful art activities as natures gate to literacy.
SENSORY ART
These activities can be done with almost any material because they call on
creativity rather than the medium. Here youll nd suggestions for getting
started, but youll see that children take off with these ideas in many different
directions. Perhaps they will free a child to draw surprise, paint fear, or model
joy. After all, that is the object of art! As children express themselves with
art, the door opens to expressing themselves in language and writing.
REUSE AND RECYCLE ART
Children have the wonderful ability to see art and creative potential in
junk! You will need lots of assorted stuff for children to use in their
educational play. An excellent and frequently underutilized source of good
materials is the local business community. See page 7 for a list of what you
might nd where.
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Collecting Recyclables
When you approach businesses for art supplies, clear communication of your general needs
and objectives will make things easier. Write a brief letter saying who you are and
explaining that you would like to discuss possible recycling and reuse of materials. Send or
deliver the letter to a few businesses and set up meetings during which you can explain
your needs specically in relation to that business. Later, send a thank-you note, perhaps
with a photo showing how their donation is being used. Also, share your efforts with
families and ask if they can either be donors or know someone who should be asked!
TRY: FOR:
Photo shops Empty lm canisters
Restaurants Plastic dough buckets, large herb tins, large transparent
plastic jars, Styrofoam containers
Produce dealers Wooden boxes, fruit and vegetable posters, mesh onion bags
Fabric stores Fabric cores/bolts, scrap fabric, pattern books, thread cores
Carpet stores Cardboard rug cores, rug samples
Appliance stores Large boxes
Supermarkets Cardboard display cases, food posters, large-size food-shipping
containers
Electricians Wire spools, plastic-coated wire bits
Fine carpenters Interesting wood shapes, wood shavings
Machine or metal shops Metal cutouts (check for sharp edges)
Department stores Broken jewelry, odd scarves, decoratives
Printers or copy shops Colored papers, copy overruns
Offices Letterheads, order books, notebooks, office supplies
Doctors and dentists Posters stressing healthy activities
Tile stores Mixed tile scraps
Bookstores Posters, bookmarks
Travel agencies Posters, brochures
Paint and wallpaper stores Wallpaper books, paint color chips
Tobacco shops Cigar boxes
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Im a Great Artist!
MATERIALS: postcards or photos from art magazines with examples
of great artists work, posterboard or cardboard to
display the examples, white paper fastened to an easel,
table, or oor, brushes in different sizes, colored paints,
jar of water for washing brushes
SKILLS: creative expression, making comparisons, descriptive
language, ne-motor coordination
Share and sing the poem above and talk about how different
artists have different styles. (It doesnt matter if children know the
artists named in the poem; just show them a few pictures so they
can see the differences in styles.)
Have children choose the work of one artist to experiment with.
Show children examples of his or her work and ask them to
describe what they notice. Ask: What colors does the artist use?
What types of materials?
Let children experiment with the style of the artist. Post pictures
of the artists works around the art area for inspiration.
Stand back and watch them paint. Remind children that they are
just experimenting with a stylethey dont need to work toward
a nished product yet!
4 4
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1 1
HOW TO HOW TO
Invite children to bring
their favorite piece of
art to a circle-time
meeting to share. Ask
them to talk about
their paintings and give
them titles.
Offer collage materials
for multimedia works.
Mix glitter or sawdust
into one or more of
the paint colors!
Variations Variations
Introduce different artists work and invite
children to experiment with their colors,
textures, and techniques. For added literacy
fun, children can explore the titles the artists
have given their workand have fun titling
their own!
Im a Great Artist!
(tune: Im a Little Teapot)
Im a great artist,
Look at my style
Just watch me draw
And paint for a while.
I can be OKeefe,
Monet and Klee
And, of course, I can
Paint just like ME!
EVERYDAY ART
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Collage
MATERIALS: assortment of collage materials (such as bits of colored
paper, pictures, clean eggshells, buttons, ribbon,
feathers, glitter, cinnamon sticks, doilies, fabric pieces,
yarn, and string), scissors, white cardboard (one piece
per child), white glue thinned with water,
paintbrushes
SKILLS: creative expression, ne-motor coordination,
descriptive language, making comparisons
Share and sing the poem together. Encourage children to close
their eyes as they sing the song and imagine what a collage made
out of things might look like. Ask: What would you do with these
materials?
Put out collage materials and ask children to match them to the
words in the song. Say: Are there any materials here that are not
in the song?
Invite children to arrange collage materials on their cardboard
before gluing. Ask: How many different ways can you arrange
these materials?
Children can sing the collaging song as they are working. Or, try
making a tape of you and the children singing it, then play it!
Show children how to paint glue on the cardboard and press the
materials onto the cardboard. The glue remains wet enough so
the pieces can be rearranged for some time.
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HOW TO HOW TO
In the art of collage, every found object can be art! In this activity, children experiment
with using tiny bits of things to make a greater whole.
Collaging Things
(tune: My Favorite Things)
Snips of bright paper and bits of white eggshells,
Tiny red buttons and cinnamon stick smells,
White paper doilies, with fabric and strings,
These are a few of my collaging things!
EVERYDAY ART
As children use
different collage
materials, they can add
them to the song.
