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2 Animals in the Wild Grades 6-8 Students will learn about creating a focal point in a picture and creating a background around it. Pencils, markers, paint; semi-moist watercolor or tempera paint (basic watercolors not recommended). Books on animals in their natural habitats, National Geographic and nature magazines. 1. Discuss with students categories of animals from various geographical areas including local habitats. Have them choose animals that are protected, extinct animals, arctic animals or whatever animals they are interested in. 2. Draw lightly in pencil the animal or animals you want to feature as the focal point of your picture. Create an interesting background. 3. Wash the sky and land in very light watercolor. Use several shades for each area. 4. Using oil pastels, color animals and areas you want to highlight. Add details such as grass, clouds and trees.

3 Bugmania Grades 1-5 What do BUGS do? Fly, creep, swim and climb! What environment do they live in? Let your students use their imagination and create a wild and colorful world for one or more buggy creatures. Have them use various shapes to create the bugs and their surroundings. Oil pastels or markers. Pictures of different bugs. 1. Draw your composition lightly in pencil. Make sure students use most of the space on the paper. Draw large! Geometric shapes can be used to draw a bug, such as a beetle. A circle for the head and eyes, an oval for the thorax, and a larger or longer oval shape for the abdomen. Add additional lines and shapes for patterns. Remember to draw the antennae and the six legs for your insect! Have fun! Use your imagination! Give the bug a plant or two to make the background more interesting! 2. Add color. Use colors that are vibrant and that contrast. Do not use metallic or neon colors because they do not reprint well. 3. Outline in black markers for emphasis. 4. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

4 Color Texture Drawings Grades 4-6 Students will discover new ways to add color and style to their drawings. Color and Texture are two of the elements being reinforced in this lesson. Pencils, erasers, colored fine point markers. Artwork previously completed by teacher and/or students. Lots of resource pictures that students can reference when they begin their preliminary sketch. If the students are using stuffed animals as subject matter, they could bring their favorite animal from home to make the product more personal to them. 1. The student will sketch his or her animal or other subject matter on the white paper drawing large enough to fill the paper. 2. After sketching the picture with pencil, the student will use fine point markers to color the picture using small circles next to and touching each other. Do not begin randomly. Work in small sections. Don t forget the background! 3. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

5 Fauve Flowers Grades 8 - High School Students will learn about the artist Henri Matisse and his style of art, drawing and creating large flowers utilizing vivid and contrasting colors and specific detail. Pencils, markers, crayons, paint; semi-moist watercolor or tempera paint (basic watercolors not recommended), paintbrushes, water bowls. Botanical garden books, silk flowers, garden flowers. Artwork by artists such as Georgia O Keefe. Artwork by fauve artists such as Andre Derain and Henri Matisse. 1. Study the flower you have selected for your fauve flower study. Draw lightly in pencil your flower outline filling the entire page. Your flower can go off the edge of the paper. Sketch in the details of the flower, petals, stamen and leaves. 2. Wash in watercolor carefully the lightest flower color and leaves. 3. When your painting is completely dry, highlight areas in overlapping shades in colored pencil. Hint: the colors can be imaginary like the fauves. 4. Paint in watercolor around your flower in a contrasting color. You can emphasize area with contrasting colored pencil or fine line black marker. 5. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

6 Fit for Life Tile Wall Mural Project Students will learn the importance of being physically active to stay healthy! They will create a neat mural from individually drawn pictures showing activities they can do to stay healthy. Pencils, markers, crayons, oil pastels, paint; semi-moist watercolor or tempera paint (basic watercolors not recommended). Paintbrushes, water bowls. Artwork and photographs of people playing sports or doing other physical activity. People manikins used in art are useful. 1. Discuss with students the importance of being physically active. What sports do they like to play? Are they on any sports teams? What fun games do they play in gym class? How do these games make them healthier? What would happen to their bodies if they never ran, swam, jumped, or played? What good food choices do they need to make in addition to getting good exercise? Decide if all of the pictures will be drawn vertically or horizontally so no one s work is sideways when finished. 2. They will be drawing a picture of themselves doing a favorite activity. (Riding bikes, jumping rope, playing basketball or football, soccer, swimming, etc) Begin by lightly drawing geometric shapes for each body part; an oval head, rectangle body, long thin ovals for upper and lower

