The following lessons were created for mixed-age groups in an out-of-school time program. Each project can be adapted to different ages, abilities, and learning styles, making them engaging for a wide range of learners.

Weaving Exploration

Students explored the art of weaving by first looking at the clothing they wear every day. Together, we discussed how fabric is made, identified different weave patterns and textures, and learned why clothing can look and feel different.

To introduce weaving, students used pre-cut paper strips to weave colorful sweaters for paper bears. This project helped them practice the over-under weaving pattern while developing fine motor skills and pattern recognition.

Later in the week, students applied their new skills by creating their own woven artwork using homemade looms made from paper plates and yarn. They learned the difference between warp (the vertical threads) and weft (the horizontal threads), experimented with a variety of weaving materials, and discovered how tight and loose weaving affects the finished piece. Students used plastic forks to pack the weft threads together as they built their designs.

The photos on the left and center show students' completed woven artworks, while the photo on the right captures students experimenting with finger weaving as they explored another traditional fiber art technique.

Abstract Expressionism

Students explored the elements of line, movement, and color while learning about abstract and Abstract Expressionist art. They used crayons and markers to create lines, shapes, and textures before adding watercolor to the open spaces. Through the process, students observed how colors interact and how watercolor resists crayon to create unique effects.

Self-Portrait Reflection

The following day, students reflected on their artwork by creating a self-portrait collage. They discussed what makes them unique, then used scrap paper to write words describing their interests, strengths, and personalities. Students combined their self-portrait with these words around them to create an artwork that represented who they are.

Community Mural

Students explored the purpose of community murals by viewing examples of public art, including murals from the Kansas City area. Together, we discussed how artists work collaboratively, choose a shared theme, and create artwork that represents a community.

A 5-foot sheet of paper was mounted to the wall to serve as our mural. As a class, students selected a theme and established expectations for sharing space, respecting one another's ideas, and working together. They then collaborated to create one large mural, practicing communication, teamwork, and creative problem-solving throughout the process.

Kandinsky & Music

Students were introduced to Wassily Kandinsky, abstract art, and the connection between color, music, and emotion. After watching a short video about Kandinsky's life and artwork, we discussed synesthesia and how some people associate colors with sounds, words, or emotions.

Students then explored this idea through their own artwork. Using a variety of drawing materials, they listened to different pieces of music and created lines, shapes, and marks inspired by what they heard and felt. Rather than drawing realistic images, students focused on expressing movement, rhythm, and emotion through abstract art.

Frog on a Lily Pad

Students created a three-dimensional frog sitting on a lily pad using construction paper. They began by adding wavy lines and textures to a large blue background to represent water.

Next, students cut simple shapes from colored construction paper to build the frog's body, legs, eyes, and lily pad. After assembling and gluing the pieces together, they were encouraged to personalize their artwork by adding their own details. Some students included flies, additional lily pads, smaller frogs, or other pond elements, making each project unique while encouraging creativity and individual expression.