art activities for special education students

Teaching Art to Special Needs Children: Approaches and Creative Activities

• Post category: Special Needs

Art is a universal language that transcends boundaries and allows individuals to express themselves in unique ways. For special needs children, art can be a powerful tool for communication, self-expression, and personal growth. However, teaching art to this diverse group of children requires patience, adaptability, and a range of effective approaches. In this blog post, we will explore various methods to teach art to special needs children and provide examples of art activities that can foster their creativity and development.

Approaches to Teaching Art to Special Needs Children

Individualized Instruction: One of the key principles when teaching art to special needs children is recognizing that each child is unique and may require individualized instruction. Some children may have motor skills challenges, while others may struggle with sensory processing. Tailoring your approach to each child’s specific needs is essential. For instance, if a child has fine motor difficulties, you can provide larger brushes or adaptive tools to make painting more accessible.

Sensory-Friendly Environment: Creating a sensory-friendly art space is crucial for special needs children. Sensory integration issues can be common, so consider the sensory aspects of the art materials you use. Use non-toxic, odorless, and hypoallergenic supplies. Additionally, provide sensory breaks as needed to prevent overstimulation.

Visual Supports: Visual supports such as visual schedules, social stories, and step-by-step instructions can be valuable for children with autism or other communication challenges. These tools provide a visual guide to help children understand the art activity’s sequence and expectations.

Incorporate Routines: Many special needs children thrive on routines and predictability. Incorporate consistent art routines into your teaching approach, such as starting each session with a calming activity like deep breathing or a sensory warm-up.

Choice and Autonomy: Empower special needs children by offering choices within the art activity. Let them choose their materials, colors, or subjects whenever possible. This fosters independence and personal expression.

Art Activities for Special Needs Children

• Collaborative Painting: Collaborative painting is an excellent way to encourage social interaction and cooperation. Set up a large canvas or paper and invite children to paint together. Provide adaptive tools like sponge brushes or rollers for those with motor difficulties. This activity promotes teamwork and the joy of creating together.

2. Texture Exploration: Sensory processing can be a challenge for some special needs children. Create texture exploration stations with various materials like sand, fabric, feathers, and foam. Encourage children to touch and manipulate these textures, incorporating sensory play into art. and the joy of creating together.

3. Nature-inspired Art: Take the children outdoors and let nature inspire their art. Collect leaves, flowers, and twigs, and use them as stamps, or create nature collages. Nature-based art activities not only stimulate creativity but also connect children with the natural world.

4. Storytelling through Art: Storytelling is a powerful way to engage special needs children in art. Read a story or show them a picture book, and then ask them to create their own art based on the story. This activity encourages imagination and language development.

5. Music and Art Fusion: Combine music and art to create a multisensory experience. Play different styles of music and encourage children to express their emotions and thoughts through art. They can use colors, shapes, and lines to represent the music’s mood.

6. Recycled Art: Emphasize eco-friendly practices by using recycled materials for art projects. Collect cardboard, paper rolls, and bottle caps, and challenge children to transform them into art masterpieces. This activity promotes environmental awareness and creativity.

7. Body Painting and Movement Art: Allow children to explore their bodies as a canvas. Use washable, non-toxic paints to encourage them to paint on their hands, feet, or even their entire bodies. This activity combines art with movement and sensory experiences.

Teaching art to special needs children is a rewarding journey that requires creativity, flexibility, and empathy. By embracing individualised instruction, creating sensory-friendly environments, and incorporating inclusive art activities, educators and caregivers can empower these children to express themselves and discover the joy of art. Remember that the process of creating art is just as valuable, if not more so, than the final product. Every stroke of a brush, every touch of a texture, and every moment of self-expression is a step towards personal growth and development for special needs children.

Inclusive art activities like collaborative painting, texture exploration, and nature-inspired art can provide a rich and engaging art experience while accommodating various needs and abilities. By adopting these approaches and activities, educators, parents, and caregivers can make art a meaningful and enjoyable part of special needs children’s lives, fostering creativity and self-expression.

Teaching art to special needs children is a rewarding and enriching experience, and with the right approaches and activities, it can be a powerful tool for their development and self-discovery.

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• Adapted Art

8 Amazing Adapted Art Lessons

Scribble monsters are a favorite in my adapted art class!

If you follow me on Instagram you probably know that I am absolutely head over heels in love with teaching adapted art! I love teaching and creating lessons that meet the individual needs of my students in order to provide them with their own authentic, enriching, and engaging artistic experiences. I am so excited to share some of my favorite art projects for adapted art class at the elementary level.

Muffin Tin Prints

Before I go any further with this post you must stop right now and purchase the book Art Workshop for Children by Bar Rucci. Bar has been one of the most influential art educators in my life regarding planning my adapted art lessons. In her book, you will find SO many incredible process-based art lessons that can all easily be adapted to students with varying needs. One of my favorite lessons of hers is called Muffin Tin Prints. The concept is pretty easy- paint the back of a muffin tin with whatever colors you like (I usually have an analogous color scheme available for students). Then place a small piece of paper over the top of the paint, creating a monoprint, pull up, and wa-la! You have pulled a gorgeous print from the paint! These are so fun for students and the products are gorgeous when displayed together! For more detailed instructions be sure to grab Bar’s book or head to her blog artbarblog.com .

2. Bubble Wrap Printing

Bubble wrap printing is so fun for any student, but my adapted students absolutely love the texture and process of bubble printing. It’s so easy, just use tempera paint to paint on the bumpy side of the bubble wrap, flip it over onto another piece of construction paper and lift to reveal a print! You could also take it a step further and wrap a piece of bubble wrap around a rolling pin so students can roll the texture onto paper. I love to use this printed paper for other projects, like paper weaving (as shown here) and as the texture for this rainbow cloud mobiles.

3. Sensory Bottles

For this project, we followed Especially Education’s   blog post that you can find here . Plastic bottles were ordered from amazon, and all you need is water, clear glue, and random snazzy goodies! We filled the bottles 3/4 with water and then my students did an amazing job squeezing enough clear glue to the top. I had an assortment of water beads, glitter, sequins, beads etc available for students to pick and choose to add. Even though I bought funnels I found that styrofoam cups were the best way to pour the goodies in! We added a few drops of liquid watercolor (don’t add too much- a little goes a LONG way) and then once they were filled I hot glued the lids on justttt Incase! You can find the steps above. Disclaimer: Please make sure your students’ safety is your #1 priority. Any of my students who crave oral stimulation were not given access to water beads or anything that could potentially go in their mouth, or they were added by an adult in the room. Always always make sure your students are being closely supervised when using art supplies no matter what they are!

4. Scribble Monsters

For years I’ve done some version of this “scribble monster”‘ with my adapted art class but recently tied this project to the book The Color Monster . Here’s how you can make your own!

1. Using fluorescent oil pastels students used either warm or cool colors to scribble on a piece of 80lb drawing paper. 2. Using watercolor (or liquid watercolor) students painted over their scribbles. This technique is called “wax-resist”, meaning the water-based paint will not stick to the oil pastels which allows them to shine through the paint brightly. 3. Once the painting is dry, I lightly drew an outline similar to a chubby cat over the paintings in pencil. Then using a small piece of cardboard and black tempera paint, students dipped one of the edges of cardboard into the black paint and “tap tap tapped” along the edge of my pencil lines making the monsters look like they are covered in hair. 4. We glued google eyes on and tapped the black paint and cardboard across for a mouth and then also used it to stamp the monsters’ bushy unibrow 🤣 5. Teeth were cut out of white scrap paper and glued on my students. I encouraged them to add as many teeth as they wanted! 6. Monsters are then cut out, mounted, and matted. Bonus if you want to create a fun textured border with texture rollers!

5. Colorful Cardboard Village

 Inspired by the gorgeous rainbow murals in the Village of Palmitas in Mexico by the German Crew, my adapted students love always love transforming old cardboard supply boxes into gorgeous colorful houses! To make the colors pop on the cardboard be sure to use higher quality tempera paint and mix it with a little bit of white to make it more opaque. I love to use fluorescent paints because they look so bright on the cardboard. Often times to get the students started I will draw a few doors or windows with a chisel tip sharpie or bingo dauber filled with black India ink (a Cassie Stephens hack you can find here ) and I will even cut open a few parts with a Canary cardboard knife   (the best tool ever) so they will get even more excited about their house/ building! One of the best parts of making huge cardboard houses is how they all look when you display them together. 

6. Nature Mobile

The project comes from my friends Bar and Shannon over at The Creativity Project . You can find so many incredible ideas through their blog and website, so be sure to check it out! My adapted art students loved painting the leaves, pine cones, sticks, threading beads, and wrapping pine cones in brightly colored yarn. This beauty was then hung from the ceiling in the students’ classroom.

7. Flower CD Prints

 I started this project a few years ago and it never ceases to amaze me every time I do it! Shout out to my media specialist for all the old CDs that were no longer used- perfect for printmaking! Starting with a little white for paint mixing (this makes the paint pop on the black paper- but not necessary if you print on white). Crayola premier fluorescent tempera is my paint of choice! Students could either paint some type of radial flower design or they could paint the CD solid and then use a Q-tip to subtract away paint with bumpy or curvy lines- or do both! Once the CD is painted just stamp it on the paper. I also love to have my kids do a ghost print right after to see how it looks! One thing I try to do is have my students use two analogous colors per CD and have multiple colors schemed CDs in rotation. If you mix too many colors on one CD they will definitely get muddy. To finish them up I cut a few leaf shapes out of styrofoam to paint and print as well. You could also add small dots of seeds/ details with Q tips at the end lots of possibilities for exploring! So easy and fun to do! 

8. Contact Paper Sun Catchers

Using contact paper, small pieces of tissue paper, a smidge of glitter/ sequins and embroidery hoops these beauties are sure to make any space they’re hung in gorgeous!!  All you have to do is give students one piece of contact paper with the sticky side up, have students place materials of their choice in the arrangement they would like. Once they are finished, cover with another piece of contact paper, piece sticky side down, sealing the tissue inside. Place contact paper in between two rings of an embroidery hoop, trim the edges, and hang in a window. For more fun, you can hang ribbon or DIY pom-poms from the bottom.

If you decide to try any of these projects be sure to tag me on Instagram ( @artwithmrs.e ) so I can see and share your students work!! Have fun!

Kaitlyn Edington

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4 Concrete Ways to Modify Art Projects for Students With Special Needs

As first-year teachers, we all run into things for which we are not prepared. For me, one of those experiences was teaching an adaptive art class to 20+ students with severe and profound needs on my very first day of school. Needless to say, coming in with no formal special education training, it was a train wreck. It took many weeks of failure before I finally figured it out.

Walking into the art room is a fantastic experience because there is a place for all students to thrive. For many students with special needs, the art room might be the only inclusive part of their day. However, trying to meet the needs of all students can be difficult and time-consuming. The key is to start with the same materials and subject matter the rest of the class is using. This method will prevent you from having to start from scratch.

Here are 4 concrete examples to help you get started.

1. use technology and transparencies to modify portrait lessons..

Creating portraits is challenging for almost all students whether they have special needs or not. Above, you can see the results of a smashed portrait project with a painted background. Here, students used the grid method to draw the portrait.

You can easily modify a portrait lesson like this one with the help of technology. Start by taking a photo of your student. Then, have them transfer that photo onto a transparency. Depending on the student’s needs, they could trace their photo onto the transparency using a permanent marker, or they could print the photo directly onto the transparency using a digital printer. If they do the latter, you could have them digitally edit the photo first.

Finally, instead of painting a detailed background, students could use a Gelli plate to create a monoprint to which their transparency could be attached.

2. Use a light box and modify requirements for drawing projects.

Above you can see a drawing lesson that focuses on contour line, value, and shading. Students start by creating a contour line drawing of their subject and divide the paper into different sections to practice value techniques.

To modify the project, have your students select an image, print it out, and use a light box or transparency to aid in tracing. Students can still divide their background with a ruler. But, instead of adding value to the sections, have students use a material like markers to fill in each shape. You can see a modified version of this project in the photo below.