7 arms, larger long thin ovals for upper and lower legs. Make sure the edges of the shapes overlap slightly. Draw hands and feet. 3. When finished drawing the body in an action pose, add clothing details, shoes, sports equipment, etc. Add feet and hands. 4. Draw an appropriate background for the action figure. Color with crayons, markers, or colored pencils, or paint. 5. Write students names at least an inch from the edges of the paper. 6. Decide what slogan or picture you want in the middle of the mural. Staying Fit For Life! We Love Being Active and Healthy. Choose a student to draw and color the picture for the center. Another possibility is to send Art to Remember a picture of your school mascot and logo and have that picture as the center of your tile wall. They will work out the layout design to make it fit the space you need to fill for your wall.

8 Flower Power Grades 1-3 : Students will learn to paint or draw realistic flowers using complimentary colors and utilize the entire page. Paint (semi-moist watercolor or tempera paint), oil pastels or markers ( basic watercolors not recommended). Flowers, silk flowers, calendars and artists floral paintings such as Georgia O Keefe. 1. Choose a flower shape and draw it very large to the edge of the paper in pencil. 2. Using bright colors fill in the flower image. Hint: be creative - they don t have to be the real flower color. Make your flower your favorite color. 3. Carefully color in the background with a contrasting color. 4. Optional outline the flower image in a dark color. 5. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

9 Good Foods and Exercise for Great Health! Tile Wall Mural Project To teach students the importance of making good food choices and getting exercise for growing healthy bodies. Teachers can pick one topic, food or exercise, or they can cover both topics with their classes. Pencils, markers, crayons, oil pastels, paint; semi-moist watercolor or tempera paint (basic watercolors not recommended). Paintbrushes, water bowls. Health books, poster of food pyramid, Internet resources, pictures of people playing sports or being active. 1. Ask students what their favorite foods are. Are those foods healthy? What foods would help your body grow best? (Vegetables, fresh fruit, dairy products, etc.) Show a poster of the food pyramid if available. How much of each of the food groups does a person need to eat each day? What happens to your body if you only eat junk food? 2. What kinds of sports or games do students like to play? Do students get enough exercise? Why is it important to exercise? What happens to your body if it doesn t get physical activity?

10 3. Divide the class in half and have one group draw pictures of healthy foods they need to eat. The other half can draw pictures of children exercising and playing games or sports. Make sure to draw the food or people large enough to fill the space. For extra creativity, students could make the vegetables into characters that are doing sports. A carrot could jump rope, broccoli could do jumping jacks, a container of milk could play soccer. Use your imaginations! For more variety, the teacher could assign each student a different food or activity to avoid repetition. 4. After drawing their designs pass out the tools needed for coloring. Make sure students use bright colors! Tracing over pencil lines with thin markers and coloring inside shapes with crayons makes nice pictures. 5. Write the students names at least one inch from the edges of the paper. 6. Your school mascot, school name, or slogan can be in the center of the mural. Another idea is to have you or one of your students design a picture that will be used as the center. Brainstorm the title you want and how you want it written. Color neatly. Art to Remember can figure out the layout of the tiles for your wall to make it fit your available space.

11 Hand Stamp Flower Painting Preschool Children will learn about colors, textures, and different art mediums. Yellow Paper Textured Background Sponged Background Washable paint, (tempera or poster paint but not fluorescent), crayons (large), texture boards or any material that has a texture on it, paint brushes, Styrofoam trays or cookie sheets. Pictures of flowers from seed catalogues, calendars, fresh flowers, silk flowers, and artists floral paintings. If using Art to Remember s yellow paper, start with Step 2 1. Prepare background. Place paper over textured surface and rub surface lightly with broad side of color crayons that have had paper removed. You may overlap several colors for a different effect. Sponge painting the background is another option. 2. Painting process. Pour small amounts of paint in trays in a variety of colors. Press child s hand in desired color and carefully print on an area of paper where flower is to be placed. Add one or more flowers to complete stamping. Using paint brushes, have the children add leaves and details to complete their paintings. 3. Print name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