Write the new verses
and post them with
the original song in the
art center!
Use pieces of colored
tissue paper. Where
the papers overlap,
new colors result! If
children use tissue or
transparent cellophane
with the two sheets of
clear contact paper,
they will have a
stained glass-like result!
Help children spread a
piece of clear contact
paper sticky side up.
Arrange bits of
colored paper and
cover with a second
sheet of clear contact
paper.
Variations Variations
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Crazy Clay Creations
MATERIALS: our, salt, water,
vegetable oil, avoring
or scent such as
vanilla or orange
extract (optional),
mixing bowls,
measuring cups, rolling pins, plastic knives, cookie cutters, garlic press or other
sculpting tool
IN ADVANCE: Mix three parts our with one part salt. Add one part water, a spoonful of oil, and
color and scent if desired. Have children help you measure, mix, and knead the dough.
SKILLS: creative expression, expressing emotions, expressive language, ne-motor
coordination, problem solving
Clay is wonderful not only for
creating art, but also for helping
children express their emotions.
Are kids having a hard day? Take
out clay and let them knead and
work it out with glee.
Crazy Clay Creations!
(call-and-response chant)
Teacher: With a push and pull we knead the dough.
Class: Crazy clay creations!
Teacher: What it will become we do not know.
Class: Crazy clay creations!
Teacher: It feels so good to pound and squish.
Class: Crazy clay creations!
Teacher: Go on and make whatever you wish!
Read the call-and-response chant. Have children practice their
alliterative line a few times. Ask: What do you think the poem is
saying? Children may like to clap along as it is spoken, or pretend
to knead the clay!
Pass out pieces of dough and invite children to explore how it feels
to push, pull, and pound, just like in the poem! As children work
the dough, call out a different emotion for them to express: Can
you show happy dough? angry? shy?
Introduce the use of dowels as rollers to make at slabs. Children
can cut the dough with knives and cookie cutters.
Invite children to roll dough balls and ropes by hand. Show them
how to twist two ropes together. They can assemble slabs, balls,
and ropes to make their dough creations. Ask: What other designs
can you create by mixing and rolling?
Encourage children to give their crazy dough creations a name!
Store dough at room temperature in self-sealing bags.
5 5
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HOW TO HOW TO
EVERYDAY ART
Mix soap akes with
enough water to yield
a doughy material.
Add color and mint,
vanilla, or almond
fragrance if desired.
When dried, these
shapes make nice gift
soaps.
Variation Variation
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Paint Blots
MATERIALS: white paper (one sheet per child), plastic eyedroppers,
tempera paint in colors that mix well together, plastic
wrap (one sheet per child), markers
SKILLS: creative expression, visual discrimination, ne-motor
coordination, expressive language
Share the poem with children. Suggest they close their eyes as you
read it a few times so that they can picture the images. Ask: Have
you ever seen any of these things? What shapes have you seen in
the clouds?
Show children how to use eyedroppers. Have them pick up one
color of paint and drip it onto the paper. Have them repeat with
another color.
Now have children place the plastic wrap on top of their paper and
press gently. This will make the paints blend and swirl into
interesting shapes and images that will keep changing as the child
presses or moves his or her ngers.
Remove the plastic wrap and set the paintings aside to dry.
Ask: What do you see in your picture? Can you tell a story about
what you see, or create a name or title for your picture?
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HOW TO HOW TO
Here is a new way to do traditional paint-blot pictures. They all come out differently, so
children are inspired to talk about what they see in each design.
Not Everything Is as It Seems!
Not everything is as it seems,
Clouds dance, becoming dinosaurs.
Puddles swirl into rainbow tails.
Shadows can walk on all fours.
Paint blots lead us to magic trails.
Not everything is as it seems!
EVERYDAY ART
Have children shake
glitter over their paint!
After the pictures are
dry, provide markers
for children to draw
details and designs on
their creations.
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12
Who Can Resist?
Using a specic design or technique as a jumping-off point can help get the artistic
juices owing. In this activity, children will revisit the classic crayon-resist technique and
have a little literacy fun along the way!
Who Can Resist?
Who can resist the swirl of color
The wild wax lines on the page?
Not I, said the paintbrush,
As it danced across the stage!
MATERIALS: strong paper such as oaktag or posterboard, tea candles
(remove from aluminum cups and extract wicks),
watercolors, brushes, jar of water for washing brushes,
rags or paper towels
SKILLS: creative expression, ne-motor coordination, expressive
language
Share the poem with children. Invite them to predict what the art
activity will be, based on the information in the poem. Discuss the
meaning of hard to resist and make a list on chart paper of
things children nd hard to resist!
Show children how to use crayons to draw simple designs on their
papers.
Ask, What will happen if I paint over the wax? Show children
how to paint the paper with watercolors. The wax will resist the
color and create an interesting design! Allow children plenty of
time and paper to experiment with this technique.
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HOW TO HOW TO
EVERYDAY ART
Using cooking oil and
cotton swabs or
cotton balls, paint
simple patterns. Paint
over them with
watercolors.
Instead of watercolors,
apply pieces of wet
colored tissue paper
over the wax design.