3. Use molds and extruders to help with clay projects.

Clay is a versatile material and is excellent for students who have trouble with motor skills. However, working with fine details can sometimes be difficult. For example, rolling coils to create a vessel might be complicated. Instead, try using a mold. Slump molds are an excellent way for students to explore clay without having to worry about creating a coil or slab.

Cover the mold with plastic wrap and let students press pieces of clay into it, making sure to smooth them together as they work. No scoring or slipping is necessary if the clay is plastic enough. Make sure to remove the clay from the mold before it is leather hard to prevent cracking.

If students can create clay coils or you have an extruder, use the coils to trace. Placing coils over the student’s name or a drawing they’ve created is a simple way to modify the coil technique. Students will likely need assistance attaching the designs or names to another surface like a slab of clay.

4. Simplify and use templates to make lessons more accessible.

The above photo is a plaster gauze sculpture project made with recyclable materials. To modify a lesson like this for your adaptive art students, limit their materials and use templates.

To allow my students to have the experience of making something with recyclables and plaster wrap, I showed them how to make giant pencils. I gave each of my students one paper towel roll and a piece of oak tag paper. They used a template to make the point of a pencil with the oak tag paper and attached it to the paper towel roll using masking tape. I then gave students smaller pre-cut plaster gauze strips so they could apply them to their armature to complete their pieces.

No matter what projects you’re modifying, having a variety of modifiers to choose from is helpful.

Here are 5 essential tools to keep on hand for easy modifications. 

• Stencils and templates
• Light box for tracing
• Adaptive scissors
• Large, easy-to-hold materials
• Transparencies for tracing

You can find even more tools and ideas in this video .

Creating effective modifications for your students does not need to be time-consuming. Remember to keep it simple by using the materials and methods already in place and finding ways to adapt them to meet the needs of your students.

What examples of project modifications can you share?

What are the biggest joys and challenges that come with working with adaptive art students?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Abby Schukei

Abby Schukei, a middle school art educator and AOEU’s Social Media Manager, is a former AOEU Writer. She focuses on creating meaningful experiences for her students through technology integration, innovation, and creativity.

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Special Needs Art Lesson Plans: Modified Lessons for Special Education Students

• Kathy Foust
• Categories : Inclusion strategies for mainstreamed classrooms
• Tags : Special ed information for teachers & parents

These lesson plans were created to teach students about different mediums of art, including ones they can easily do at home. Read through the lesson plans below and use one or all of them to help your students express themselves with pride.

Self Portrait

Doing self portraits is not only a fun way for students to practice working with paints, but can also be a therapeutic tool for them to express themselves with. As you direct your students to create a self portrait, make sure that they are aware that this self portrait does not even have to look like a person, but can be an expression of how they feel or how they see themselves. Offer students construction paper and tempera paints to do the self portrait.

Varied Painting

Have students practice different ways of painting that will help them improve their fine motor skills. Use some of the suggestions below.

Have students use Q-tips to paint their art designs.

Ask students to hold a piece of yarn in some tempera paint, then take it out and use it to make designs on their papers.

Ask students to paint a picture using tempera paint, then sprinkle it with salt to see the creative new shapes and splotches that appear.

Play music while painting and have students try to paint the beat of the music or paint the way the music makes them feel.

Ask students to cut out specific shapes or tear shapes out of construction paper. Lay the shapes on a piece of construction paper with something to hold them down. Spray tempera paint from a bottle over the shapes. Remove the shapes and discuss the various designs with students.

Egg Cartons

Not only are egg cartons fun and easy to work with, but they cost nothing and promote recycling through reusing. Use egg cartons to teach your students about the joy of recycling as they use their fine motor skills and imagination to create these fun projects.

Have students design their own bugs using egg cartons, paint, glitter and pipe cleaners. Use one egg section or string together more than one for a fun bug to play with.

Allow students to design an egg carton for them to keep their collections in!

Use egg cartons to start a small garden and teach your students about the life cycle of a plant.

Be Creative

These are some very simple special needs art lesson plans that allow the students to practice using things like scissors, paint brushes, glue and paint. Watch your students use their tools and their level of enjoyment as they proudly work on their masterpieces. Use what you see to create more fun lesson plans!

Tips For Adapting Art For Special Needs Kids In Your Classroom

Posted april 4, 2014 @ 11:59am | by danelle.

Providing a successful inclusive art experience is about assessing, simplifying, and adapting to each child’s abilities. This can be challenging on an individual level as well as in a group classroom setting. In a perfect world there would be infinite time and resources to provide this. Many times projects can become oversimplified for a child with special needs where they are not learning new skills. Or they simply are not getting to “actively” participate in the creation of their own self directed work.

Tips for adapting art for kids with special needs:

Present and explain art projects with one step directions. Sometimes all a student with disabilities may need to be successful in having an inclusive art experience is to have information presented to them in a different way. Some kids can’t break down the idea as a “whole”. But if you help them find a place to begin with a simple Step 1 and Step 2 that they can follow it may be enough support to allow them to participate successfully. They are not just be an observer to someone else “creating “ their art work for them.

Give kids with special needs more time. Many kids may just need more time to process and complete the instructions. This can be a challenge especially if you are in a group class setting. Let the artist know that it is okay if they just complete a few steps of the project. This can help decrease frustration and anxiety that may cause the artist to not even try to participate.

 Try presenting information in a visual format. If possible and appropriate use pictures with written steps that the artist can look at for completing the art project to reinforce concepts and instructions. Write the steps with pictures of art materials, what the end picture should look like etc…. Think about any visual aids that could be included with written instructions. Since each child is different try different things. Also, a whole list of steps may work well for one child but it may be too much information for another. Some kids need to see one step at a time. This is all about experimenting and adapting.

 Demonstrate what you would like the artist to do. Show the artist how to do the “action.” Then have the artist try. Seeing how something is done may be all a student with special needs requires to be able to successfully start and complete an art project.

 Offer alternative ways of doing things. If a child struggles to hold a pencil for a drawing assignment or project is there a way to translate the project into another art material? Instead of drawing the subject or theme could the artist use clay instead ? It can be especially challenging to find ways to adapt projects for kids with limited motor skills and abilities. Think about ways to translate the project using the process of printing. Kids may be able to grasp an object in the palm of their hand on their own or with hand over hand assistance. Look around and find objects that can be dipped in paint and pressed on the paper. This can be a way for the artist to actively get to participate and not just be an observer as someone else does their art for them. Is there a way to include an element from the lesson you want to teach in this? It is all about experimenting and thinking outside the box. The process of finding a way to adapt projects can be an extremely creative process in itself.

For adaptive lessons to help you teach and build art skills check out my Ebook lessons!  http://artshoptherapy.com/ebooks-and-videos/ebook-lessons/

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Modifying Art Lessons to Meet the Needs of Special Learners: Part III

Concluding our special 3-part series on teaching art to children with special needs, Team Sparkle’s Rachelle Smith shares her expertise to help you navigate the nuances of teaching art to children with various degrees of special needs —

Children with special needs are unique individuals. There isn’t a one-size-fits all solution for teaching them because their needs can vary from mild to severe.

Children may have physical differences that make it hard to hold art materials and tools. Some children have hearing or visual differences. While others have tactile sensitivities, which can cause them to be tactile defensive to certain materials – meaning there are certain things they just don’t want to touch.

Some may have learning disabilities and cognitive delays or be on the autism spectrum. And of course, some children have multiple disabilities, which can further increase the complexity of how to approach art with them.

In this post, I’m breaking the process I use to take an existing lesson plan and break it down or alter it to adapt to our special needs students. If you missed the first or second post in our series of teaching art to children with special needs, you can read them here:

Part I: Teaching Art to Children with Special Needs

Part II: Teaching Art Remotely to Children with Special Needs

Click the yellow button below to download our Resource Guide PDF:

What to do before you open up a lesson plan…

Regardless of what differences your children with special needs may have, the most important thing you can do is take time to get to know each child’s personality.

What interests do they have?

What are they afraid of?

Make some careful observations of your children with special needs when they are in a relaxed setting.

What kinds of behaviors are you noticing?

What do they like to do?

From these observations, you can begin to develop a plan.

Adapting Art Materials

I get it. You find a project that you think will work for your students but some of the art supplies required may not be the best for your students. The truth is, many children find certain materials unpleasant to touch. You may notice that they retract their hand quickly from a specific material. This can be due to a real aversion to the material or it can be a result of little to no previous exposure to the material.

If the second case is true, don’t give up! Provide opportunities for the child to gain more exposure to the material. Introduce it in a small session while the child is relaxed. Provide a small reward or positive feedback when the child interacts with the material.

Over time, you should notice that your child will have less aversion to the material.

If your child refuses to touch the material and has a strong negative reaction to it that does not lessen over time, it could be due to the way their brain is processing that sensation.

In these cases, you may need to find an alternative material to substitute. Try different versions of the same material. For example, a child may not like the feel of kiln-fired clay, but they may be okay with play dough or Model Magic.

If they don’t like the feel of chalk pastel, try a paint stick. The point is to keep trying.

Increasing a Child’s Engagement and Attention Span

Another challenge that may be present with special learners is a short attention span and a lack of engagement in a given activity. This is where a c onsistent routine will work magic. When children know what to expect, they feel safe and comfortable. Having a consistent routine will help your children with special needs to have a positive experience each time they do art.

Here’s one example you can use and modify to fit your child’s needs:

Opener: Sing a song or read a story

Warm up: Color or practice making shapes with a crayon

Activity: Break the activity or project down into smaller steps and only focus on one or two steps each session

Wrap up: Summarize what you did and give plenty of positive feedback

Modifying a Lesson for a Visually Impaired Student

If you have a child who has a visual impairment, you can modify the lesson to include more tactile materials. If the lesson involves drawing or coloring in the lines, you can use hot glue or puffy paint to create an outline for your child.

GLUE TRACING

I prefer to use hot glue because it has a less sticky texture. Hot glue also dries a lot faster than puffy paint and kids can start coloring as soon as it cools down.

Consider incorporating materials that have interesting textures. Corrugated cardboard has a nice ribbed texture if you pull off the top layer. Think about what materials might go along with the project you are doing. If a project has clouds, you could use the cotton from cotton balls as a material. If the project has an animal, you could collage in some soft felt or fabric.

Modifying Materials or Tools for Children with Cerebral Palsy or a Physical Handicap

Some children don’t have the full use of their hands and arms. This can make it challenging to complete art activities. But no need to worry, there are many ways you can adapt tools and materials so that your children with physical disabilities can participate.

If your child has trouble grabbing onto small materials like crayons, there are a couple of fixes for this. You can purchase larger crayons . Try Crayola’s My First Palm Grip Crayons . There are also companies that make grips that can be added to regular crayons or you can get creative and make your own.

Regular paint brushes may also pose a challenge to children with physical disabilities. Look for paint brushes with larger handles or adapt a handle to create a larger grip.

You can try inserting a paint brush handle through a stress ball. First, puncture a hole through the center of a stress ball with scissors, then insert the paint brush handle. This type of grip will be more comfortable for your child and will also provide the added benefit of physical therapy.

For my many years working in the classroom with children with special needs, I have learned that each child is uniquely different and I have to customize my instruction, materials and environment to meet each child’s needs.

Whatever challenges your child may be facing while creating art, Deep Space Sparkle is here to help! Let us know what your specific concerns are, and we can help you figure out a solution that will help your child have the best art experience possible. Leave your questions or tips below and I’ll be sure to respond. And don’t forget to download the Teaching Art to Children with Special Needs Resource Guide!

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Great idea using a glue gun to help the visually impaired, I thought that was a very helpful suggestion. I wish there was more of a in-depth knowledge and tips to teaching students with more severe disabilities and how actually DSS lessons could effectively be modified, not just tips that could of easily been pulled from a kindergarten fine motor development program. I know it’s not a one-size fits all because that’s impossible with all the different needs of children with disabilities, but I hoping for more than just modified tools and consistency. For example, a very simplistic breakdown of skills and effective ways to promote independence. Looking forward to seeing more development in this area from team DSS.

