KID ACT Art Activities

Literacy-Building
Art Activities
Easy Art Projects With Companion Poems and Lessons
That Build Skills in Phonemic Awareness, Oral Language,
Literacy-Building Art Activities © Ellen Booth Church, Scholastic Teaching Resources
Early Writing, and More
by Ellen Booth Church
N E W Y O R K • T O R O N T O • L O N D O N • A U C K L A N D • S Y D N E Y
M E X I C O C I T Y • N E W D E L H I • H O N G K O N G • B U E N O S A I R E S
To Carol Urban,
whose friendship and creative genius have been an inspiration
not only for this book but also for my life!
ACKNOWLEDGMENTS
Thanks to Carol Urban, Ph.D., for her collaboration in the creation of the art activities,
and to Jerry Levine for his “rhythmic assistance” in improving the poems.
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part
of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regard-
ing permission, write to Scholastic Professional Books, 557 Broadway, New York, NY 10012.
Cover design by Norma Ortiz

Cover art by Bari Weissman
Interior design by Solutions by Design, Inc.
Interior illustrations by James Graham Hale
ISBN: 0-439-31664-2
Copyright © 2003 by Ellen Booth Church.

All rights reserved. Published by Scholastic Inc.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 09 08 07 06 05 04 03
Contents
Welcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Using This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Everyday Art
I’m a Great Artist! . 8
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Collage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Crazy Clay Creations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Paint Blots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Who Can Resist? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Sensory Art
I Hear Art! 13
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Texture Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
A Matter of Taste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Sniff and Sculpt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Seeing in a Different Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Rub to Reveal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Alphabet Pattern Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Mosaic Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Carbon-Paper Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Handprint Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Nature Art
Poetic Branches 23
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Wild About the Weeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Rocking and Rapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Eggshell Surprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
The Art of the Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Reuse and Recycle Art

You Name It!. 28
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What’s in Fashion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
A Tisket, a Tasket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Wonderful Wood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Marvelous Masks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Welcome!
A
rt is a language. It is a way to express thoughts,
words, and feelings. The process of making art allows
Building Literacy Skills
us to give image, form, or structure to something that
is often intangible. Have you ever stood in front of a great Just look at the skills children
work of art and felt the artist “telling you something”? That is will be developing with these
what young children do every day in the art projects we activities:
provide for them. Our role is to give them the materials and
Expressive language
inspiration—then stand back and let them go!
Vocabulary
In many ways, art is the first language of the beginning
Descriptive language
reader and writer. Children draw or paint before they write.
They use what might seem like scribbles, lines, and blobs to Storytelling
represent things. But isn’t that what writing is all about? Sequencing
Children’s pictures represent an essential step on the road
Phonemic awareness
to literacy.
Rhyming
Each activity in this book starts off with a poem or song to
Titling and naming
engage children with rhythm, rhyme, and imagination (and
we’ve all felt the magic of speaking or singing a rhyme to get Writing
children’s attention!). This creates a springboard into any Prepositional phrases
activity while providing children with a literacy focus. In
Letter writing
addition, children experience and build the basic skills of
language and literacy in the context of an activity they Fine-motor coordination
enjoy—ART! Alphabet
By combining poems with art projects, you are creating a Visual discrimination
complete circle of learning that begins and ends with Matching
literacy—and is expressed with art materials. What an easy,
Patterning
fun, and natural way to build language and literacy skills!
Creative expression
Enjoy!
Sensory integration
Following directions
Characterization
Creative dramatics
Problem solving
Making comparisons
Predicting
Expressing emotions
4
Using This Book
Here are some tips to help you make the most of each activity:
Copy the introductory song or poem onto chart paper.
Gather materials beforehand.
Consider introducing the activity in circle time, then moving to the art center.
It’s
It’’s the Process, Not the Product!
It
You might have heard the expression “It’s the process, not the product” in regard to art activities. As
teachers, we know that children learn how to think and problem-solve from the free exploration of
materials. As they “mess around” with the rich assortment of materials and ideas suggested in the
activities, children are expressing themselves in their own way. No two projects will look the same.
Isn’t that a lot like writing? A group of writers may be looking at the same object or situation but will
naturally write about it in all different ways. The activities in this book are meant to mirror this
creative process for children.
Conversations With Great Artists—Your