Smooth the papers
down and then
remove them to show
the color that has
been deposited by the
tissue. It wont stick
where the wax is!
Invite children to draw
the things they listed
on the Things We
Find Hard to Resist.
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13
I Hear Art!
MATERIALS: watercolors, brushes of different sizes, mural paper, a
variety of instrumental music (waltzes, marches, tangos)
SKILLS: expressive language, vocabulary, creative expression,
sensory integration, following directions
Share or sing the song with children. Ask children how they feel
when they listen to different types of music: Do you feel like
dancing when you hear certain music? Does some music make
you feel like sitting quietly?
Play a waltz or marching music. Have children listen to the music
and perhaps move to it. Ask: How does the music make you feel?
Do you see any special things when you close your eyes and listen?
What words describe what you are feeling, hearing, or seeing?
Now, with the music continuing to play softly, move children
toward the mural paper and ask them to paint the music! Assure
them that there is no correct drawing. If children become stuck,
invite them to beat the rhythm with their arms, or dance a little.
When they are nished, invite children to tell the story of their
mural. Encourage them to use their descriptive words expressed
during the activity in the story. Transcribe the story or word list
onto chart paper and display with the mural.
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HOW TO HOW TO
The sound of music inspires us to feel, move, and respond. Whether the sound is
beautiful music or the sounds of nature, childrens artwork is bound to reect the mood
of what they hear.
Close Your Eyes
(tune: Twinkle, Twinkle Little Star)
Close your eyes and listen, dear
Feel and see just what you see hear.
Does the music make you smile?
Or want to draw and paint awhile?
SENSORY ART
Play recordings of
birdcalls, whale songs,
or the sounds of the
sea or a thunderstorm.
Ask: How do these
sounds affect what you
paint?
Rain sticks and wind
chimes also offer
interesting sounds to
stimulate art.
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14
Texture Garden
MATERIALS: squares of fake fur or velvet (or other wonderfully
textured fabric) crayons, drawing paper
SKILLS: expressive language, descriptive language, writing,
sensory integration
Present a pile of one very tactile material. (Do not show drawing
paper and crayons at this point. This allows children to focus on
exploring the material rst before they think they have to do
something with it.)
Have the children investigate the feel of the fabric by asking, How
many ways can you explore how this fabric feels? Invite children
to close their eyes or rub the material on their face or arms. Ask:
What words would you use to express how the fabric feels?
Encourage children to use both real and made-up adjectives. Ask:
Have you ever felt owers and plants that feel like this?
Take out the paper and crayons for children to illustrate the
feeling. Ask: How can you use the crayon to create the effect of the
fabrics? What does your drawing remind you of?
Share the poem and then display it along with childrens work on
a texture garden bulletin board.
Encourage children to use their descriptive words to create titles
for their work.
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HOW TO HOW TO
Art is a delightfully tactile experience. By inviting children to express both verbally and
visually, you help develop literacy skills within an engaging art experience.
Children, Children Quite So Merry
Children, children,
Quite so merry,
How does your garden grow?
With fuzzy uff and smooth stuff,
And pretty plants all in a row!
SENSORY ART
Gather materials from
nature such as
feathers, shells, and
driftwood for more
tactile inspiration.
Do a mystery grab
bag! Place objects in
a paper bag and have
children simply feel
them. Then invite them
to illustrate what they
felt. Afterward, have
children remove the
objects from the bag.
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15
A Matter of Taste
MATERIALS: foods easily presented in small bits
(seedless grapes off the stems, popcorn,
nuts, seeds, orange or apple slices, red
pepper strips), watercolor paper, paint-
brushes, watercolor paint
SAFETY NOTE: Check for food allergies before doing this
activity. Also, since the children will be
putting food in their mouths, use nibble-
safe art materials!
SKILLS: creative expression, sensory integration, vocabulary
Share the poem together and ask children what they think it
means. Explain that taste can mean something you do with your
mouth when you eat, but also the idea of liking or disliking
something. Discuss with the children the idea that they can
describe taste with words: salty, sweet, and so on. Now try taste
as a color, asking: What tastes like red? What about pink? What
about things like clouds, lightning, or thunder?
Set up a tasting smorgasbord of the various foods and have
children taste each food.
Have children move from verbal description to painting the taste
sensation. Provide watercolor paints and paper for children to
represent their ideas. Ask: How many ways can you paint these
tastes and foods?
When children are nished, ask if there is a story that goes with
the painting, and if so, have the child write or dictate it. (And, if
the subject was popcorn, have them glue a few puffs of popcorn
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HOW TO HOW TO
Snack time can lead to art inspiration. In this
activity, children taste healthy foods and
represent their experience with art and words!
Art Is a Matter of Taste
If art is a matter of taste,
Is taste a matter of art?
Does the avor of cookies
Look all frilly and laced?
Art is a matter of taste!
Does the savor of fruit
Seem red and yellow at heart?
Taste is a matter of art!
SENSORY ART
Present a variety of
avored potato chips
for children to taste.
(Check for food
allergies rst.)
Have children suck on
bits of ice cubes or
avored ice pops.
Have children
decorate rice cakes
with nut butters, jelly,
cream cheese, fruit, or
colored sprinkles.