Thank you for your feedback, Lauren! I am looking forward to sharing more, too! I love your suggestions of providing ” a very simplistic breakdown of skills and effective ways to promote independence”. I will be using your feedback to develop future resources for art educators who work with special needs groups.

These are all such great ideas! I appreciate your thinking-outside-the-box approach and working to make sure every student is involved. May I chime in with a couple extra ideas for your list?

— The Occupational Therapist in your school district is a fabulous resource for helping develop alternative access to materials that might be hard for a child to handle. These are some of the most creative and resourceful people to work with and most of them are incredibly nice to boot!

–The OT may be able to come up with a holder to allow a child with arm movement but no ability to grasp to use brushes, markers, bingo blotters and the like. Holders exist for individuals who have only head or foot control if that is a better option.

–Even the most involved students should have CHOICE…choice of colors, choice of design, etc. If a child cannot physically be involved in creating, then they should have the option to direct the creating. It’s a great way to develop purposeful communication skills for non-verbal students, too. Too often we forget to give students the power of choice.

–There are some really fun ways to decorate paper that can then be cut out for use in more complicated projects, so even if a child needs someone else to do the cutting (assuming an alternative “scissors” can’t be found), they have still had a major role in creating. Paint spinners and markers duct-taped to remote-control cars (!) and more may be useable by students who can operate an adaptive switch. Bubble painting, colored inkblots (“Rorschach” style), marble painting (as in, tipping marbles rolled in paint across paper in a sheet pan), thumb/hand prints and marblizing paper are a few ways to add design to blank paper that don’t require fine motor coordination yet still yield impressive results.

I don’t teach art anymore sadly, but I do teach Special Ed now, and this is awesome! We can use this in any lesson, since hands-on is how most students love to learn!

THANK YOU, THANK YOU, THANK YOU! I’ve been teaching students with varying abilities for years, but I never felt confident that I was doing what was best for them. These students traditionally joined the general ed classes for art. However, this year we get a separate class period just for my special needs kids. I’m so excited for the opportunity to get to know them better and really focus on modifying just for them. This blog couldn’t have come at a better time.

My students have no motor control, and they cannot look at something and work on it at the same time…We are working hand under hand…however they are unable to visually attend to what they are doing, any suggestions.

Thank you Rachelle for sharing your tips! I also teach art to children and adolescents , with special needs, autism and behavioral issues. One of the best materials I often use in my classroom, especially for kids with cerebral palsy or low muscle tone: tempera paint sticks. They can be costly, but Michael’s has their own less expensive version. Side note: replace them with the thick crayons for the kids who applies to a lot of pressure on their art supplies. I also found helpful to show a sequence of the actions at the beginning of the class. DSS handouts are magical-I usually create a powerpoint using each step as a separate slyde. It helps to reduces anxiety for my students with ASD.

I find your blog very interesting. And your reasoning about both techniques and teaching tips help me on my way to better understanding. I to have a variety of students with needs. But one of them is a real challenge. He has a kind of language disorder and I think perception difficulty. What I need help with is how to think about simplify an artlesson without putting him totally aside from the other students? They are 12 years old. He often needs my full attention to be able to move forward and that is really difficult since I have a full class and with other needs..😏🙄 best regards.. Gunilla

Awesome! Thank you Rachelle!

I had not even considered some of what was covered. Thank you. Some of this can be used with first and second graders as well who may not have special needs but because of their age, this could accommodate them. Thank you!

Hi , Happy New Year to you, its great to see you love what you do to help children with disabilities gain purpose through arts. our Art center Art and the African Child, ATAC Nigeria Gallery, have been contracted to design an Art curriculum for children with disabilities in Benin City Nigeria, i would be delighted to connect and learn from your wealth of knowledge and experience.

How to teach a blind student art? How to teach a student with no hand mobility art? How to teach a non verbal student art?

I am a Kindergarten art teacher and this year in my autism class I have a non-verbal student who eats everything! I am talking paint, model magic, beads, crayons, cotton balls, you name it! I am going to try edible paint with him but I am wondering if you have any other lesson ideas for a student with this difficulty? Thanks for any help you can give!

Hi Alex! After reaching out to the Creative Team they had a few ideas. One thought I have is putting paper and paint in a large zip-lock that’s taped to the table. Maybe making salt dough with food coloring could be an option? I don’t know that you would want to encourage the student to eat this, but if they did it wouldn’t be toxic. Another idea is to try ice painting, you can freeze ice cubes with food coloring in them with popsicle sticks in them and then use them to paint with! I hope one of these options works!

Hi my name is laderiee Daughtrey, and my daughter is Keiana Collins. Keiana is a special needs child, I’m trying to get her into art class. Do y’all have Saturday classes?

Hi Laderiee! We are happy you found us online. Unfortunately, we do not offer art classes in person. We do have an online membership called Primary https://primerry.com/ . With Miss Patty’s guidance via online videos, children explore drawing techniques, have fun with paint and pastel and discover the joys of creating art all by themselves.

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Arts & Crafts School Specialty • May 15, 2016 • Last Modified: Apr 19, 2024

Classroom Modifications to Make Art Inclusive for Children with Special Needs

An education rich in STEM becomes even more engaging if you add the A to make it STEAM! Engaging in the Arts helps build creativity, confidence, focus, and collaboration skills. For students with special needs, this sometimes requires some classroom modifications to make the learning space inclusive.

This is sometimes referred to as adaptive art, and as discussed in episode 7 of the Schoolyard Podcast, it often creates an environment where all students can benefit from the adaptive elements . The result is an art room where everyone, regardless of their abilities, uses the same tools.

Here are some ideas of how you can achieve an inclusive and adaptive art classroom.

1. Proper Ergonomics

Make sure all students can access the art materials comfortably. Proper ergonomics are key to a successful art experience. The Kaye Products Adjustable High Kinder Chair pushed up to an art table is a great accommodation for a student who needs extra support. The inclusive design has an adjustable seat and footrest to ensure safety and stability. It can be configured for students anywhere from ages 1 through 7.

2. Leverage Light for Adaptive Art

Consider using a light panel or box for children with multiple disabilities, including cognitive and/or visual impairments. These can be configured for desktop use and may help with contrasts during tracing and other activities.

3. Address Overstimulation from Light

Overhead fluorescent lights can cause excess glare and overstimulation for students, including those with autism or visual sensory sensitivity. Light filters are quick and easy to apply to light panels and help diffuse harshness and glare. If you use glossy white paper for projects, consider changing to matte or more neutral colors.

4. Backward Chaining Method

For more complicated or multistep art projects, try the backward chaining method. Have the student complete just the final step or two of an activity to allow for task completion and a finished project. Work back sequentially, adding another step with each repeated exposure.

5. Meaningful Praise

5. Praise artwork from students in a way that builds intrinsic motivation and a sense of accomplishment. Instead of saying, “Great painting,” give real feedback. For example, “I like the way you used your red and yellow colors for the trees to make it look like fall.” Instead of “Nice job,” be more specific and say, “I can tell you put a lot of effort into your clay project.”

Do you have budding artists with special needs? Tell us in the comments how you create an inclusive and adaptive art environment!

[…] to pick up some gloves or aprons to help them feel comfortable. Look for materials and supplies designed with learning disabilities in mind, to help your child make the most of arts and crafts […]

[…] your child’s creativity if he chooses to draw an entire garden instead. Make sure that the supplies are ergonomically friendly if your child needs additional support. The fewer roadblocks your child […]

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The Importance of Art in Special Education

At Education Alternatives , we believe that art and special education should always go hand in hand. All students benefit from various art forms being a part of their curriculum, and students with special needs are no exception. From historical examples of artists with special needs to the benefits of art in the classroom, it is evident that all students should be afforded the right to practice art as a part of their education.

A Brief History of Art and Special Education

Some may wonder whether or not a student with special needs can be successful in art. Aside from the fact that there is no “good” or “bad” art, history shows us that art is a completely viable avenue for professional achievement and creative expression for people with disabilities. 

• Georgia O’Keeffe was famous for her paintings of flowers, animal bones, and landscapes. She painted beautiful images and drew inspiration from her time in the American Southwest. O’Keeffe also struggled with depression throughout her life, and she eventually went blind. However, that never stopped her from creating. After going blind, she turned to sculpting.
• Stephen Wiltshire is known for drawing detailed, panoramic cityscapes with a pen. Wiltshire is also autistic, and his art allows him to focus and create impressive pieces.
• Peter Longstaff is a farmer turned painter. He creates incredible paintings of nature, and he does it all with his feet! Longstaff has a congenital anomaly that caused him to be born with no arms.

Benefits of Art for Students with Special Needs

Art is incredibly beneficial for all students, with no exceptions. In particular, though, students with special needs can benefit in a variety of ways. Here are some examples:

• Art promotes freedom of creative expression, which helps students to relax and think differently.
• Anyone can make art, and there are so many different art forms, which helps students with special needs gain independence, confidence, and self-esteem.
• Many students who may not excel in academics often find that they do excel in the arts. Allowing students to explore different mediums can help them discover hidden talents.
• No disability can exclude a student from participating because there is always a way for inclusion.

What Teaching Art to Special Needs Students Looks Like

When we consider art for special needs students, it may be daunting to imagine how some students overcome their disabilities to create art. However, with the appropriate materials and instruction, art is truly a possibility for every student.

Blind or vision-impaired students will need help focusing on what they can hear and touch during art class. Teachers can help by describing all the materials in front of them as well as techniques they might use. Additionally, it can be helpful to focus on art forms that require lots of touch, like finger painting or sculpting.

Conversely, deaf or hearing-impaired students will need to focus on visual instruction. Demonstrating how to use materials or allowing these students to watch others create art will help them find their own stride in art class.

Students who may be physically unable to hold a utensil or mold clay themselves can still participate in art as well. A teacher or aide can come alongside them and follow their instruction to create the piece of artwork they are imagining.

At Education Alternatives , you can rest assured that we will work with each of our students to provide them with the opportunity to create art. We believe that art is just as beneficial as other academic subjects, and we will work with our students to give them a creative outlet.

If you have further questions about our services and how we can help students with special needs, please reach out to us by completing our contact form . You can also email us at [email protected] or call us at (216) 332-9360.

Adventures in the Art Room

Special Education

*new artwork added 3/24/20* scroll to the end to view, mixed media bridges inspired by claude monet.

Students learned about the artist Claude Monet and watched a video on his life and artwork. 

On day 1, students layered tissue paper pieces with watered down white glue on 9×12” tagboard, to create the water and tree background., on day 2, they glued on their photo, then a pre-cut bridge to go over their lily pond, drew lily pads with green oil pastel, and added white and pink dots with their fingers dipped in tempera paint to create lily flowers, i love how they turned out, april showers bring may flowers.

I LOVE these so much! We used a wet-on-wet watercolor technique for the umbrella (using only warm colors), and crayon, oil pastels, and marker for the grass, puddle and flowers background.

They brushed just water over the areas with marker to create a painted sky, puddles and grass.

I took a photo of each student “holding their umbrella” and printed out on regular copy paper then cut and glued their photos and umbrellas onto their painted background.

Thank you to Mrs. Price over at wh_artroom (Instagram) for this lesson inspiration!! I love it!!

Learning Goals:

Students can point out the warm colors in artwork

Students learn how to create “paint” from markers and water

MIXED MEDIA HEARTS 

This took 2- 40 minute art classes to create with a little left over time each class.

First, students traced a heart on 80# paper, then glued pieces of pre-cut tissue paper with watered down white school glue, overlapping any of the following color combos-red, pink, purple, yellow, and orange.

On their Square 1 sheet, they then traced their heart again and drew lines with oil pastels in whatever colors they wanted coming out from the heart, then painted over their lines with watercolor paint creating a resist.

Once dry, on day 2- the hearts were cut out, glued in place on the Square 1 sheet, and either red or pink oil pastel was added around the rim of their cut hearts!! ❤❤❤

PRINTMAKING –VASE OF FLOWERS!

Today in both my special needs classes we printed flowers using markers!