Artists
Ar — Your Children!
tists—
One of the secrets to developing language and literacy skills is simply talking to children about their art!
Be specific about what you notice when children are working or are showing you their artwork. For
instance, I notice you made many interesting lines across the top of the paper. They are wavy and long.
You’ll be introducing vocabulary as well as helping the child focus on his or her work. Ask open-ended
questions to elicit language and thinking:
What were you imagining when you made this?
Does this tell a story? Can you read (or tell) it to me?
Can you please tell me about what is happening in your picture?
Does your creation have a name (or title)?
NOTE: Young children’s drawing and sculpting abilities vary greatly even within one age
group. Some children are drawing representational images of people and things, while others
are making scribbles and lines. All abilities are developmentally appropriate to the early stages
of learning and, of course, to the activities in this book. Sadly, some children can be unwittingly
unkind to others about their drawing ability. The representational artists might tell the others
that they are “just scribbling”! A great way to deal with this is to introduce the work of great,
modern nonrepresentational artists such as Klee, Pollack, and Picasso. Many of these great
artists’ works are similar to the work that your children create! Talk to children about each
artist’s individual “style.” The next time a child tells another that he is “just scribbling,” you
might hear him respond, “ N o, it’s my style!”
5
There are four types of activities in this book:
EVERYDAY ART
No matter what goes on in your art center, the availability of clay or paint
and paper will keep children occupied day after day. Swirls of color, joyous or
brooding, or forgiving lumps of clay to be whacked and pounded are a refuge
and a great outlet for emotions. Here are some innovative ways you can take
basic art supplies and give them a new literacy “twist”!
SENSORY ART
These activities can be done with almost any material because they call on
creativity rather than the medium. Here you’ll find suggestions for getting
started, but you’ll see that children take off with these ideas in many different
directions. Perhaps they will free a child to draw surprise, paint fear, or model
joy. After all, that is the object of art! As children express themselves with
art, the door opens to expressing themselves in language and writing.
NATURE ART
All around us, the world offers a multitude of natural materials with which to
create art. Every classroom will have a different potential for natural materials.
Nature has always sparked the poet—and the same can be said for children!
Use these simple yet powerful art activities as “nature’s gate” to literacy.
REUSE AND RECYCLE ART

Children have the wonderful ability to see art and creative potential in
“junk”! You will need lots of assorted “stuff” for children to use in their
educational play. An excellent and frequently underutilized source of good
materials is the local business community. See page 7 for a list of what you
might find where.
6
Collecting Recyclables
When you approach businesses for art supplies, clear communication of your general needs
and objectives will make things easier. Write a brief letter saying who you are and
explaining that you would like to discuss possible recycling and reuse of materials. Send or
deliver the letter to a few businesses and set up meetings during which you can explain
your needs specifically in relation to that business. Later, send a thank-you note, perhaps
with a photo showing how their donation is being used. Also, share your efforts with
families and ask if they can either be donors or know someone who should be asked!
TRY: FOR:
Photo shops Empty film canisters
Restaurants Plastic dough buckets, large herb tins, large transparent

plastic jars, Styrofoam containers
Produce dealers Wooden boxes, fruit and vegetable posters, mesh onion bags
Fabric stores Fabric cores/bolts, scrap fabric, pattern books, thread cores
Carpet stores Cardboard rug cores, rug samples
Appliance stores Large boxes
Supermarkets Cardboard display cases, food posters, large-size food-shipping
containers
Electricians Wire spools, plastic-coated wire bits
Fine carpenters Interesting wood shapes, wood shavings
Machine or metal shops Metal cutouts (check for sharp edges)
Department stores Broken jewelry, odd scarves, decoratives
Printers or copy shops Colored papers, copy overruns
Offices Letterheads, order books, notebooks, office supplies
Doctors and dentists Posters stressing healthy activities
Tile stores Mixed tile scraps
Bookstores Posters, bookmarks
Travel agencies Posters, brochures
Paint and wallpaper stores Wallpaper books, paint color chips
Tobacco shops Cigar boxes
7
E VERYDAY A RT
I’m a Great Artist!