12 How My Garden Grows! Grades Kindergarten - 2 To learn how to use geometric shapes to draw flowers and insects. Pencils, markers or crayons. Pictures of flowers and insects from publications such as Better Homes and Garden Magazine. 1. Ask students to name different kinds of flowers: daisies, roses, sunflowers, tulips, lilies, dandelions, etc. Show students how to use basic geometric shapes to draw flowers. Ask students how old they are. They will draw the same number of flowers as their age. The flowers should be fairly large. 2. Ask students what insects or bugs like flowers: butterflies, bees, caterpillars, etc. They can include these in their picture. As a part of a science aspect, discuss the body parts of an insect. 3. Draw a circle for the butterfly head, and oval shape for the thorax, and a longer skinnier oval for the abdomen. Next add the eyes and antennae. Butterflies have two sets of wings on each side of their bodies. Draw a large circular shape on each side of the thorax. Under that shape draw a large U-shape that touches the bottom of the body and curves around to the edge of the first wing shape. The wings need to be symmetrical, another vocabulary term that students can be introduced to. 4. Color the pictures with crayons. If time or extra room allows, students could add a sun, clouds, or a rainbow in the sky. Finally, for extra pizzazz, trace the drawings with a black crayon after finished coloring. 5. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

13 Lighthouse Drawings Grades 4-8 To learn how to use shapes to create a lighthouse and how to use art materials effectively to add color and form to the shapes. Colored with crayons Painted with tempera cake paints Pencils, markers, paint; semi-moist watercolor or tempera paint (basic watercolors not recommended). Examples of lighthouse pictures for students to see. Use old calendars, the Internet or art websites. American artist Edward Hopper painted a number of lighthouse paintings. 1. Draw a horizon line near the center of their paper. Next draw two almost vertical lines that intersect with the horizon line to make the sides of the lighthouse. The lines will be closer together at the beginning and gradually move farther apart. Leave a couple of inches at the top and bottom of the paper for the roof and cliff. 2. Connect the top of the lines together with a line that curves up in the middle, and then curves back down to the other line (like a frown). This will be the top of the lighthouse without the roof. To make the bottom of the lighthouse, draw a line that curves down in the middle and then curves back up (like a smile). 3. Draw a triangle or half circle to make the roof for the lighthouse. On top of the roof add a decorative finale.

14 4. Add stripes or diamonds on the lighthouse. Any horizontal lines on the lighthouse that are above the horizon line will curve up slightly in the middle (like a frown). Any horizontal lines below the horizon line will curve down (like a smile). 5. Add a small house on the side of the lighthouse for the lighthouse keeper. Draw a cliff around the lighthouse. 6. Make sure to leave a space at the top of the lighthouse next to the roof for the light to shine out over the water. Large boulder shapes can be added at the bottom of the paper. 7. Color with crayons, colored pencils, or markers. Students could trace drawings with thin permanent markers and paint with watercolors or tempera paint cakes. Try to add darker shades of color on one side of the lighthouse to make it look rounder. Use yellows and oranges to make the light look like it is glowing at the top of the lighthouse. 8. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

15 Making an Impression Grades 7- High School Students will learn about impressionism and pointillism, the use of the color wheel to create light and dark areas in a piece. Pencils, oil pastels or prismacolor sticks, paint brushes and water bowls (basic watercolors not recommended). Paintings of the Impressionist Claude Monet and Post Impressionist Georges Seurat. 1. Explain the terms impressionism and pointillism. Show students how patches of colors close together are blended by the eye to look like another. Yellow next to blue green. 2. Decide on the composition that you would like to do in the impressionist style and sketch in guidelines lightly in pencil. You can choose from still life, portrait, landscape, or a floral. 3. Working from light to dark create the background. Use several colors in a variety of shades. 4. Use a variety of contrasting colors to emphasize your focal point or center of interest. 5. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

16 My Favorite Pet Grades Kindergarten - 3 Students will learn to draw from pictures and add their own creative touches utilizing the entire page and a variety of color. Crayons or markers. Pictures of students pets or animals that are pets. 1. Discuss with students their favorite pet; ask them to bring in a picture if possible. 2. Observe the shape of your pet and draw lightly in pencil. Pay attention to your pet s surroundings. Is he running, playing or doing a trick? 3. Color with markers, crayons or a combination using a variety of lights and darks. 4. Optional outline in black markers for emphasis. 5. Create an interesting background. Is your pet inside or outside? Be sure to fill in the entire background in color. 6. Print child s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

