Grade 3: Tints and Shades Self-Portraits

Third graders mixed tints and shades to create these fabulous self-portraits.  We did this project after I saw my friend Mrs. Haney do the same with her third graders.  The students received an 8×10 xerox print of their photograph.  We then studied how to make tints (add white) and how to mix shades (add black).  They looked at their photographs to determine where the tints and shades would go.  As students mixed tints and shades they discovered they could change the lightness or darkness of a color by adding more or less white or black.  They in turn, created their own value scale on their self-portrait.

What a challenging project! But they did a great job!!

Mrs. Custer


Kindergarten: Me in Winter Clothes painting


Kindergarten students painted themselves wearing winter clothes with Mrs. Thomas.  This was the first time Kindergarten painted with tempera in the art room.  They practiced several painting techniques using the brush.  They did a great job with Mrs. Thomas!

Mrs. Custer

Third Grade: Cultural Self Portrait paintings

Third graders looked at the artwork of Frida Kahlo and discussed several symbols that are representative of their culture.  They created these lovely self-portraits with Mrs. Thomas using several painting techniques. I especially enjoy the bright colors and patterns.

-Mrs. Custer

Kindergarten Pumpkin patch

Kindergarten students used line, shape, and painting techniques to create their pumpkin composition.  We looked at real pumpkins and discussed their textures, forms, and color.  Some students mixed red and yellow to create their own orange, while others enhanced the shadow and highlights of their pumpkin.

These were completed on 12×12″ paper and then all were displayed in our school.  I especially love how each pumpkin is unique and expressive.  They really cheer me up as I walk down the hall!

Mrs. Custer

Grade 4: Looking through a fishbowl

Fourth graders in Mrs. Hodges’ class created unique drawings of themselves looking through a fishbowl.  Students thought of composition and textures when deciding where to place the objects in the fishbowl.  I especially love how the portraits look distorted, or magnified, depicting an accurate representation of looking through water.

Thanks for viewing,

Mrs. Custer

Grade 6: Land Development

Mr. Scesney’s sixth grade students created these compositions after our discussion on land development.  I asked them, “What does our community need?” and, “What kinds of development would make our community better?”  They had their choice between recreational, commercial, commemorative, or residential development.

This lesson was part of our county’s sixth grade fine art assessment.  I think they did a great job.  Can you guess which type of land development they painted?

Grade 4: Virginia Regions

Mrs. Hodge’s fourth grade class painted landcapes featuring a Virginia region.  We discussed how Virginia is made up of mountains, beaches, marshes, and plains.  Each student designed a composition of a region they’ve been to in Virginia or would like to visit.  I especially like how they practiced several painting techniques by filling in the foreground, middleground, and background.