I drew the flowers in vases on styrofoam plates for each student ahead of time with a black sharpie.

Students then traced over the black lines with a dull colored pencil, pressing into the styrofoam. This creates an indentation in the surface of the styrofoam where ever it has been pressed in. With my help and the help of Para’s in each class, we assisted each student hand over hand. This is a great muscle strengthener and fine motor control building art activity for people of all ages and levels!

Once the black lines are traced entirely, students then colored in the flowers, leaves, and vase with washable markers. They could use any colors they wanted.

Once colored, I sprayed water, using a recycled spray cleaner bottle, 6 times on a sheet of 9×12″ 80# white drawing paper. Two sprays at the top, two in the middle, and two at the bottom. Then students helped wipe the paper with a pre-dampened sponge, to help spread the water over the paper evenly.

Then the styrofoam was placed color side down, over the damp paper, and students pressed using their hands to transfer the image from the styrofoam to their papers.

(Unfortunately, I wasn’t able to get a photo of these few steps)– then after pressing all over the back of the styrofoam, students used a brayer to roll over the back of the styrofoam to help further transfer their marker image.

Then the styrofoam was lifted off the dampened paper, revealing their wonderful flower print! I LOVE how they all turned out!!

It’s always so fun to show students a new art making process, and students loved it!!

Pulled string art.

Can you see the eyes in the one above?

The one above reminds me of a seahorse!

This was a super fun and EASY one day lesson on mirror symmetry! Kids dipped cut yarn into a plate of liquid tempera paint, then using a plastic fork, pushed the paint all over the yarn, keeping a small section of the yarn out so it wouldn’t get covered in paint. Then after taking the excess paint off with your fingers running down the yarn-(This part is important!)  place yarn on a sheet of paper (we used medium weight tagboard) anyway you like. Just make sure you leave the part that doesn’t have paint on the end dangling out. 

Then wipe hands on a paper towel or handy wipes, and place another piece of paper (same size) on the top, keeping that end bit of yarn dangling out from the side between the two sheets.

Then while holding down the 2 papers together with your hands or a book, pull the string (yarn) out slowly. .

To reveal your print! 

We used multiple yarn dipped into other colors to create these fantastic paintings! 

My students in special education classes created 3 each, 6 prints in total..

I see purple birds in the one above!

Kids had a blast creating them, and loved the sensory experience! I love the results and how it’s a surprise with each one!!

Mixed media winter sheep.

On day 1- Students painted snow and snowflakes with white tempera paint on construction paper, then sponged on grey clouds. They then painted some bubble wrap with white acrylic paint.

On day 2- Students glued on strips of black construction paper for the sheep’s legs, brown strips for the fence, glued on the cut out sheep, then added google eyes!

These turned out so adorable! Thank you blps_art (via Instagram)!

Please Note: All images seen below are of my students artwork only. These photos/lessons are not posted in any particular order regarding the flow of my curriculum.

Mixed-Media Sheep

Tissue Paper Pumpkin Collage 

Students created these gorgeous pumpkin collages using liquid watercolor, tissue paper, glue, and liquid tempera paint!

On day 1 of the lesson, students traced a pumkin using a cardboard tracer onto 9×12″ paper. They then glued on orange, red, yellow and pink squares of pre-cut tissue paper using a paintbrush and watered down glue. They brushed on a second layer of glue once a piece of tissue was placed on. They used a brown piece for the pumkin’s stem.

On a second sheet of 12×18″ paper, students painted a turquoise sky with liquid watercolor paint. (Very vibrant!)

On day 2 of the lesson, students cut out their pumpkins and glued onto the sky painting. They then glued on cut strips of various green and yellow tissue paper for the grass using watered down school glue and a paintbrush.

For the final step, they sponged on leaves in the sky by lightly dipping a pre-cut sponge in the shape of a leaf into a plate of drizzled red, yellow and orange liquid tempera paint, then gently pressed onto the sky to create falling leaves!

Continue to develop fine motor control (tracing, cutting, painting, stamping and gluing)

Learn about warm vs. cool colors

MIXING PRIMARY COLORS WITH TOY CARS! 

Students LOVED this project!!! So much fun!

I purchased these toy cars from the dollar tree, and gave each student a 5×7″ canvas (which was donated from a parent). Kids used liquid tempera paints to create secondary colors, by pushing their cars all around the canvas!

Afterwards kids got to take their cars home, oh- and the cars also made sounds when you pushed a button on the top.

Learning Goals: 

Students can mix primary colors to create secondary colors

Students watched an animated video of the book “The Dot” by Peter Reynolds. After the video they dipped their finger into various colored tempera paints on plates and printed their finger either all around a pre-drawn circle or within it. We created these on 12×12” 80# paper.

Warm Colored Fall Leaves

Students created these colorful fall leaf paintings using real pressed leaves, tape, tagboard, and liquid watercolor paints.

I collected a bunch of leaves and put them inside a big book to help press them and make them as flat as possible.

Students had help taping the leaves down using blue painters tape that was rolled into small rolls of tape and pressed on the backs of leaves then on their papers. They then carefully painted all around and on top of the leaves using warm colored liquid watercolor paints.

Once dry, the leaves were carefully peeled off the paper, revealing their shapes on the painted paper!

Students review warm colors

Develop skills in mixing colors with paint

MARKER PRINTS 

Students each received a small piece of Styrofoam printing sheet and drew straight overlapping lines using a colored pencil. Then colored in each shape with different colored markers.

On a separate 9×12” 80# piece of paper, I sprayed water and wiped gently with a damp sponge. The colored Styrofoam was placed (colored side down) onto the wet paper and students pressed with their hands to transfer the image. Students loved seeing this cool process!

THE HUNGRY, HUNGRY CATERPILLAR

Day 1- Students first watched a very sweet animated video of this story on YouTube  https://www.youtube.com/watch?v=75NQK-Sm1YY

Students then used a small balloon to dip into paint to create the caterpillars body on a sheet of 12×18” 80# paper.

We left that to dry and worked on creating the apple. Students each received a 9×12” 80# sheet with a pre-drawn apple. They glued on layers of red and pink tissue paper with watered down white school glue within the apple shape, then a small rectangle of brown tissue for the apple’s stem. We left these to dry as well until the following week.

Day 2- Students cut out the caterpillar’s body and glued down with a glue stick onto a piece of 12×18” blue construction paper. Then, they glued on green and yellow strips of tissue paper all along the bottom overlapping the caterpillar a bit for the grass using a glue stick.

Lastly, students added cut white circles for the eyes and added legs and antennae with black sharpie.

BAT SILHOUETTES

For these fun fingerprint bats, I taped down 3 bat shapes with a few loops of scotch tape on the back onto a sheet of 12×18″ black construction paper.

Students printed their fingerprints that were dipped into yellow, orange and white paint all around the bats edges. Once dry, the white paper bats that were taped down were taken off, revealing the 3 bat silhouettes.

Tissue Paper Fall Trees

Students drew a large “Y” shape for their tree using a brown crayon, then drew smaller “y’s” shooting off from the big Y. I had a couple of bins of pre-cut tissue paper. One bin of warm colored tissue (about 1-2″ wide) and a bin of cool colored tissue paper.

Students glued blue pieces  all around the tree for the sky using a glue stick, then pressed them down flat with their fingers. Once the sky was finished (and you can leave white spaces if you like or fill it in) they glued down warm colored tissue pieces all inside their tree, overlapping some pieces.

Then glued down green pieces for the grass along the bottom.

Learn how to create a tree using the letter Y

Understands warm vs. cool colors

Continues to develop fine motor control

Snowy Owl Collage

Students were each given a piece of 12×18″ black construction paper, that had a pre-drawn outline image of a snowy owl landing on a branch.

Students added the bark by tearing small pieces of brown construction paper then glued each piece filling the entire tree branch. They then tore white paper for the body of the owl and added cut yellow circles for the eyes and a black cut triangle for the beak.

As a final step, students added details with construction paper crayons to the tree branches and sky.

-Continue to strengthen fine motor control (tearing, gluing, cutting, drawing)

– Demonstrate an understanding of a  collage

-Learn about owls

3D Jellyfish

To create these super fun jellyfish in one 40 minute art class, I had created the base of the body ahead of time using a plain old large plastic solo cup and plastic wrap.

With your cup turned upside down, ball up a chunk of plastic wrap to about the size of a lemon, and place it on top. With some pre-cut clear tape (any kind) tape long pieces along the top of the plastic ball going down the sides of the cup in an x fashion. This way, the balled up chunk stays put, thus creating a rounded top instead of a flat top. You can squish it a bit with your hands to help shape it here.

Next, repeat that same step putting long pieces of plastic wrap over the cup two more times, rotating your cup as you do so. Pressing and smoothing the plastic wrap so it clings. Gather all the long dangly pieces just at the opening of the cup and squish together, and squish together all the way down, so it forms one clingy piece. Tuck that long piece up and squish inside the cup- you can press hard here, it won’t ruin the way it looks later. The reason you want to do that is so it can rest (somewhat) flat on the table again-still upside down.

Now here is where the students can start creating the rest of it. Get a box, or bin or bag of pre-cut pieces of colored tissue paper- I like to use all colors but black, brown or grey- and get a container ready of mod podge watered down slightly with water. I like the shiny lustre kind so the jellyfish is all shiny when dry. Kids brush on the watered down mod podge, starting at the top where the dome shape you created is- going all around just that part.

Then taking one strip of tissue at a time- (cut to about 2″ wide to 7-8″ long) start putting tissue strips on where the glue is and smooth with your paintbrush. It’s ok if the tissue bends and overlaps itself, the goal is to just make it smooth with the brush. Keep applying more glue then paper as you work your way down, alternating colors if you like (as we did below) and smoothing each piece as you go with the brush. The goal is to go over all the plastic wrap.

Do this until you get to the bottom of the cup where it’s opening is- at this point you only want to go horizontal with the tissue paper.

Next, apply more watered down mod podge to the top and sides of your jelly and drape long pieces of yarn over the top of your jellyfish in an x like fashion, one piece of yarn at a time. We draped 4 pieces of yarn I think in total, but it can have more. The yarn was cut ahead of time to about 36″ long. Some can be a little shorter and some can be a little longer. These will act as the jellyfish’s tentacles.

The final step is to add one more layer of tissue (going over the whole cup and the yarn) to the bottom of the cup. The tissue colors will bleed into one another which is a cool effect! Then tuck the yarn up inside the cup as well.

Ok, drying these are a bit tricky! Especially if you are doing this with a whole class. Where would you store them all? What I did was place the cups on a windowsill – but…I only did this lesson with 5 kids per class- and only 2 classes. I wrote each students names and their class on a sheet of paper and placed it under the jellyfish to dry (paper plates or whatever would work too).

I did try this lesson one time my first year teaching at the school I’m in now, with my three 2nd grade classes and let me tell you it was VERY tricky (storing them all for drying) and VERY messy! I did break it down into (2) 40 minute art classes but still –Can you see all the tissue paper everywhere in a class of 25 kids and glue and sticky tables and sticky hands? Times that by 3 classes of 25 kids– not to mention pre-jelly fish body making with saran wrap (I don’t know what I was thinking?!!) Did I mention that I don’t have a sink in my art room??! It was then I decided it was more suitable for a much smaller group.

So anyhoo- once dry (takes just a day or two) you just pull out the yarn gently from inside the cup and saran wrap “oral arms” and voila! 3D Jellyfish!

Students learn what three-dimensional means and create a 3D jellyfish

Students learn about different parts of a jellyfish and can identify them

Continue to strengthen fine motor control

Fall Tree Collage

After discussing the parts of a tree, students drew tree’s using the letters Y and V to create the trunk and branches. They added the bark for their tree by carefully tearing brown colored construction paper and gluing down over their pencil lines with a glue stick. Students were encouraged to tear larger pieces for the trunk and smaller and thinner pieces for the branches. Leaf details were then added using crumpled warm colored tissue paper. Final touches were added using crayon to create the lines for the bark, a sun, and a rake.