17 Mystery Pattern Picture Grades 3-5 Students will learn how to incorporate patterns into their artwork and utilize shapes and colors. Pencils, markers, crayons, paint; semi-moist watercolor or tempera paint (basic watercolors not recommended), oil pastels or markers. Paintbrushes, water bowls. Artwork by Henri Matisse. Wallpaper or fabric sample books. 1. Choose a geometric shape such as a circle, rectangle, square or triangle. Draw it very large on your paper in pencil, leaving at least an inch margin on top and bottom. 2. Draw your first name or initials within the geometric shape. 3. Decide what you want your shape to be about. Be creative! A rectangle could be a van, house or billboard. A circle could be a fish, a planet in outer space or a ball. Create an interesting background for your shape. 4. Create repeat patterns and draw them in the spaces between your name or initials. 5. Color with markers or colored pencil. Outline areas you would like to emphasize. 6. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

18 Preschool Artwork Ideas You don t have to be an experienced artist to create a memorable masterpiece! Children of preschool age and younger can make colorful pictures of their own that look great on all Art to Remember products. Here are several examples that have worked well with past customers. Handprint and footprint art can be used to make anything from fun bugs, tame or wild animals and funny frogs and fish!

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20 Sailboat Paintings Grades 4-6 To learn about American Artist Winslow Homer, and to use watercolor paints to create a painting. Using shapes, lines and contrasting colors is also important for this project. Pencils, markers, crayons, paint; semi-moist watercolor or tempera paint (basic watercolors not recommended), oil pastels or markers. Paintbrushes, water bowls. Pictures of American artist Winslow Homer s paintings of sailboats. He painted them while he was in the Bahamas. If his work is not available, any pictures of sailboats and palm trees would work. 1. Demonstrate how to draw the boat by drawing an upside down trapezoid for the bottom of the boat, and smaller right side up one for the cabin of the boat. 2. Draw a vertical line above the cabin for the mast of the boat. On each side of the line draw a triangle for the sails. They are more interesting if they are not the same size. Students can add stripes on the sails and on the boat. They can also add windows and doors to the cabin. 3. Behind the boat, which should be located near the center of the paper, show students how to draw a horizon line. Near the bottom of their paper, they can draw another line for the beach.

21 4. On each side of their paper, students can draw palm trees or tropical plants. To draw a palm tree, draw a very skinny tall trunk. At the top of each trunk, draw five or six lines coming out like spokes on a wheel. On each side of the line draw a curved or zigzag line for the edges of the palm leaves. 5. Optional outline in black markers for emphasis. 6. Next students will be either coloring their art with crayons or markers or painting with tempera paint cakes or watercolors. Paintings will be more successful if students paint the boat, sand and trees one day, and the water and sky on another day. Remind students to use contrasting colors. Warm colors-pink, yellow, orange, and red in the sky, blue, purple, and a little green in the water. Avoid making the boat a color that matches the water or sky too closely. 7. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

22 Still Life a La Pattern Grades 4-6 Students will learn about still life art, artists and the use of patterns in art. Markers or oil pastels. Pieces by Paul Cezanne, Henri Matisse, and Pablo Picasso. Objects that could be included in a still life picture musical instruments, fruit, flowers and books. Wallpaper and fabric sample books that have repeat patterns. 1. Draw one or more objects for your picture lightly in pencil. Overlap shapes that are in front or back to show depth. 2. Create repeat patterns in several areas of your picture. This can be on one or more of the objects or the background. 3. Color with markers or oil pastels using contrasting colors so that your still life will be the center of interest. 4. Optional outline in black markers for emphasis. 5. Print child s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

23 Tropical Feathered Friends Grades 4-6 To learn about endangered birds and create a picture that incorporates their environment utilizing bright, vivid colors and create effects using contrasting colors. Markers or oil pastels. Books about tropical and exotic birds and the rainforest, photography books, National Geographic. 1. Draw lightly in pencil your exotic bird or birds in a tropical environment surrounded by colorful flowers, plants and trees. Draw your bird large so that it is the focal point or center of interest. 2. Color your picture using yummy, lush, exotic colors such as bright orange, lemon yellow, hot pink, lime green and peacock blue. Contrast light against dark for emphasis. 3. Outline in black markers for emphasis. 4. Print child s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

