This is one of my all time favourite art challenges, but it’s the FIRST time I thought to time lapse each painting. Students get into a group of 4 or 5, and have one canvas with 3-4 ovals drawn on it in chalk, these ovals will be turned into faces. The results were fabulous!


  • You have 10mins to discuss a plan, no touching the canvas.
  • You have only 60mins to complete this painting.
  • No black paint until the end.
  • Use expressive colours (realism is not needed).
  • The portraits need to follow the rules, as demonstrated.
  • Everyone must be involved.
  • Fill the whole canvas- no white canvas is to be left.


Aren’t they so much fun? The students loved seeing their videos at the end.


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Not only were the students engaged during the entire class, but they learnt about the rules of portraiture in a unique way AND now we have some stunning, loose, expressive, large canvases to hang on the walls! All achieved in 80mins (5min intro, 5-10min planning, 60min painting, 5-10min clean up and photoshoot!)

I can’t wait for the next class to do this! 🙂


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We have just got back from holidays and now I need to catch up by sharing the amazing work the grade 7 class did during last quarter. Better late than never. 🙂


I wrote previously about this task, but basically, the students reinterpreted their out of the frame drawings as a functional clay object.

Their assessment was based on form vs function. At the beginning of the task they had to say what their function was, and be prepared to actually perform the function. For example, if it was to design a bowl that holds ice-cream, they would have to eat ice-cream during the expo/assessment class. Have a look at their final products and see if you can guess their functions.

Now, lets see what happened during our expo/assessment class. It was certainly a great deal of fun! By the way, before the students ate the food they had to do a photoshoot considering: worm’s eye view, bird’s eye view, extreme closeup and the rule of thirds.

When looking at these student photos see if you can guess which rules they applied!


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Textured Analogous Sculptures, G6

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After creating these gorgeous “Creative Colour Wheel” watercolour paintings, the students were now ready to apply their knowledge of, ‘Analogous‘ colours, to a foil textured sculpture. It was meant to be a relief art work but many of the students chose sculpture instead. As long as they could demonstrate texture, analogous colours and applied cutting and presentation skills I did not mind.

As you can see below some got quite creative with this task!



The last step was to create a WordFoto digital image of their sculpture which showed their understanding of colour theory terms inspired from this video:


The digital terminology poster needed to be created from memory.


Next time, I will have students collect images of five art works which, apply each of the colour schemes, mentioned in the video above. The students can analyze and evaluate them using Buddy Poke.

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A Collaboration for Charity, G8

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After connecting with the students in New York, grade 8 were introduced to Graeme Base and his gorgeous Animalia book. The students were VERY impressed, so wrote him letters using Lifecards, which we sent to him. Not long after, he had written this amazing letter back to us.

All inspired, we then began to design our book pages. The students were given a letter of the alphabet, they then had to choose an endangered animal starting with that letter, draw it, and create an alliteration. All work was shared to their small group on Edmodo.

Meanwhile, New York also created beautiful art work and shared them with us. Once the first drawings were complete, the students had to choose one of three jobs: animal, background or alliteration typography. They were still communicating regularly through Edmodo.

The students worked very hard on their chosen job and are now photographing their work and are putting it into a share folder. Now, my students are using the iPads and Superimpose to layer all the work together. We have two finished pieces so far and they are AMAZING.

In fact, I emailed them to Graeme Base and he said we had a lot of talent in this group!


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Functional Clay G7

After completing our out of the frame drawings and reflecting upon them, the students were ready to begin their second challenge:

“Design a functional object based on your animal”.

The clay is currently drying, it will be fired and then the students will need to gaze it. After glazing they will be having an expo where they have to demonstrate the function. For example: if it is to eat ice-cream then the student will be eating ice-cream during class. If it is to hold jewelry then student needs to bring in jewelry to demonstrate.

It’s going to be so much fun. I can’t wait!


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Zen and Tone in Grade 6

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Our sketchbook covers are complete!

After creating their digital art the students then created a graffiti name in their sketchbooks. They were assessed on overlapping letters, details, colouring and presentation skills. Some students pushed their work to a higher level by adding a shadow.

The names were then photographed, and superimposed on top of their digital art. These were printed A5 size and stuck onto the covers of their sketchbooks. Not only are they creative but we can also learn about the student interests, which is a fabulous way to get to know my new class.


Zentangle Eyes

Now, we are designing Zentangle eyes. The students were learning: to follow instructions, apply tone with coloured pencil and how to create Zentangles, which is a very relaxing way to pattern. Some students chose their colour scheme based on colour symbolism. Despite the smaller size of this project, there was certainly a lot of learning and skill building going on. I could not be happier with the results!

How to Tone an Eye

Our Results

Digital Art

Now that the students are finishing they will be using their iPad to superimpose themselves interacting with the eye. They will also reflect on the task and self assess using Lifecards. This card will be emailed to their family and put on display with their work.




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HS MarkMaking Canvas & Prints


The HS class have nearly completed their final mark-making fabric portraits and they are looking sensational. The students have had a quarter of exploring different drawing techniques from: gesture, contour, negative space, continuous line, blind, upside down drawing and Zentangles. Theses silhouettes were the second formative task and the fabric is the third.

Once the canvas was complete the students were ready to begin their first major task.

Step 1: They drew three portraits applying the techniques they liked the most from the quarter.

Step 2: Then they merged them together with a posterized photo in ,and printed them out.

Step 3: The next step was to print onto fabric and apply marks which communicate a message about themselves. This task is very free and does not have too many restrictions so the students can really PLAY.

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Posted in Grade 9, HS Art, Mixed Media, observational drawing, Portraits, Technology | Tagged , , , , | Leave a comment