– Students learn how to draw tree’s using the letters y and v

– Learn what a collage is

– Strengthen their drawing and fine motor skills

Winter Mitten

This was a two day lesson  (art classes are 40 min. long). On day 1, students painted a piece of 9×12″ heavy weight tagboard with blue liquid tempera paint. While still a bit wet they stamped white clouds using a small piece of sponge that had been dipped into white tempera paint (scraping off excess paint on the edge of a paper plate). The blue sky background was then set aside to dry.

On another piece of 9×12″ 70# drawing paper, they created the mitten. I drew the mittens out ahead of time and traced with black sharpie to define the edges. Students then glued on (pre-cut) small squares and rectangles of warm colored tissue paper using watered down elmer’s glue with a paint brush over the mitten.Tell students to use only a thin layer of watered down glue. The water helps thin the glue out a bit, therefore making it much easier to spread. Overlap sections of tissue paper to ensure the white areas will be covered up. You don’t need to worry if kids go over the lines here, since the mitten will be cut out later. The mitten was left to dry until the next art class.

On day 2 of the lesson, students then simply cut out their mitten (the black sharpie lines are still visible through the tissue) and glued the back with a glue stick. Since the paper (mitten) is now thicker with layers of glue and tissue you need to use a lot of glue all over the back to make sure it sticks to the sky background. Press over the entire mitten, paying more attention to the edges, with the flat of your hand. I tell students to count to ten as they press to make sure it stays put.

For a final step, draw snowflakes in the sky with a white oil pastel.

Winter mitten inspiration found on Pinterest here  

Students can define warm and cool colors

Strengthen fine motor skills (cutting, gluing, painting, and drawing)

Winter Tree Landscapes

This is probably my favorite winter lesson. I love the unexpected pink sky and the simple tree shapes with pops of color!

This was a two day lesson (40 min. art class periods). On day 1, students created the trees on one 12×18″ paper, and the sky with snow on 12×18″ pink construction paper.

For the paper with the trees, I prepped the trees ahead of time. Draw simple triangles using a ruler, on 12 x18″ 80# drawing paper. Some trees can be wider, and taller than others. Space them apart on the paper, holding the paper horizontally. Draw in pencil first, then outline with thin black sharpie. Add lines inside the trees with thin black sharpie.

Prep cut tissue using various colors in short strips and/or squares. Students then glued on pieces of tissue paper, one at a time, using a paintbrush dipped into watered down elmer’s glue. Glue the paper where you want the tissue to go first with a thin layer, then apply a piece of tissue, then smooth the tissue down with the paintbrush with another thin layer. Overlap pieces of tissue as you work your way down the tree. It’s ok if kids go over the edges of the trees since the trees will be cut out later on. Once all trees are done, set aside that paper to dry until the next class.

Students then created the sky background, by dipping their finger (I tell kids to just use one finger here) into white liquid tempera paint and dotting their pink papers all over. The lighter they press, the smaller the dots, the harder they press, the bigger the dots (snowflakes). This paper gets set aside to dry until day 2 of the lesson.

On day 2, students glued on the white hills to their pink papers. I prepped the hills ahead of time, by drawing one sloping line along the bottom of a sheet of 12×18″ 80# drawing paper (holding the paper horizontally), and then turning it upside down to draw the second sloping line on the same side. So basically, two hills should fit on the same side of one piece of paper.

Students cut along the lines, cutting out their hills. They glued them down using a glue stick. Glue one hill down along one edge, then the other one overlaps the first along the opposite edge.

Next, students cut out their triangle trees following the black lines. Students glued the back of each tree using a glue stick, making sure to use a lot of glue, especially on the edges. I tell students to press each tree with the flat of their hand for 5-10 seconds, counting as they hold it down. Space the trees so some are glued higher on the hill and some lower, alternating so it has a balanced composition and creates the illusion of space.

Can identify triangles and create them in their work

Can identify colors while working on their art

Understands that simple lines and shapes can create images

Develops an understanding of how to create a sense of space in artwork

Continues to strengthen fine motor control

SNOWMEN ORNAMENTS

We used white, red, blue and yellow model magic and pipe cleaners to create these snowmen. Students rolled 3 balls, (large, medium then small with the white model magic for the body, rolled a red, blue or yellow piece of model magic into a small ball then flattened it into a disc for the bottom of the hat. Then formed another small ball and shaped it on the table with their fingers into a square or rectangle for the hat top. We rolled another small piece into a ball then into a snake and wrapped it around the neck for the scarf. Then stuck in 2 short pieces of brown pipe cleaners for the stick arms. Added a short orange piece of pipe cleaner for the carrot nose. Then added facial details and buttons with a black sharpie. For a final touch, we stuck in a longer brown piece of pipe cleaner into the top of the hat and looped it back down for the hanger!

Great, quick little lesson before the winter break, talking about and reviewing the primary colors, develop fine motor skills and shape identification throughout the process!

Holiday Tree Collage

To create these trees, I prepped a sheet of 12×18″ drawing paper by drawing a hill and adding a tree strump with marker. Students used plastic forks to spread the green paint to create the tree branches, starting near the top of the paper.

The fork is not only fun to use to spread the paint, but creates TEXTURE!

Once complete, it is set aside to dry until the next class.

On day 2 of the lesson, students cut out their tree leaving a little bit of white all around the tree. After gluing the back of the cut out tree and hill with a glue stick, and  gluing down to a sheet of 12×18″ blue construction paper; students made tree ornaments by dipping a Q-Tip into red, blue and yellow paints and dotting their tree.

White paint was added for a snowy background using the same method.

For a final special step, students glued the hill and sprinkled glitter all in the hill to add some holiday sparkle!

Students enhance  fine motor control with cutting and gluing skills

Review the primary colors (red, blue and yellow)

Can create texture in their artwork

Winter Wreaths

Holiday Mitten Card

Winter Hats

For this fun 1 day lesson, I prepped students hats by cutting out a hat shape from a sheet of tagboard.

Students then glued on a few cotton balls for the hat’s pom pom using a glue stick.

Then they drew with a white crayon- pressing as hard as they could, to create various lines in the hat.

They then painted the hat using liquid watercolors, creating a crayon wax-resist.

While the hats were wet, kids sprinkled some glitter to add sparkle!

Students strengthen fine motor control skills (drawing pressing hard, painting, gluing)

Can draw various lines

Can create a crayon-wax resist hat

Poinsettia Paintings

Students created these beautiful poinsettia paintings using cut sponges in the shapes of petals and leaves dipped into paint.

Students learned how to mix red and white to create pink and then how to print leaves and petals onto their paper using the sponge and paint. Smaller sponges dipped into green were used to create some leaves around the flowers.

For a final touch, q-tips were dipped into gold paint to dab on the flowers centers.

–  Understand how to mix colors to create pink

– Enhance fine motor skills

– Learn printing techniques

PAPER SNOWFLAKES!

For the snowflakes, I prepped students papers, by tracing a circular item (I used a plastic lid to a take out container) on a sheet of printer paper. I then cut them out and then folded in half, folded in half again and folded in half a third time. The end result of the folded paper looks like a triangle.

I then drew a row of small triangles with pencil on each side of the folded paper.

Students then cut along the papers edges cutting out the triangle shapes. They then carefully opened up their paper revealing their snowflake! I had kids also try cutting out any shapes they wanted on 2 more (creating 3 snowflakes in total).

Students strengthen fine motor control skills

Can identify triangles and make triangular shapes, as well as other shapes

Paper weaving 

For this paper weaving lesson, I prepped students papers ahead of time by cutting 11 straight lines in a folded sheet of 12×18″ black construction paper, so when cutting, the paper is 9×12″.

I prepped sheets of colored construction paper by cutting the sheets into 1″ – 2″ strips.

This was a very challenging lesson for students, so teachers helped students weave the strips, or held the black paper as they wove over and under as best they could. This project was modified even further for some students where paper strips could be glued down in rows or overlapping one another on an uncut sheet of black 12×18″ paper.

Once complete kids glued the end sections so they would stay in place with a glue stick.

I put them through a laminator to protect the art and to create cool placemats for eating!

Kids did a GREAT job with this! If I were to have done this lesson again, I would definitely modify it –cutting less strips (maybe 5) in the black paper, then make the colored strips 2-3″ large, and have them weave only 5 strips or so.

Students learn how to weave with paper

Strengthen fine motor control skills

Marble painting 

Students had a lot of fun creating these abstract paintings using primary colored paints and marbles!

Each student had a piece of 12×18″ paper that was placed in a cardboard mason paper box.

I had prepared cups ahead of time with primary colored liquid tempera paints (1 red cup, 1 blue cup, and 1 yellow cup). Several large marbles were placed inside each cup.

Teacher’s assisted in spooning out each marble one at a time onto their papers, and students moved the box, tilting it back and forth and side to side allowing the painted marble to create their designs and mix colors together. Dribble a bit more paint from the spoon on the papers if needed to help the marble move the paint around.

We discussed how the primary colors were now making secondary colors as their marbles moved across the paint that was put down before. Students loved the process and watching the marbles make lines!

Students learn primary colors and secondary colors

Students learn how to create secondary colors

Birds on a Wire

I love this lesson- so simple but so effective!

Students created this in one 40 min. art class. Draw a horizontal line near the bottom of the 80# drawing paper in pencil for grass. Color the bottom with green marker. Show students how to draw the telephone poles by drawing straight, thick, vertical  lines with a brown marker on either side of the 80# drawing paper. Draw 2 short, horizontal lines along the tops.

Next, using a fine point black sharpie (or marker) draw a straight line connecting the top horizontal portions of the telephone poles. Draw a curved line (make sure it swoops way down to allow room for birds) from the bottom horizontal brown lines.

Have students stamp their finger on their chosen colored stamp pad, using one finger per color. I had students stamp with one color multiple times before moving to another finger using a different color. Make sure when they stamp their finger, it is a bit higher up over the wire, so there’s room to draw the birds legs, if resting on a wire. Stamp some fingers away from the wires so it looks like it’s in flight. To create wings on the birds in flight, stamp the finger at an angle next to the birds body.

For a final touch, draw small triangles for beaks, dots for eyes, and lines for legs and feet using a fine point black sharpie. Have some birds looking at each other, some looking up, some looking down for variety.

Students can draw vertical, horizontal, straight, curved, thick, and thin lines and can identify them

Students can draw triangles and can identify them

Gains an understanding on simple printmaking techniques

Shaving Cream Marbled Prints

This is a super fun one class project! You can create these using shaving cream, concentrated liquid water colors, rulers, a plastic bin and paper.

Step 1: In a plastic container larger than the paper you’ll use (we used 9×12″ 80# drawing paper) spray shaving cream (I used an unscented cheap kind) all inside the bin (about 1-2″ deep)

Step 2: Using bottles of concentrated liquid watercolor (I used Sax), squeeze droplets of paint one color at a time all over the shaving cream (I stuck to the primary colors plus 2 secondary– too many colors might equal more grays and browns when finished)

Step 3: Students write their names on the backs of the 9×12″ paper with pencil and gently lay, name side up, on top of the shaving cream.

Step 4: Gently press the back of the paper with your fingertips all over so it is pressing against the shaving cream. I ask kids to do this while counting to 15 seconds. This way the paint really adheres to the paper.

Step 5: Taking a corner with your fingertips, gently peel the paper off the foam and lay flat foam side up, on a table covered with either tinfoil or some large protective place mat.

Step 6: Hold one side of the paper with one hand using your fingertips. Using a ruler, gently start at the edge of the paper where your fingertips are and squeegee off the left over shaving foam, going all the way across the paper in one smooth motion.

Now you have a cool print! Let dry flat.

These papers look super vibrant and can be used for so many other art projects! Cut sections out for use in a collage, fold it in half to make a card…the possibilities are endless!

Thank you Cassie Stephens for such a fun lesson idea!

Learn various printmaking techniques

Can identify various colors

Understands that colors mixed together can create new colors

Mixed-Media Clay Butterflies

This is a fun 2 day lesson. To create this, you need pipe cleaners, model magic (white), liquid tempera paints, liquid watercolor paint, brushes, crayons, scissors, a hot glue gun, tinfoil and heavyweight tagboard.