Introduce different artists’ work and invite
children to experiment with their colors,
textures, and techniques. For added literacy I’m a Great Artist!
fun, children can explore the titles the artists (tune: “I’m a Little Teapot”)
have given their work—and have fun titling
I’m a great artist,
their own!
Look at my style
Just watch me draw
And paint for a while.
I can be O’Keefe,
Monet and Klee

And, of course, I can
Paint just like ME!
MATERIALS: postcards or photos from art magazines with examples

of great artists’ work, posterboard or cardboard to
display the examples, white paper fastened to an easel,
Variations
table, or floor, brushes in different sizes, colored paints,
jar of water for washing brushes Invite children to bring
their favorite piece of
SKILLS: creative expression, making comparisons, descriptive art to a circle-time
language, fine-motor coordination meeting to share. Ask
them to talk about
HOW
HOW TO
TO their paintings and give
them titles.
1 Share and sing the poem above and talk about how different
Offer collage materials
artists have different styles. (It doesn’t matter if children know the
for multimedia works.
artists named in the poem; just show them a few pictures so they
Mix glitter or sawdust
can see the differences in styles.)
into one or more of
2 Have children choose the work of one artist to experiment with. the paint colors!
Show children examples of his or her work and ask them to
describe what they notice. Ask: What colors does the artist use?
What types of materials?
3 Let children experiment with the style of the artist. Post pictures
of the artist’s works around the art area for inspiration.
4 Stand back and watch them paint. Remind children that they are
just experimenting with a style—they don’t need to work toward
a finished product yet!
8
E VERYDAY A RT
Collage
In the art of collage, every “found” object can be art! In this activity, children experiment
with using tiny bits of things to make a greater whole.
Collaging Things
(tune: “My Favorite Things”)
Snips of bright paper and bits of white eggshells,
Tiny red buttons and cinnamon stick smells,
White paper doilies, with fabric and strings,
These are a few of my collaging things!
MATERIALS: assortment of collage materials (such as bits of colored

paper, pictures, clean eggshells, buttons, ribbon, Variations
feathers, glitter, cinnamon sticks, doilies, fabric pieces,
As children use
yarn, and string), scissors, white cardboard (one piece different collage
per child), white glue thinned with water, materials, they can add
paintbrushes them to the song.
Write the new verses
SKILLS: creative expression, fine-motor coordination, and post them with
descriptive language, making comparisons the original song in the
art center!
HOW
HOW TO
TO
Use pieces of colored
1 Share and sing the poem together. Encourage children to close tissue paper. Where
the papers overlap,
their eyes as they sing the song and imagine what a collage made
new colors result! If
out of things might look like. Ask: What would you do with these children use tissue or
materials? transparent cellophane
with the two sheets of
2 Put out collage materials and ask children to match them to the clear contact paper,
words in the song. Say: Are there any materials here that are not they will have a
in the song? stained glass-like result!
3 Invite children to arrange collage materials on their cardboard Help children spread a
piece of clear contact
before gluing. Ask: How many different ways can you arrange paper sticky side up.
these materials? Arrange bits of
colored paper and
4 Children can sing the collaging song as they are working. Or, try cover with a second
making a tape of you and the children singing it, then play it! sheet of clear contact
paper.
5 Show children how to paint glue on the cardboard and press the
materials onto the cardboard. The glue remains wet enough so
the pieces can be rearranged for some time.
9
E VERYDAY A RT
Crazy Clay Creations