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16
Sniff and Sculpt
onto the painting!)
MATERIALS: lumps of soft clay with a different nontoxic scent
added to each (try liquid vanilla, peppermint avoring,
lavender, or pine oil)
SKILLS: expressive language, vocabulary, sensory integration,
ne-motor coordination
Introduce the poem and ask children, If smells looked like things,
what would they look like? Would they be spiky, rounded,
pointed, or bumpy-lumpy?
Pass out the different clay lumps for children to smell and
discuss. As they knead, roll, and shape the clay, invite them to
suggest words to describe the smells. List the descriptive words
on chart paper.
Encourage children to give shape to the smells with their clay. 3 3
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HOW TO HOW TO
What does a smell look like? What words would you use to describe a smell? Combine
childrens sense of smell with art and literacy skills and youll get some incredible
sculptures!
If Smells Looked Like Things
If smells looked like things,
What strange odd shapes theyd be!
Wiggly worms and dragon wings,
Wavy motion on the sea.
If smells looked like things
Could we touch them?
SENSORY ART
Place cotton balls or
tissues sprinkled
with various scents
(perfume, vanilla, pickle
juice, vinegar, mint
avoring) in empty
lm canisters and let
each child pick out a
container to sniff. Have
lots of samples so
that everyone gets a
chance to pick one.
Bring in scented
owers or herbs and
have children include
them in their
sculptures.
Consider citrus peels,
or cumin seeds for
unusually evocative
scents.
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17
Seeing in a Different Way
Display their sculptures in a Sniff and Sculpt Museum!
MATERIALS: colored paper, glitter, found objects (manipulatives,
small objects from outdoors such as leaves, pebbles,
and so on), colored cellophane (available in art supply
stores), glue, posterboard or oaktag paper
SKILLS: expressive language, visual discrimination, descriptive
language, storytelling
With children in a circle, arrange materials on posterboard. Sing
the song together as you pass out sheets of cellophane. Have
children look at the arrangement through the different colors of
cellophane. Ask: How does the colored cellophane change your
view? What do you see now that you didnt see before?
Invite children to arrange the found objects in different ways on
the posterboard. Ask: How many different ways can you arrange
these materials? What do you see when you put materials
together? Encourage children to look for shapes and designs that
suggest images to them.
Together, glue pieces to the posterboard to create a collage.
Introduce different colors of cellophane and invite children to view
it through the different colors.
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HOW TO HOW TO
Here is a chance to use many of the art techniques introduced in previous activities.
Watch language and literacy skills emerge as children explore seeing and using materials
in a new way!
The Bear Looked out the Window
(tune: The Bear Went Over the Mountain)
The bear looked out the window (repeat 3X)
To see what he could see,
To see what he could see, to see what he could see,
The bear looked out the window
To see what he could see!
SENSORY ART
Provide inexpensive
kaleidoscopes to
stimulate creativity.
Observe the shadows
produced by common
objects held in front of
a powerful ashlight or
projector light.
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18
Rub to Reveal
MATERIALS: crayons (without paper wrappers) in a
variety of colors, masking tape, thin white
paper, pieces of lace or embroidery with a
distinct, deep pattern
SKILLS: visual discrimination, matching, alphabet,
sensory integration
In advance, place pieces of the lace or embroidery on
a tabletop. Center the paper over the material and
rmly tape the paper in place (have one prepared for
each child).
Ask children to rub their ngers over the paper and
guess what is hidden: Is there a pattern? Is it all over,
or just in one area? Is it smooth or bumpy?
Introduce the song and sing it together. Ask children if
they know what the word reveal means and ask, How
can we use crayons to reveal the hidden objects? Show
children how to rub a crayon all over the paper to reveal
the pattern, asking, What do you think it is?
Remove the tape, lift the paper, and compare it to the
hidden material. Ask: Is it what you thought it was?
Lift the material and lay it on top of the crayon pattern
to see how similar they are. Ask: How are they the same
or different?
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HOW TO HOW TO
The random rubbing technique can be repeated over and over using different materials.
The process of looking for detail strengthens essential visual discrimination skillsthe
same skills children use to learn the differences between letters.
Rub to Reveal
(tune: Are You Sleeping?)
What is hiding?
What is hiding?
If you rub, you will feel
Something very bumpy
Something very lumpy
Rub to reveal
Rub to reveal.
SENSORY ART
Cut out letter shapes
from heavy cardboard
or craft foam. Children
can make collages out
of the different letter
rubbings.
Place coins under the
paper. Include foreign
coins!
Have children create
squiggly patterns using
twine or string; the
twine can also be used
to shape letters or
numbers.
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19
Alphabet Pattern Printing
MATERIALS: white paper, tempera paints in various colors, paper towels,
paintbrushes, objects for printmaking such as puzzle pieces,
paper clips, sponges cut into different shapes, spools, leaves,
rm owers, and plastic numbers or letters
SKILLS: visual discrimination, patterning, sequencing, creative
expression, alphabet
Spread newsprint on the oor or table. Provide each child with an
object with which to make prints. Say: Look at the surface of the
object. How does it feel when you rub your ngers over it?