Day 1 

Step 1: Students each get a pre-cut out leaf out of a piece of 9×12″ heavyweight tagboard. (I drew the leaf really big almost taking up the whole paper, and then cut out ahead of time). Kids then draw the leaves veins using a bright yellow crayon, making sure to press really hard as they draw. The crayon will create a crayon wax-resist in the next step.

Step 2: Students then paint their entire leaf using green liquid watercolor paint. I like to use Sax brand concentrated liquid watercolors (undiluted) so they are a vibrant green. Set aside to dry.

Step 3: Students then assemble their butterfly with model magic. Giving them small pieces at a time, show how to make the center (the body) by rolling into a hot dog shape. Make the head by rolling another small piece into a small ball, then attach the head to the body by pressing together. Giving each child another small piece, show them how to make each wing. Roll into a ball, then flatten out with your palm a little bit, then pinch with your fingers to create the pointier tips (or just leave rounded as seen below). Attach each wing, one at a time, to the sides of the body (make sure all pieces are securely attached by pushing together firmly). Using pre-cut pieces of pipe cleaners, insert one on either side of the head. Students can curl the ends with their fingers (or wrap the pipe cleaner around the end of a pencil) or leave straight. Place butterflies carefully on a paper plate lined with a piece of tinfoil (so it won’t stick to the plate) and let dry for a few days until firm to the touch.

Paint the butterfly using liquid tempera paints and small brushes. If you don’t have small tempera brushes, you can trim them smaller with scissors to a finer point. Paint the wings first, then paint the body black last. This way, the black won’t accidentally smear into the colorful wings. Let dry overnight, then hot glue the butterfly (the teacher does this step) onto the leaf.

Students learn what mixed-media is

Demonstrates an understanding of crayon wax-resist and shows it in their work

Can create spheres and oval shapes from clay

Strengthens fine motor control (pinching, rolling, shaping clay, pushing pipe cleaners into clay, drawing, painting)

Floating Chalk Prints

•  Paper-  9×12″ 80# paper.
• Chalk. We used thick pieces so it would be easier to hold onto.
• Tongue depressors (OR scissors)
• Tub of water (plastic bin that is larger than the paper)

Step 1:  Fill your plastic bin with water about 1/4 -1/2 way up. Students take a piece of chalk and scrape the side of it using the edge of a tongue depressor (or open scissors -however the tongue depressor works better) over the bin of water. Little flakes of chalk will drop into the bin of water and rest on top. It’s important not to move the bin of water while you do this (the chalk will then float down to the bottom, which is not what you want). Scrape at least 5 times each time you get a piece of chalk. Use at least 4 colors to create a lot of color for your print.

Step 2:  Gently lay a piece of 9×12″ 80# paper on the surface of the water. Using your fingertips, gently press all along the back of the paper, and count to 15 as you do so. Try not to press so hard that the water pools up on top of the paper, but if it does that’s okay too.

Step 3:  Take one corner of your paper and slowly peel off the water, and rest the paper color side up on a tray or table to dry.

That’s it! Super simple!

Thank you Cassie Stephens for this amazing art lesson idea! To view her step- by-step procedure with a video click here

Mixed-Media Baby Chicks and Eggs

Materials you will need: Felt fabric, pipe cleaners, tissue paper, glue sticks, scissors, watercolor paint, pre-made chalk prints (explained ABOVE), 80# paper.

This is a 2 day lesson

Step 1: Paint a piece of 9×12″ 80# paper with blue liquid watercolor paint ( I used Sax concentrated liquid watercolors) and set aside to dry.

Step 2: Create a chalk print on a separate sheet of 9×12″ 80# paper. (Lesson on chalk prints explained in the previous lesson!) Set aside to dry.

Step 1: Glue strips of green tissue paper along the bottom for grass using a glue stick.

Step 2: Draw ovals (I helped students with this part) on the back of the chalk prints and cut out. Cut zig-zag lines in some of the eggs to make it look like it’s hatching.

Step 3: Glue felt baby chicks down with glue just above the grass (I drew these ahead of time on small pieces of felt using a sharpie. Some can be just heads, and some the whole body if not in an egg). Kids then cut them out following the lines.

Step 4: Glue down the eggs on the grass.

Step 5: Add pre-cut pipe cleaners for legs and beaks, and glue using a glue bottle.

Mixed-media Rainbow Collages

Students created these fun and simple rainbows in 2 art classes.

Step 1: Students created raindrops by stamping dark blue paint with their fingers onto a sheet of lighter blue 12×18″ construction paper. Set aside to dry until the next class.

Step 2: Then rainbows were then created on a separate sheet of 12×18″ 80# drawing paper. I put dots about the size of a dime, in the rainbows order at one bottom edge of the paper. Students then swiped the paint using a ruler in one full motion creating the arch! Set aside to dry until the next class.

Step 1: After the rainbows were dry, students cut them out and glued onto the raindrops painting

Step 2: Cotton balls were added for clouds with a glue stick (using a heavy amount of glue) and then pressing the cotton ball down with the flat of your hand, press for 5 seconds. Continue adding more cotton balls.

Students continue to refine fine motor control skills

Understand simple printmaking techniques (raindrops)

Learn the rainbow’s order and can identify each color

Abstract Tiles

Thanks @tattooedartteacher (on Instagram) for this awesome idea! I bought these square tiles at Lowe’s for .16 a piece. Draw on with colored sharpies (filling in the entire piece) then using an eye dropper (bought at Cvs) drop 91% rubbing alcohol on top of the colored in tile (less is more, and needs to be 91% not 70% alcohol). Tilt the tile in all directions if you want the colors to drip and run into one another.

It dries in 10 minutes, then stick on a piece of adhesive felt on the back so it won’t scratch table tops (AC Moore sells these pre-adhesive felt sheets for like $2 each). Cut them slightly smaller. Then spray acrylic sealer to the top to seal for use! Dries very quickly and can be used as a coaster or decoration! So cool!! See video below.

Abstract Line Collage 

This was a really quick lesson with a fun, colorful impact!

I pre-cut various colored construction paper into thick and thin strips, and in different lengths (a great way to use up some remaining left over paper from other lessons) and placed them in cardboard box tops to share from at the table.

Students selected whatever colors they wanted and glued onto black construction paper using a glue stick. Some pieces were glued down overlapping others.

Thank you kimgraceart.blogspot.com for the inspiration for this fun lesson!

Students learn that abstract art focuses mainly on line, shape and color

Continues to strengthen fine motor control skills

Demonstrate how to create diagonal, vertical, horizontal lines

Demonstrate overlapping in their work

Clay Birds in Nests

Continuing to learn about 3-D artwork, students formed these wonderful birds in nests using white soft model magic clay.

First, students learned how to shape the clay into a nest by making a large ball with their hands, then pressing their thumbs in the middle and pulling and pinching the clay to form the sides.

They formed the birds body next by using smaller pieces of clay and rolling into balls for the head and body then attaching to one another. Wings were then assembled from two more pieces of oval shaped clay and carefully attached to the sides of the bird.

For a final step, they then shaped a small triangle and a two small balls for the birds beak and eyes.

In the second art class, after the clay had completely dried, students painted their birds and nests using liquid tempera paint.

Learning Goals

– Students continue exploring and creating three-dimensional artwork

– Students learn hand-building techniques with clay and learn how to create a bird in a nest

– Strengthen fine motor skills

Abstract warm / cool circle painting 

Jumping off a previous lesson, students furthered their understanding on warm and cool colors by creating these fun abstract paintings, inspired by  the artist Wassily Kandinsky.

Students traced multiple sized circles on a 12×18″ piece of paper, which had been folded, creating 8 rectangular sections.

Each rectangular section had a large, medium and small circle drawn inside. Students colored in the circles with cool colored crayons, then painted around the circles with warm colored watercolors.

– Learn a little bit about the artist Wassily Kandinsky and his artwork

– Demonstrate an understanding on how to create a crayon wax-resist painting

– Understand the difference between warm and cool colors

– Learn the art term “abstract”

Symmetrical Butterflies

Students created these beautiful butterflies in 2 (40 min.) art classes.

Step 1: Using pre-cut blue tissue paper, students glued sections down using watered down elmer’s glue with a paint brush on 12×18″ 80# drawing paper. Add another thin layer of watered down glue with the brush on top wherever sections aren’t flat. Students could go over the edges of the paper in areas (since the edges could be trimmed later). Set aside to dry.

Step 2: On another piece of 80# 10×16″ paper students folded their paper in half horizontally. Using black liquid tempera paint, they painted a thick line using a thick layer of paint down the crease of their paper, then folded the paper, pressed the paper, then opened creating the butterfly body and head.

Step 3: Painting only on one side of the paper with whatever  colors you want, repeat the same steps using a thick layer or paint, then folding and pressing and opening, to create the wings of the butterfly. Set aside to dry.

Step 1: The teacher draws a line with marker, all along the edge of the butterfly, and then students cut along the line to cut out their butterfly.

Step 2: Glue the backside of the butterfly, with a glue stick, paying special attention to the edges and place it on the sky background and press over each area with the flat of your hand to make sure it’s adhered well.

Students learn about symmetry and show symmetry within their work

3D Line Sculpture

Students had a lot of fun creating lots of different lines for this fun sculpture lesson!

Using a thick square piece of styrofoam students pushed pipe cleaners into the styrofoam block along the top and then bent them, twisted them together, made them wavy etc. Some pipe cleaners were made into curved lines that went back into the styrofoam block, creating a tunnel for other pipe cleaners to loop around or go through. Some pipe cleaners were also wrapped around pencils to make spirals. Students had a blast manipulating them to create all kinds of fun lines!

Learns that 3D art takes up space and isn’t flat

Can demonstrate how to create a variety of lines using pipe cleaners

Mixed-Media Hands Holding Flowers

This is one of my favorite lessons, and it only takes (1) 40 minute class to complete!

Materials needed: Pre-cut strips of green construction paper, (some thick some thin), 12×18″  blue construction paper (or whatever color you want!), various 9×12″ skin colored construction paper, a variety of colorful cupcake liners (I purchased mine at A.C. Moore in packs of 75), glue sticks and scissors.

Before doing any demonstrating, I read students the book “The Colors of Us” by Karen Katz. This story is one of my favorites- I love the illustrations but also the message. It’s a positive story about diversity and discusses the importance of appreciating people’s differences. My recommendation is to get this book if you don’t have it yet in your classroom!!

Step 1 : Students trace their hand and a portion of their wrist on skin colored paper, finding the color that best matches their skin, using pencil (making sure the fingers are spread apart).

Step 2 :  Carefully cut out the hand. Place the hand on the lower section of the blue paper, so the thumb is facing up.  It doesn’t matter if the hand is coming from the left side of the paper or the right, just so long as the thumb is pointing up. Glue down only the wrist and palm but not the fingers.

Step 3: Once the wrist and palm is glued, bend the fingers in towards the palm so they are upright (see pics below).

Step 4:  Glue 5 strips of green (I like the variety of greens better than just one shade) construction paper inside the hand one at a time, so some are glued at an angle and some are more straight, and some come down further than others, like a real bouquet of flowers.

Step 5 : Glue the backs of each finger and thumb and press down so they go in towards the palm. Now it looks like the hand is holding the stems!

Step 6:  Glue your favorite colored cupcake liners along the top of each stem with a glue stick. Make sure the colored side is facing up- (I had to flip them inside out ahead of time, in order for that to work).

Step 7:  Using pre-cut flower head shapes from other cupcake liners (see in pic below) students then glued the centers on with more glue. To keep the three-dimensionality of the flower heads, make sure kids don’t press anywhere but the flowers centers using just their fingertips.

Voila!! Your beautiful masterpiece is complete!

This would be fun to try again using some painted papers, or papers created from the shaving foam prints or chalk prints (listed above) for the flowers centers!

Thank you Laura from Painted Paper for the inspiration for this fun lesson!