Clay is wonderful not only for
creating art, but also for helping Crazy Clay Creations!
children express their emotions. (call-and-response chant)
Are kids having a hard day? Take
Teacher: With a push and pull we knead the dough.
out clay and let them knead and
Class: Crazy clay creations!
“work it out” with glee.
Teacher: What it will become we do not know.
MATERIALS: flour, salt, water, Class: Crazy clay creations!
vegetable oil, flavoring Teacher: It feels so good to pound and squish.
or scent such as Class: Crazy clay creations!
vanilla or orange Teacher: Go on and make whatever you wish!

extract (optional),
mixing bowls,
measuring cups, rolling pins, plastic knives, cookie cutters, garlic press or other
sculpting tool
IN ADVANCE: Mix three parts flour with one part salt. Add one part water, a spoonful of oil, and
color and scent if desired. Have children help you measure, mix, and knead the dough.
SKILLS: creative expression, expressing emotions, expressive language, fine-motor
coordination, problem solving
HOW
HOW TO
TO
1 Read the call-and-response chant. Have children practice their Variation
alliterative line a few times. Ask: What do you think the poem is
saying? Children may like to clap along as it is spoken, or pretend Mix soap flakes with
enough water to yield
to knead the clay! a doughy material.
2 Pass out pieces of dough and invite children to explore how it feels Add color and mint,
vanilla, or almond
to push, pull, and pound, just like in the poem! As children work fragrance if desired.
the dough, call out a different emotion for them to express: Can When dried, these
you show happy dough? angry? shy? shapes make nice gift
soaps.
3 Introduce the use of dowels as rollers to make flat slabs. Children
can cut the dough with knives and cookie cutters.
4 Invite children to roll dough balls and ropes by hand. Show them
how to twist two ropes together. They can assemble slabs, balls,
and ropes to make their dough creations. Ask: What other designs
can you create by mixing and rolling?
5 Encourage children to give their crazy dough creations a name!
Store dough at room temperature in self-sealing bags.
10
E VERYDAY A RT
Paint Blots
Here is a new way to do traditional paint-blot pictures. They all come out differently, so
children are inspired to talk about what they see in each design.
Not Everything Is as It Seems!

Not everything is as it seems,
Clouds dance, becoming dinosaurs.
Puddles swirl into rainbow tails.
Shadows can walk on all fours.
Paint blots lead us to magic trails.

Not everything is as it seems!
MATERIALS: white paper (one sheet per child), plastic eyedroppers,

tempera paint in colors that mix well together, plastic
wrap (one sheet per child), markers
SKILLS: creative expression, visual discrimination, fine-motor Variations
coordination, expressive language Have children shake
HOW glitter over their paint!
HOW TO
TO
After the pictures are
1 Share the poem with children. Suggest they close their eyes as you dry, provide markers
read it a few times so that they can picture the images. Ask: Have for children to draw
you ever seen any of these things? What shapes have you seen in details and designs on
their creations.
the clouds?
2 Show children how to use eyedroppers. Have them “pick up” one
color of paint and drip it onto the paper. Have them repeat with
another color.
3 Now have children place the plastic wrap on top of their paper and
press gently. This will make the paints blend and swirl into
interesting shapes and images that will keep changing as the child
presses or moves his or her fingers.
4 Remove the plastic wrap and set the paintings aside to dry.
5 Ask: What do you see in your picture? Can you tell a story about
what you see, or create a name or title for your picture?
11
E VERYDAY A RT
Who Can Resist?

Using a specific design or technique as a jumping-off point can help get the artistic
juices flowing. In this activity, children will revisit the classic crayon-resist technique and
have a little literacy fun along the way!
Who Can Resist?