Have children use brushes to apply paint to one surface of the object.
Place the object paint-side down on the paper, lay a sheet of paper
towel over the object, and pat. Remove the paper towel and object to
reveal the print.
Continue with different objects and different colors of paint. Remember,
you can put more than one color of paint on a print! Have children
create repeating patterns with different colors or shapes in lines or rows.
Now children can create a code with their prints. Invite children to
choose a different print to represent each letter of the alphabet. Make
an alphabet chart showing the new alphabet symbols. For example:
A = spool print, B = paper-clip print, and so on.
Invite children to spell their name with prints! 5 5
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HOW TO HOW TO
Patterning is an indispensable literacy skill!
Working with patterns enables children to
develop and use the early reading skills
necessary to decode text.
The Alphabet Pattern Song
(tune: The Alphabet Song)
A-B-C-D-E-F-G
Wont you make a print with me?
H-I-J-K-L-M-N-O-P
We can make new words to see!
Q-R-S-T-U-V
W, X, Y and Z
Can you read the words to me?
Read the patterns as you please.
SENSORY ART
With different sizes of
objects, children can
use seriation skills to
order the pattern
from small to large.
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20
Mosaic Stories
MATERIALS: construction paper in different colors, glue sticks,
different types of grains and seeds, split peas and/or
lentils, colored rice (mix dry white rice with a few
drops of food coloring until color is evenly
distributed, and let dry)
SKILLS: creative expression, storytelling
Using the glue sticks, have children draw a simple design on
the paper. Help them pat one type of grain onto the glue and
gently blow or shake off the non-adhering grain.
Add more glue to the paper. Have children pat a different grain
on the fresh glue. Repeat until the paper is covered.
Use the poem to introduce this next phase of the activity. Ask
each child what his or her picture is about, and take dictation.
(Dont worry if the pictures are not representational. Children
will be able to read their work to you anyway!)
Hang the poem and mosaics in the hallway. Include the
corresponding dictations under each mosaic.
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HOW TO HOW TO
Historically, mosaics have been used in friezes to tell stories. Many materials can be used
to construct mosaic patterns. This activity involves gluing bits of colorful materials to
paper. Children can use this technique to create their own story frieze!
Pictures Tell Stories
They say, Every picture tells a story,
So what is happening here?
Do the pieces talk or move?
Do they express what you want to hear?
Look closeour mosaics are speaking to you.
Do you see our message clear?
SENSORY ART
Mosaics are good for
pass-along art! Each
child starts a mosaic
and passes it to the
right. The next child
adds to the new piece
until the work has
moved all around the
group. Give each child
just one material or
color so they can track
their additions.
Make edible mosaics
by pressing food
such as dried fruit,
sunower seeds, or
nuts into peanut
butter or cream
cheese on a piece of
bread or a rice cake.
(Check for food
allergies rst.)
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21
Carbon-Paper Messages
MATERIALS: posterboard or oaktag paper, white paper, crayons in
several colors, masking tape, pencils
SKILLS: creative expression, writing, ne-motor coordination
Share the song with children. With crayon have each child rub color
all over a small piece of posterboard or oaktag paper so that the wax
layer is thick and dark. (You might have the children sing the
message song as they do so, because this can be time-consuming!)
Tape each crayon-covered sheet (crayon-side down) onto a blank
sheet of paper. Tape rmly so the papers dont slip.
Have children use the pencils to draw a picture. Coach them to
press down on the pencil when drawing. Remove the tape and top
paper to reveal the copy!
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HOW TO HOW TO
In this age of copy machines and computers, many children have never seen carbon
paper. In this activity, they can make multiple copies with the simplest of materials. This
technique inspires the writer in children, as they use the homemade carbon paper to
write their names and send messages to friends!
Magic Messages
(tune: Did You Ever See a Lassie?)
Did you ever write a message,
A message, a message?
Did you ever write a message?
That goes this way and that?
Goes this way and that way
and this way and that way,
Did you ever write a message?
That goes this way and that?
SENSORY ART
Invite children to write
letters, words, and
messages.
Have children press
the design or message
with an unsharpened
pencil or a dowel to
write a secret
message that will only
be revealed when
the copy paper is
uncovered!
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22
Handprint Characters
MATERIALS: drawing paper, mural paper, masking tape, tempera paint,
paintbrush, at tray, markers
SKILLS: ne-motor coordination, creative expression, storytelling
Lay out sheets of drawing paper (one per child).
Use the brush to spread a thin, even layer of paint on the tray. Invite
children to place their hands on the paint. Then have them press
their hands on the paper.
Allow the handprint pictures to dry as children wash up. Then
encourage them to examine their prints. Ask: How can you draw
with the markers to create characters from your handprints? What is
your characters name? Tell a story about your character!
Take childrens stories as dictation and record on their papers. 4 4
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HOW TO HOW TO
Young childrens bodies dene their world to a great extent. They can have lots of fun
using that body to not only create artwork but to be part of the artwork. In this activity,
children use their handprints to create characters for storytelling!
The Handprint Story
(tune: Im a Little Teapot)
Im a little handprint,
Hear me sing.
I can be a person, animal, or thing.