Students understand the term mixed-media and can use different materials in their work

Students continue to develop and refine fine motor skills

RAINBOW HEART CARDS

This fun lesson includes model magic modeling clay, white tempera paint, pink construction paper and red tagboard (or cardstock) paper.

First students each received a large plate with a pre-drawn heart in the middle with black sharpie. Each student got a small piece of red, orange, yellow, green, blue and purple model magic clay. (I actually only had red, yellow and blue – primary colors- to work with but mixed the colors together to get orange, green and purple)

Students used their hands and fingers to roll pieces into a small ball, then rolled it out into a long thin “snake”, then starting with red, shaped the clay to form the shape of a heart on their plate. They continued to shape the other colors in the same manner going smaller and smaller as they got the heart’s center. The purple ends up being a small circle in the hearts center.

On a small square sheet of pink construction paper students dipped one finger into white tempera paint to print their finger at an angle 2x to create “heart shaped” clouds.

Everything was left to dry overnight, and then I hot-glued the pink papers onto the folded red tagboard, and the clay rainbow hearts on top in the center.

These cards were created for students to bring home for a special someone for Valentine’s Day!

LEARNING GOALS:

Students enhance their fine motor skills while manipulating and shaping clay

Students learn about the rainbows color order

Students can create shapes with simple printmaking methods and modeling clay

MIXED-MEDIA HEARTS

This mixed-media lesson includes, crayon, watercolors, tissue paper, white school glue, and oil pastel. It took (2) 40 minute art classes to complete.

First students each received a 8×8″ sheet of 80# drawing paper with a pre-drawn heart in the center. They drew lines from the edges of the heart out to the edges of the paper with crayon all around the heart- pressing hard as they drew.

Students painted over the crayon lines with watercolor paints.

These were set aside to dry until the next class.

On a separate sheet of 8×8″ 80# drawing paper, students filled in a pre-traced heart (I had heart tracers to use so the hearts on both papers would be roughly the same size) with red, orange, pink and yellow tissue paper that was pre-cut. They applied watered down white school glue with a paintbrush, then placed a piece of tissue, then brushed on a thin layer of watered down glue on top to flatten and stick in place. Tissue was overlapped as they glued 1 piece at a time until the whole heart was filled.

These were set aside until the next art class as well.

Students cut out their tissue paper hearts and glued into place on the painted paper they created in the last art class.

Then using a pink or red oil pastel, they drew a thick line tracing around the edge of their tissue paper heart! Voila!

Students can draw thick and thin lines

Students can create a crayon-wax resist with watercolors

Students can show overlapping in their artwork

Students can identify colors while they create

Students continue to develop and build fine motor skills

This fun ladybug lesson took (2) 40 minute art classes to complete. We used blue and purple oil pastels, green liquid tempera paint, black, red and white construction paper, black liquid tempera paint, and black sharpies.

Students used the sides of a blue and purple oil pastel stick to rub a textured sky background all over their 12×18″ 80# paper.

They then stamped grass along the bottom by dipping small strips of cardboard into a plate of green paint and stamping lines.

This was set aside to dry until the next art class.

On a separate sheet of 9×12″ red construction paper, I had 5 pre-traced circles drawn, with a black line drawn down the middle of each circle with black sharpie. Students painted the ladybugs dots with a q-tip dipped into a small bit of black tempera paint all within each circle. These sheets were set aside to dry too.

I did some prep work ahead of time by punching out small black circles for the ladybugs heads using a hole puncher, as well as larger circles punched out for the ladybug’s body. White paper was hole punched ahead of time with a regular sized hole puncher for the eyes.

Students cut out their ladybug’s red dotted wings and cut along the center line to separate the two wings. They glued one small black circle first, then a large black circle down on top of the smaller one, so the head stuck out at the top. Then glued down one wing at a time so it looked like the lady bug was about to fly away or just landing on the grass.

The white circles were added for the eyes and then black sharpie was added for the ladybug’s antennae and pupils in the eye.

Students did a fabulous job! I love how these springtime ladybug’s came out!!

Students can identify and cut various shapes

Students can apply texture to their artwork

Students develop and refine cutting and gluing skills

COFFEE FILTER FLOWERS

This fun flower lesson was created for my special education class. It’s a 2 day lesson and the materials needed were 3 coffee filters, watercolors, cupcake liners, pipe cleaners, glue sticks, tape and a paper straw.

First students wet the coffee filters down with water using a big paint brush. This allowed the coffee filter to lay flat and also helps absorb and spread drops of paint.

Students then used watercolor paint to paint on various colors of their choice over the entire coffee filter. These 3 filters were then set aside to dry.

On the second day, the filters were folded in half and students drew “bumps” all around the edge to create the petals. Each filter was cut a little smaller than the previous one. Then students glued each opened filter together in the center with a glue stick. A cupcake liner was then glued into the center of their flower. Then using a pipe cleaner, students created a spiral by bending and shaping with their hands. This spiral was then glued into the cupcake liner with a glue stick.

For the final piece, students chose their colored straw and taped it to the back of the coffee filters for the stem.

Thank you, they’re great ideas which I can adapt slightly to enable my students can fully access our visual arts program!

Love your work! I have an autistic son and work as a paraprofessional with autistic students. I have led many art projects over the years. I love the students’ enthusiasm for the arts. I can tell you do also.

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Find arts resources | tpt, benefits of arts education.

Arts education encompasses various disciplines, including creative writing, dance, music, theater, and visual arts. Through arts education, students learn valuable life skills, including creativity, cooperation, discipline, and critical analysis. Additionally, it provides students with positive means of self-expression and empowers them to find their voice.

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By teaching the arts, teachers can also instill a lifelong appreciation and enjoyment of various art forms, encouraging students to continue exploring and participating in creative activities throughout their lives.

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On TPT, arts resources come in various formats, from directed drawing activities and art history projects to dramatic plays and music worksheets. They can be used to enhance learning, assess a student’s mastery of arts-related concepts, or to reteach a tricky topic. With plenty of TPT resources at your fingertips, teaching the arts will be so much easier.

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Ignite creativity in your student or child by exploring our diverse collection of printable and digital art worksheets! TPT has an extensive array of instructional materials for every learning need, topic, or grade level.

Arts resources on TPT are designed to challenge and inspire children of all ages and help them discover and explore their talents in drawing, music, creative writing, and other fine arts. These grade-specific resources ensure that all students can access age-appropriate materials that stimulate their minds and unleash their artistic potential.

For our young learners, there are delightful tracing and coloring exercises, as well as drama plays and simple songs to learn. Meanwhile, older students can delve into the world of sheet music, instrument fundamentals, and even explore the fascinating realm of art history. With such a wide variety of subjects and topics covered, resources on TPT offer endless opportunities for students to explore the fine arts.

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There are many different types of arts resources sold by Sellers on TPT. Some popular topics include art history, music, dance, drama, creative writing, and visual arts.

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Educators can save time preparing fine arts lessons with resources created by experienced teachers. Simply start a search for an arts-related resource on the TPT marketplace, and filter by grade level, price, and/or resource type to find materials that've been proven to work in classrooms like yours. No matter what you’re teaching, there are plenty of arts lessons and activities sold by Sellers on TPT that are tailored to meet your students' skill levels and interests.

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Samara State Social and Pedagogical University, SSPU

Description of Samara State Social and Pedagogical University, SSPU

• Location: Samara, Russia ;
• Age of students: 17+;
• Type: mixed;
• Language of instruction: Russian.

The date of establishment of the university is october 16, 1911.

Faculties and colleges

The structure of the university has 10 faculties:

• natural-geographical;
• foreign languages;
• culture and art;
• mathematics, physics and computer science;
• primary education;
• psychology and special education;
• physical culture and sports;
• economics, management and service;
• philological.

Scientific achievements

In 2021, the university fulfilled three state tasks in the field of scientific activity:

• Applied research "Methods of implementation of educational programs of the humanitarian profile of secondary general education in the context of the application of mixed learning models";
• Fundamental research "Methodology and methodology for developing a strategy for the development of education in the region";
• Fundamental research "Formation of Russian civil identity in the educational process".

An important event in the scientific activities of the university was the opening of the Samara Center of the Russian Academy of Education.

In 2021, 15 applications for grants were submitted.

The scientific activity of the university is marked by awards of different levels.

Things to know about

Scientists and teachers from universities of the Czech Republic, Italy, Germany, the Netherlands, Armenia, the Republic of Belarus, and the Republic of Kazakhstan were mainly involved in the educational process online.

Programs and prices, tuition fees in Samara State Social and Pedagogical University, SSPU

• Age – from 17 years,
• The period is 4 years. 
• Environmental management and environmental expertise ;
• Applied Informatics in State and Municipal Administration ;
• Social psychology ;
• Finance and credit ;
• Management of the organization ;
• Regions of Europe ;
• Convergent journalism ;
• Financial services ;
• Fine arts ;
• Music education ;
• Physical education ;
• Psychology of Education ;
• Preschool defectology ;
• Speech therapy ;
• Life safety;
• Economics and Informatics;
• Translation and Translation Studies, etc .

Specialist Degree

• Age – from 17 years,
• The training period is 5 years.
• Painter-painter .
• Age – from 21 years,
• The training period is 2 years. 
• Fine Arts in Education ;
• Mathematics and informatics in the context of digitalization of education ;
• Education in the field of physical culture ;
• Psychological and pedagogical support of general and vocational education ;
• Regional journalism and literary local history ;
• Archaeology of the Volga region.

Accommodation, meals, prices

SSPU has two student dormitories of sectional type. On the ground floor there are administrative and economic premises, showers. 

On each floor there are:

• 2 kitchens;
• 1 household room (laundry room with dryer);
• 6 sections (4 rooms each). 

In each section of the room for 2 and 3 seats, a washroom. 

The dormitories have a garbage chute, an elevator, a wireless Internet connection. 

Students, postgraduates, student families live in student dormitories.

The canteen of SSPU for 100 seats is located in the sports and recreation complex "Burevestnik".

Activities Samara State Social and Pedagogical University, SSPU

Scientific circles:.

• Linguistic Circle "Language and World";
• Astronomical Circle;
• School Radio Engineering Circle;
• Circle "Physics of the Microcosm";
• Electrotechnical Circle;
• "Microelectronics. Internet. Use in education";
• Programming circle;
• "Concepts of Modern Natural Science";
• Circle for the development of productive thinking of schoolchildren;
• Team of polymaths "IMFInity";
• Student Club "Young Scientist";
• "Information and methodological support of mathematical education of preschoolers and younger schoolchildren";
• "Linguistic personality in the philological space";
• "Decorative and Applied Arts";
• "Fundamentals of Methodical Mastery";
• "First Steps into Science".

Creative circles:

• "Izonit";
• "Beading";
• "Embroidery with ribbon".

Sports sections:

• Table tennis;
• Basketball (men's and women's);
• Volleyball (men's and women's;
• Futsal (men's and women's);
• Targeted education at state-funded places;
• Implementation of double degree programs .

Facilities and equipment at Samara State Social and Pedagogical University, SSPU

SSPU manages:

• 10 educational buildings;
• sports and recreation complex "Burevestnik" with a 25-meter swimming pool with 8 lanes and sports halls;
• sports ground with artificial grass;
• agrobiostation;
• sports and recreation camp "Yunost".

Educational buildings of SSPU include:

• course design;
• group and individual consultations;
• ongoing monitoring and intermediate certification;
• premises for independent work;
• premises for storage and preventive maintenance of educational equipment;
• laboratories with the necessary equipment;
• 8 departments;
• 5 reading rooms in 5 academic buildings;
• 9 season tickets;
• electronic reading room;
• reference and bibliographic department;
• Department of Rare Books.
• Ethnographic Museum;
• Museum of Archaeology of the Volga Region;
• Museum of History named after the Hero of the Soviet Union P.M. Ganyushin;
• Zoological Museum named after D.N. Frolov;
• Medical center.

For conducting lecture-type classes, there are sets of demonstration equipment and educational and visual aids.

The SSPU has 1121 PCs, of which 720 are used in the educational process, including 200 for the organization of independent work of students.