24 Underwater Scene Grades 1-3 Students will learn to map out the ocean, floor and sea creatures, leaving no white space. Crayons or markers. Pictures of underwater scenes and underwater animals and plants. 1. Have students divide paper into three sections ocean floor, water and sky in pencil. Make the water the largest space! 2. Discuss different types of sea animals they might like to include in their picture and draw lightly in pencil. Add details of sea grasses and coral or shipwrecks. 3. Color with crayons or markers. Outline for emphasis. Use colors that contrast with the sky and water. 4. Optional outline in black markers for emphasis. 5. Print child s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

25 Van Gogh Starry Nights Grades 3-6 Students will learn about Vincent van Gogh and his art. To learn to use oil pastels and watercolor paint effectively to create his swirly sky. Pencils, markers, crayons, oil pastels, paint; semi-moist watercolor or tempera paint (basic watercolors not recommended). Paintbrushes, water bowls. A picture of Vincent van Gogh s painting, The Starry Night. 1. Have students look at the painting, The Starry Night. Notice how swirly the stars and sky are. What are the main colors in his painting? Students will draw a landscape picture of someplace they have visited. It could be a beach, a big city, someplace with mountains and lakes, an amusement park, or even just their back yard! 2. After students draw their picture, they can trace over the lines with oil pastels or just crayons. In the sky, use dots of yellow or white for the stars. Remember to add the moon! Use white and yellow oil pastels around the stars with short dash lines. Fill the spaces in between the stars with dash lines of light and dark blue, and purples. Try to make the sky look wavy and swirly! Leave space in between the lines for the paint. 3. The spaces can be painted with watercolor paint, or simply colored lightly with the crayons or oil pastels if paints are not available. Paint yellow over the circular stars and blue and purple paint in the rest of the sky. 4. Set paintings in a safe area to dry. 5. Print student s name legibly at least an inch from the edge of the paper so the name will not be lost in printing.

26 IMPORTANT NEW ART GUIDELINES! Please review the Art Guidelines carefully to ensure the best possible customer service for your school program. Not following guidelines can affect quality and cause postponed delivery of products Paper Standards YOU MUST USE OUR 8 x 10½ drawing paper. Do use only the paper that we provide for you. Do feel free to request extra paper if you need it! Do feel free to request our optional yellow paper for your Kindergarten and Pre-school programs. Don t substitute any other paper for our standard drawing paper even if it seems like a close match. Don t use construction paper. Don't cut your own paper. We're happy to send you more if you run out! Using Color Do use lots of bright and bold colors! Do fill the entire page with color. Don't use neon paint or highlighters. Don t use construction paper. Don t use pale images. Light colored pencils and too soft of strokes do not transfer well. Don t write on the back of artwork in marker or pen! Effective Mediums Do use marker, crayons, water colors, paints, and oil pastels. We can supply heavy paper for heavier mediums. Don t use fluorescents, metallics, glitter, sand, salt, foils, cloth or woven materials. Don t use anything requiring glue, such as yarn, wiggly eyes, cut and pasted pieces of paper. Don t create scratch art. We no longer accept this type of artwork because it doesn t produce quality products. Don't use photographs or scanned images for original art. Identification/Orientation Don t write on back of artwork in marker or pen. Don t randomly place your label on the back of the artwork. It should go in the upper left hand corner on the back of the artwork. This helps us determine the orientation of the artwork. Don t put labels on the front of the artwork. Do identify student artwork before it s completed. Write it lightly on the back in pencil. Do place labels in the UPPER LEFT HAND CORNER on the back of the artwork after the artwork is completed. Do ask your students when unsure about the orientation (vertical or horizontal) of the artwork. Do make sure children s names and dates are at least 1 from the edge of the page. Themes Do choose colorful and fun themes for your program (i.e. fish, insects, birds, flowers, landscapes, families, animals, self-portraits, handprints. (See our website for ideas: Don t use copyrighted images (i.e. Looney Toons, Disney ), violent characters, words without pictures, or holidays that may pass before the order arrives.