When I get decked out
Hear me shout
Just read my story and hear me out!
SENSORY ART
Using an ink pad, have
children print their
ngerprints. Ask: Ar e
all your ngerprints
the same? How are
yours different from
those of another child?
Use these to make
smaller characters and
stories!
Have children apply
stripes of different
colors to the tray so
that the handprints
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Poetic Branches
MATERIALS: small tree branches or sticks in all lengths and
thicknesses, collage materials (fabrics, yarn, glitter,
cotton balls, pieces of ribbon, bits of paper), glue,
oaktag paper
SKILLS: creative expression, descriptive language, phonemic
awareness, rhyming
Share the variety of sticks. Allow children time to examine the
sticks before beginning the activity.
Read the poem to children, encouraging them to reread it along
with you. Ask: Do any of our branches t the descriptions found in
the poem? Point out that the letter S is used several times. Invite
children to suggest other S words (slippery, snaky, soft, sap,
sharp) to add to the poem!
Create art with the branches! Children can decorate the branches
with the art materials, glue their branches onto oaktag sheets, and
then let them dry. Tell them that they will be writing their own
branch poem, using the nished product as inspiration.
Inspire children to use the format of the poem as a basis for
dictating their own. Say: Just think of words to describe the branch
and what it does. Write their poems on the oaktag sheets.
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HOW TO HOW TO
In this activity, children use a common piece of nature to inspire their own
simple poems!
Branches
Shiny and strong,
Shimmer and shake
Sometimes you bend,
And sometimes you break.
NATURE ART
Decorate the sticks
to celebrate the
seasonscolored
leaves in the fall, white
ribbons or articial
snowakes in winter,
small owers in spring.
Consider using one of
the childrens sticks as
a talking stick to pass.
(Whoever is holding
the stick gets to talk.)
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Wild About the Weeds
MATERIALS: objects gathered from outside (dried leaves, weeds,
small branches) or from a oral shop (dried owers,
gravel, tiny shells, moss), small plastic bowls or
colorful jar lids, soft clay, nails, ribbon or yarn, glue
SKILLS: creative expression, phonemic awareness,
descriptive language
Copy the haiku onto chart paper and discuss its unusual structure.
Explain that haiku has three lines and a 5-7-5 pattern of syllables.
Say the poem together several times so children can hear the
rhythm of the syllables. Clap the syllables together. Point out that
there are many words that start with the letter W and have
children circle the Ws they see.
Fill the bowls or jar lids with clay to form a base to hold the weed
arrangement. Sprinkle clay with gravel or shells, or drape with
moss and gently press into the clay.
Stick branches and weeds into the clay and use glue to trim with
ribbons or yarn.
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HOW TO HOW TO
Weeds arent always a nuisance. Children can use nature and poetry as inspiration for
creating art.
Weed Haiku
Wind blows the owers
A seed reaches the blue sky
Wild about the weeds.
NATURE ART
Have children glue
weeds directly onto
the front of a folded
piece of thick paper
and then write a note
or poem to a special
person inside.
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Rocking and Rapping
MATERIALS: variety of rocks and pebbles, fabric, ribbon, colored
pipe cleaners, permanent markers, paints, self-sticking
adhesive clay
SKILLS: creative expression, phonemic awareness, expressive
language, rhyming
Print the rock rap on chart paper for choral reading. Invite children
to clap the beat of the rap as you say it several times together.
Present the rocks that will be used to make the creatures.
Demonstrate how to stick rocks together with the adhesive, and
create features using the markers. Arms, ears, and tails can be
formed from pipe cleaners and fabric.
After they have nished making their creations, invite children to
give the creatures names and to tell their stories. Children can use
the rhythm and pattern of the rap to create their own rockin rap!
Or, replace the third and sixth lines with childrens ideas.
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HOW TO HOW TO
Children love to gather pretty stones and rocks. This activity uses childrens rock art as a
stepping-stone to creating a class rap!
NATURE ART
If Rocks Were Creatures
(rap beat)
If rocks were creatures
What would they say?
Hello, world, whats up today?
If rocks were creatures
What would they do?
Rap and snap and play kazoo!
Have a Rockin Rap
Party where children
introduce their
creatures and teach
their rap to others!
Invite children to use
shells instead of rocks.
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Eggshell Surprise
MATERIALS: plastic Easter eggs (one per child), clay, colored tissue
paper, sequins, buttons
SKILLS: creative expression, rhyming, expressive language
Read the riddle poem together and ask children to guess what it
could be about. Write childrens ideas on chart paper for reference.
Share the empty shells with children. What do the shells make you
think of? How can you use art materials to make a surprise?
Invite children to use the art materials to create their own surprise
inside the shell.
Have children share their surprises with the group. 4 4
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HOW TO HOW TO
Children love to make surprises! Use sturdy plastic eggs instead of the natural kind
and watch as children hatch new ideas.
NATURE ART
A Riddle
I am hard on the outside
And delicious inside
Empty me out and make a surprise!
What am I?
Have children decorate
the outside of their
eggs. Place all eggs
together in a basket for
a colorful display.