Admission dates and extra charges

The educational process at the university is organized in semesters (autumn and spring), each of which ends with a test and examination session. The school year begins on September 1 and ends in accordance with the curriculum of the relevant educational program.

Additional expenses of students may include fees for accommodation in dormitories (for non-residents), meals, leisure and other expenses.

Enrolment process

List of documents:

• Application;
• Consent to the processing of personal data;
• Passport and its copy;
• A document on education with an appendix and its copy;
• A document on the passage of a medical examination and its copy;
• A copy of the marriage certificate (or a certificate from the registry office on the change of surname);
• Copy of SNILS;
• Copy of TIN;
• Two 3x4 photos.

Enrolment statistics

Every year more than 6,000 people study at the university.

Perspectives

Since 2021, SSPU has launched a digital career environment based on the inter-university platform "Facultius", which unites more than 400 universities in Russia. 215 employers with 1,085 vacancies are registered on the platform.

Partners of the university for the employment of graduates:

• Volga Region Bank PJSC "Sber";
• Samara regional branch of JSC "Rosselkhozbank";
• RN-Supply-Samara LLC;
• Mortgage and Real Estate Agency LLC "VIP Company".

Entry requirements, how to apply, what is required to enrol

Applicants to the university must meet the following requirements:

• age from 17 years;
• completed education not lower than secondary complete general.

Minimum number of USE points:

• Mathematics – 39;
• Russian language – 40;
• Physics – 36;
• Informatics – 40;
• Biology – 40;
• Chemistry – 36;
• Foreign language – 40;
• Social Studies – 42;
• History – 40;
• Literature – 40.

Scholarships Samara State Social and Pedagogical University, SSPU

Students of the university can be assigned:

• state academic scholarship;
• increased state academic scholarship;
• state social scholarship.

The University provides material support to students who find themselves in a difficult life situation.

Institution on the map

Residence permits, citizenship and other services.

• Guardianship services during the studies
• Student supervision

Review about Samara State Social and Pedagogical University, SSPU

Recommendations on when to apply.

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39 Facts About Samara (Samarskaya Oblast)

Written by Iolanthe Weiss

Modified & Updated: 05 Sep 2024

Reviewed by Jessica Corbett

• Volga River Facts

Samara, located in the Samarskaya oblast of Russia, is a vibrant city with a rich history and mesmerizing landscapes. Nestled along the banks of the Volga River, it is a bustling hub of culture, industry, and innovation. With a population of over 1 million people, Samara boasts a diverse and dynamic community.

From its origins as a prominent trade center in the 16th century to its role as a key aerospace and automotive manufacturing hub in modern times, Samara has undergone significant development and transformation. This article will delve into 39 fascinating facts about Samara, highlighting its landmarks, traditions, and hidden gems that make it a remarkable destination.

Key Takeaways:

• Samara, also known as Kuybyshev, is a vibrant city on the Volga River, famous for its space exploration, stunning landscapes, and rich cultural heritage. It’s a must-visit for history buffs and nature enthusiasts alike.
• With its iconic Stalin’s Bunker, Zhiguli Mountains, and vibrant nightlife, Samara offers something for everyone. From delicious traditional cuisine to world-class universities, this city is a treasure trove of history, culture, and adventure.

Samara is situated on the banks of the Volga River.

As the largest city on the Volga River, Samara boasts stunning waterfront views and offers various water-based activities for locals and tourists.

It is the sixth-largest city in Russia, with a population of over 1 million people.

Samara is a bustling metropolis with a diverse population and a vibrant urban atmosphere.

The city was founded in 1586 as a fortress.

Samara has a rich history dating back over four centuries, and its founding as a fortress played a significant role in its development.

Samara was known as Kuybyshev from 1935 to 1991.

During the Soviet era, the city was renamed Kuybyshev in honor of Valerian Kuybyshev, a prominent Bolshevik leader.

The iconic Stalin’s Bunker is located in Samara.

This underground complex served as a shelter for Joseph Stalin during World War II and is now open to the public as a museum.

Samara is often referred to as the “Gateway to Space.”

The city houses the renowned TsSKB-Progress Rocket and Space Center , which has played a critical role in Russia’s space exploration efforts.

The renowned Zhiguli Mountains are located near Samara.

This picturesque mountain range offers breathtaking views and countless opportunities for outdoor activities.

Samara is home to the famous Samara Space Museum.

Here, visitors can learn about the history and achievements of Russian space exploration through interactive exhibits.

The Samara Embankment is one of the longest in Europe.

Stretching over 5 kilometers along the Volga River , the embankment offers stunning views, recreational areas, and vibrant nightlife options.

Samara is known for its beautiful beaches.

During the summer months, locals and tourists flock to the sandy shores along the Volga River to enjoy sunbathing and various water sports.

The Samara Academic Opera and Ballet Theater is a cultural gem in the city.

Known for its magnificent performances and stunning architecture, the theater is a must-visit for art enthusiasts.

The Zhiguli Beer Factory is located in Samara.

This famous brewery produces one of Russia’s most beloved beers, known as Zhigulevskoye.

Samara is a major transportation hub in Russia.

The city has a well-developed network of roads, railways , and airports, connecting it to other parts of the country and beyond.

The iconic Samara Square is the geographical center of the city.

Surrounded by historic buildings and bustling shops, the square is a popular gathering place for locals and tourists alike.

Samara is home to several prestigious universities and research institutions.

The city offers excellent educational opportunities, attracting students from all over the world.

The Samara State Aerospace University is renowned for its aerospace engineering programs.

It has produced many accomplished professionals in the field of space exploration.

The Samara State Medical University is one of the top medical institutions in Russia.

It has a strong reputation for its academic excellence and medical research.

Samara has a rich literary heritage.

Many prominent Russian writers, including Maxim Gorky and Alexey Tolstoy, have ties to the city.

The Samara Philharmonic Orchestra is known for its exceptional performances.

It attracts renowned musicians and hosts various concerts throughout the year.

The city’s architectural landmarks include the Samara Academic Drama Theater.

This beautiful theater showcases outstanding performances and boasts a stunning neoclassical design .

Samara is famous for its vibrant nightlife.

The city offers a wide range of bars, clubs, and restaurants that cater to different tastes and preferences.

The Samara Krasnaya Glinka Airport offers domestic and international flights.

It serves as an important gateway to the city and the surrounding region.

The Samara Railway Station is one of the busiest in the country.

It connects Samara with major cities across Russia and neighboring countries.

The Samara State Art Museum houses a diverse collection of artworks.

Visitors can explore various artistic styles and admire masterpieces by both Russian and international artists.

The Zhiguli Hydroelectric Station is located near Samara.

This impressive structure generates electricity and plays a vital role in the region’s energy production.

The Samara Arena hosted matches during the 2018 FIFA World Cup.

It is a state-of-the-art stadium that can accommodate over 40,000 spectators .

Samara is a haven for nature enthusiasts.

The city is surrounded by picturesque landscapes, including national parks and forests.

The Samara State Historical and Architectural Museum is a treasure trove of local history.

It showcases artifacts and exhibits that highlight the city’s past and its contributions to Russian history.

Samara is a city of festivals.

Throughout the year, various cultural events and celebrations take place, attracting artists and performers from all over the world.

The iconic Stalin’s House of Culture is a symbol of Soviet architecture.

It is now a popular cultural center that hosts concerts, exhibitions, and theatrical performances.

The Samara Square named after V.V. Kuibyshev is a major gathering place for locals.

Surrounded by shops and cafes, it provides an ideal spot for people-watching and enjoying the city’s vibrant atmosphere.

Samara has a thriving film industry.

The city hosts several international film festivals and has produced many acclaimed Russian filmmakers.

The Kurumoch International Airport serves as a gateway to Samara.

It offers domestic and international flights , connecting the city to destinations around the world.

The iconic Samara State University is one of the oldest and most prestigious universities in Russia.

It has a rich academic heritage and offers a wide range of degree programs .

Samara is known for its delicious traditional cuisine.

Visitors can savor local dishes such as zharkoye, pirozhki, and Samara-style pickles.

The Samarskaya Luka National Park is a paradise for outdoor enthusiasts.

It boasts diverse ecosystems, stunning landscapes, and numerous hiking trails.

The Samara State Technical University is renowned for its engineering and technical programs.

It prepares students for successful careers in various industries.

Samara is a city of sports.

The city has produced many accomplished athletes and has hosted numerous national and international sporting events .

Samara is a city of bridges.

The city’s numerous bridges, including the iconic Zhiguli Bridge, provide convenient river crossings and add to the city’s architectural charm.

As you can see, Samara (Samarskaya oblast) is a city teeming with history, culture, and natural beauty. Whether you are interested in exploring its architectural wonders, immersing yourself in the arts, or enjoying the outdoor adventures it offers, Samara is sure to captivate your heart. Plan a visit and experience the magic of this remarkable city firsthand!

In conclusion, Samara, also known as Samarskaya oblast, is a fascinating city with a rich history and numerous interesting facts. From its iconic landmarks to its vibrant culture, there is so much to discover and explore in this beautiful region of Russia. Whether you are interested in architecture, nature, or simply immersing yourself in the local atmosphere, Samara has something to offer everyone.With its strategic location on the Volga River and its diverse population, Samara has grown into a thriving city that offers a unique blend of modernity and tradition. Its impressive aerospace industry, stunning beaches, and vibrant nightlife make it an ideal destination for both business and leisure travelers. Don’t miss the opportunity to experience the warmth and hospitality of the Samara people, who are known for their friendly nature and welcoming spirit.Plan your visit to Samara and prepare to be captivated by its charm and allure. Whether you’re strolling along the iconic promenade, exploring the beautiful parks, or indulging in the local cuisine, you’re sure to create memories that will last a lifetime in this enchanting city.

Q: What is the population of Samara?

A: According to the latest estimates, the population of Samara is around 1.2 million people.

Q: What is the best time to visit Samara?

A: The best time to visit Samara is during the summer months from June to August when the weather is warm, and various outdoor activities can be enjoyed.

Q: Are there any famous landmarks in Samara?

A: Yes, Samara is home to several iconic landmarks, including the Samara State Philharmonic Hall, the Samara Academic Opera and Ballet Theater, and the Samara Embankment.

Q: Can I explore nature in Samara?

A: Absolutely! Samara boasts stunning natural landscapes, including the Samarskaya Luka National Park , Zhiguli Mountains, and the Volga River, where you can enjoy activities such as hiking, boating, and picnicking.

Q: Is it easy to get around in Samara?

A: Yes, Samara has a well-developed transportation system, including buses, trams, and taxis, making it convenient for visitors to navigate the city and explore its attractions.

Q: Are there any traditional festivals or events in Samara?

A: Yes, Samara hosts various festivals throughout the year, including the Samara International Music Festival , the Samara Aerospace Show, and the Samara Summer Festival, showcasing the city’s rich cultural heritage.

Q: What are some popular dishes to try in Samara?

A: Some popular dishes to try in Samara include Zharkoye (meat stew), Pryaniki (gingerbread), Kulesh (a traditional Russian soup), and Blini (thin pancakes served with various fillings).

Q: Is English widely spoken in Samara?

A: While English may not be widely spoken, especially in rural areas, most hotels, restaurants, and tourist attractions in Samara have staff members who can communicate in English.

Q: What are some nearby attractions to visit from Samara?

A: Some nearby attractions to visit from Samara include Togliatti, known as the “motor city” of Russia, the Samara Bend, and the historical town of Volgograd .

Q: Are there any shopping opportunities in Samara?

A: Yes, Samara has several shopping malls, street markets, and boutique stores where you can find a variety of goods, from local souvenirs to international brands.

Samara's fascinating history and cultural richness make it a captivating destination for anyone interested in exploring the wonders of Russia. Dive deeper into Russian culture by learning about the intricacies of the Russian language. Discover more about the heart of the Russian Federation with intriguing facts about the Kremlin . And don't forget to explore the natural beauty of the region by uncovering the secrets of the mighty Volga River , which has played a significant role in shaping Samara's identity.

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