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The Art of the Garden
MATERIALS: plastic food containers at least two inches deep (take-out
salad-bar containers are great for this), Styrofoam trays to
t below the garden trays, potting soil, plastic utensils,
grass seeds, wheat and/or marigold seeds, pebbles, twigs
or tiny toys, small plants, water, plastic wrap
SKILLS: ne-motor coordination, creative expression, descriptive
language, rhyming
Share the poem. Ask: Can we make a garden? How about a secret
indoor garden? Show the different materials you have collected and
invite childrens suggestions as to how to use them.
Begin the indoor garden by spreading lots of newspaper over a
table or the oor. Poke two or three holes in the bottom of each
garden tray.
Ask children to match gardens with a tray base. Have children ll
the garden tray with an inch or so of soil.
Children can shape the soil into hills and valleys, then position and
plant a small plant or two. Have them add the twigs and toys, and
perhaps place pebbles to create a path. This might be a place to
begin making up stories about the garden.
Help children add a small amount of water to the soil. Sprinkle grass
seed over the gardens. Place a few marigold or wheat seeds in one
corner of the gardens.
Cover the gardens loosely with plastic wrap and place somewhere
warm. If you do this on a Thursday, there is a good chance that you
will have green grass by Monday!
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HOW TO HOW TO
Planting owers from seed takes weeks but grass seed will grow over a long weekend! All
this greenery will certainly sprout the poetry in your group.
Our Secret Garden
What happens in this tiny place?
Who planted it with care and grace?
Our secret garden is lled with art
Please step right in and rest your heart!
NATURE ART
After the garden starts
to grow, invite children
to begin writing their
own poems or stories
about their secret
garden. Ask: What is
happening here? Wh o
lives here?
Gather photographs of
Japanese Zen rock
gardens and have
children create their
own meditation
gardens with rocks and
ne gravel. Use forks
to rake the gravel.
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You Name It!
MATERIALS: empty cardboard oatmeal (or potato-chip) cylinders
with lids, glue or glue sticks, scissors, bits of yarn,
ribbon, colored or printed paper, articial owers,
sequins, plastic jewels (keep each material in a separate
container), pebbles (a handful per child)
SKILLS: expressive language, descriptive language, writing,
patterning
Have children explore the decorative materials. Invite them to sort
and classify the materials into different groups that are similar in some
way. Ask: Which materials go together? Can you put them in groups?
Ask children to think of descriptive words to name the groups.
Children can use both real or made-up words, such as crumply,
smooth, or scritchy-scratchy! List childrens words on chart paper
and save for later work with writing titles.
Give each child a container, glue, and decorative bits. Share the poem.
Have the children select a few decorative pieces at a time and glue
them on. When dry, put pebbles inside the container and put lid on.
Ask: What will you call it? Tempt children with the descriptive
words collected at the start of the activity, saying, How can you use
some or all of these words to give your work a title? Write each
childs title and name on his or her plastic lid. Invite them to shake
the containers!
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HOW TO HOW TO
This is a construction project in which the only goal is to complete something that
pleases the artist. Drawing on this sense of freedom in their work, have children think of
titles for their collage containers.
You Name It!
(poem: Pat-a-Cake)
Pat-a-cake, pat-a-cake, what to make?
Well paste things together and give them a shake.
Bumpy stuff, smooth uff, fancy and plain,
When we are done well give it a name!
REUSE AND RECYCLE ART
Have children
decorate paper milk
cartons or other small
boxes.
Bring in cardboard
cores from paper
towels or gift-wrap
rolls and have children
decorate these.
Have children enliven
the front cover of a
small notebook by
gluing on various
objects.
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Whats in Fashion?
MATERIALS: plastic embroidery needles pre-threaded with
colorful yarn (long enough for necklaces), beads
in all shapes and sizes, dry ziti, O-shaped cereal,
large buttons, bits of plastic straws, fashion
magazines
SKILLS: prepositional phrases, expressive language,
vocabulary
Talk about fashion. Share some examples of unusual designs
in fashion magazines. Ask: What do you notice about some
of these looks? Do you think you could make something as
wild and wonderful?
Show children the collection of materials they can use to
create fashions. Discuss the materials and invite children to
brainstorm how they might use the materials to make fashion
accessories.
Demonstrate how to thread the items with yarn. As you work
together, sing the song. Ask: What other words can we put
in the song? Ask children to suggest new phrases to add to
the song such as: over and under, next to and between, front
and back, sew over and under the button, slide one thing
next to another.
Have a fashion show! Children can sing this variation on the
song: Come and see our fashions, our fashions, our fashions,
Oh, come and see our fashions, That we made today!
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HOW TO HOW TO
Colorful things to wear
are almost always popular
with children, especially if
they can say, I made it
myself. In this activity,
children will work with
prepositional phrases and
wordsand create the
latest IN look!
Sewing Song
(tune: In and out the Windows)
Here is whats in fashion,
in fashion, in fashion.
Oh, her is whats in fashion
Its our latest look!
REUSE AND RECYCLE ART
Have children make slip-on
bracelets using elastic cord
instead of yarn.
Give children pipe cleaners
to make colorful rings.
Punch holes in lengths of
grosgrain ribbon so children
can create belts by weaving
yarn through the holes. Make
them long enough to tie
around childrens waists.
Collect styrofoam packing.
When the class rst
examines them, consider
giving them a fun name: Lets
call them knerbles! They
can be easily strung to create
necklaces and bracelets.
To make hats, cut slits in
paper plates so children can
thread ribbon or elastic
through. Have them decorate
with collage materials and
colored feathers.
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A Tisket, a Tasket
MATERIALS: plastic or wooden berry baskets, lengths of ribbon,
colored twine or thin fabric strips, paper strips, glue,
small articial owers, pictures of insects
IN ADVANCE: Dip the ends of the ribbons in glue and let dry to make
them easier to thread.
SKILLS: letter writing, expressive language, creative expression,
ne-motor coordination
Show children the berry baskets and ask them how they might use
them to create letter baskets: How can we decorate the baskets so
they can hold our mail? What materials can we use?
Children can weave strips of ribbon, paper, or fabric in and out of
the lattice of the baskets. The ends can be left long, for
decoration. As children are working, chant or sing the song.
Help children notice that they can weave from top to bottom or
side to side or both. Explain that there is no one correct way to do
this.
Help children make handles, drawing ribbons from the four corners
or from the center points of the sides.
Provide writing materials for children to create letters, cards, and
pictures to place in their baskets.
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HOW TO HOW TO
Plastic berry baskets have almost completely replaced the old split-wood baskets, but
both can be used as the start of artistic creations.
(tune: A Tisket, a Tasket)
A tisket, a tasket
A pretty little basket
I wrote a letter to my friend
And sent it in my basket!
REUSE AND RECYCLE ART
Create an area for
the baskets so that
children can send
and receive mail!
Read or tell the story
Little Red Riding
Hood. Ask: What did
she carr y in her
basket?
Use strips of colored
tissue or crepe paper.
They may be puffed
out of the lattice
rather than drawn
tightly.
Empty cigar boxes
might be available
from a tobacconist.
Children can make
wonderful treasure
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Wonderful Wood
MATERIALS: wood in all shapes, sizes, and textures, white glue,
watercolor paints, cardboard bases
NOTE: Visit the shop of a ne woodworker or even a
lumberyard. Collect small cutoffs of lumber and dowel,
scrap ends of molding, wood shavings and curls. Ask an
aide or parent to examine all the wood bits and discard
any that could cause splinters. You might also check with
a lumber mill for course sawdust and wood chips, as well
as full, round cuts.
SKILLS: expressive language, ne-motor coordination, sensory
integration, predicting, problem solving
Provide piles of wood scraps. Encourage children to close their eyes
and feel the wood with their hands, asking, What does it feel like?
Have them smell the fresh wood, asking, What does the smell make
you think about? Make a list of the images that the sensory
exploration elicits.
Sing the song together and invite children to think about what they
might make with the wood. Refer to the list for ideas!
Allow children plenty of time to explore the different woods before
you give them the glue. This will allow them to truly experience the
wood before they feel they have to make something with it.
When they are ready, provide glue to hold the wood in place and
let dry. Use the words on the list to create titles for the scuptures.
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So much is made from plastic
that many children havent had
the joy of creating with wood
scrapsits a tactile experience
no child should miss! In the
process, children can use their
brainstorming skills.
Wood, Glorious Wood
(tune: Food, Glorious Food)
Wood, glorious wood,
Smell, hear it, and touch it.
Wood, glorious wood,
What can we build with it?
REUSE AND RECYCLE ART
Color the wood bits
with watercolor paint,
before or after gluing.
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Marvelous Masks
MATERIALS: large paper grocery bags, fabric, paint and brushes, glue,
paper plates and cups, ribbons, feathers, owers,
assorted junk materials
SKILLS: storytelling, characterization, problem solving,
phonemic awareness
Put out your collection of marvelous materials and invite children
to explore. Ask: How can we use these materials to make masks
and costumes?
Introduce the call-and-response chant on chart paper, asking
children to practice the alliterative line. Ask: What do you notice
about the words in the line? Does anyone in the class have a name
that starts with M?
Say, Lets make masks for playing and acting! In each bag, cut (or
help children cut) holes for eyes, nose, and mouth.
Have children decorate the bags. You might use paper cups (for
ears), paper plates (for owl eyes), feathers (for birds), and synthetic
fur (for cats and dogs).
After the masks are made, say the poem together again and invite
children to brainstorm M names for their characters. Then use the
masks for dramatic play.
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Materials that would otherwise be discarded make great masks, costumes, and castles!
Children can use their creations as the springboard for creating roles for a class play.
Many Marvelous Masks!
(call-and-response chant)
Teacher: With boxes and bags, any which way
Class: Many marvelous masks!
Teacher: We create roles for our own little play!
Class: Many marvelous masks!
Teacher: Each characters name will start with an M!
Class: Many marvelous masks!
Teacher: So well always remember just what to call them!
REUSE AND RECYCLE ART
Cut the top and
bottom from
cardboard boxes and
cut armholes. Attach
two fabric strips to
allow the box to hang
from the childs
shoulders. Then have
children decorate,
decorate, decorate!
Scenery can be
constructed from
boxes, tubes, and
cylinders.
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