Who can resist the swirl of color
The wild wax lines on the page?
Not I, said the paintbrush,
As it danced across the stage!
MATERIALS: strong paper such as oaktag or posterboard, tea candles

(remove from aluminum cups and extract wicks), Variations
watercolors, brushes, jar of water for washing brushes, Using cooking oil and
rags or paper towels cotton swabs or
cotton balls, paint
SKILLS: creative expression, fine-motor coordination, expressive simple patterns. Paint
language over them with
watercolors.
HOW
HOW TO
TO
Instead of watercolors,
1 Share the poem with children. Invite them to predict what the art apply pieces of wet
activity will be, based on the information in the poem. Discuss the colored tissue paper
over the wax design.
meaning of “hard to resist” and make a list on chart paper of Smooth the papers
things children find “hard to resist”! down and then
2 Show children how to use crayons to draw simple designs on their
remove them to show
the color that has
papers. been deposited by the
3 Ask, What will happen if I paint over the wax? Show children
tissue. It won’t stick
where the wax is!
how to paint the paper with watercolors. The wax will resist the
Invite children to draw
color and create an interesting design! Allow children plenty of the things they listed
time and paper to experiment with this technique. on the “Things We
Find Hard to Resist.”
12
S ENSORY A RT
I Hear Art!
The sound of music inspires us to feel, move, and respond. Whether the sound is
beautiful music or the sounds of nature, children’s artwork is bound to reflect the mood
of what they hear.
Close Your Eyes

(tune: “Twinkle, Twinkle Little Star”)
Close your eyes and listen, dear
Feel and see just what you see hear.
Does the music make you smile?

Or want to draw and paint awhile?
MATERIALS: watercolors, brushes of different sizes, mural paper, a

variety of instrumental music (waltzes, marches, tangos)
Variations
SKILLS: expressive language, vocabulary, creative expression,
sensory integration, following directions Play recordings of
birdcalls, whale songs,
HOW
HOW TO
TO or the sounds of the
sea or a thunderstorm.
1 Share or sing the song with children. Ask children how they feel Ask: H ow do these
when they listen to different types of music: Do you feel like sounds affect what you
paint?
dancing when you hear certain music? Does some music make
you feel like sitting quietly? Rain sticks and wind
chimes also offer
2 Play a waltz or marching music. Have children listen to the music interesting sounds to
and perhaps move to it. Ask: How does the music make you feel? stimulate art.
Do you see any special things when you close your eyes and listen?
What words describe what you are feeling, hearing, or seeing?
3 Now, with the music continuing to play softly, move children
toward the mural paper and ask them to “paint the music!” Assure
them that there is no “correct” drawing. If children become stuck,
invite them to beat the rhythm with their arms, or dance a little.
4 When they are finished, invite children to tell the story of their
mural. Encourage them to use their descriptive words expressed
during the activity in the story. Transcribe the story or word list
onto chart paper and display with the mural.
13
S ENSORY A RT
Texture Garden
Art is a delightfully tactile experience. By inviting children to express both verbally and
visually, you help develop literacy skills within an engaging art experience.
Children, Children Quite So Merry

Children, children,
Quite so merry,
How does your garden grow?
With fuzzy fluff and smooth stuff,
And pretty plants all in a row!
MATERIALS: squares of fake fur or velvet (or other wonderfully

textured fabric) crayons, drawing paper
SKILLS: expressive language, descriptive language, writing,
sensory integration
HOW
HOW TO
TO Variations
1 Present a pile of one very tactile material. (Do not show drawing
Gather materials from
nature such as
paper and crayons at this point. This allows children to focus on feathers, shells, and
exploring the material first before they think they have to do driftwood for more
something with it.) tactile inspiration.
2 Have the children investigate the feel of the fabric by asking, How
Do a “mystery grab
bag”! Place objects in
many ways can you explore how this fabric feels? Invite children a paper bag and have
to close their eyes or rub the material on their face or arms. Ask: children simply feel
What words would you use to express how the fabric feels? them.Then invite them
to illustrate what they
Encourage children to use both real and made-up adjectives. Ask:
felt. Afterward, have
Have you ever felt flowers and plants that feel like this? children remove the
3 Take out the paper and crayons for children to illustrate the objects from the bag.
feeling. Ask: How can you use the crayon to create the effect of the
fabrics? What does your drawing remind you of?
4 Share the poem and then display it along with children’s work on
a “texture garden” bulletin board.
5 Encourage children to use their descriptive words to create titles
for their work.
14
S ENSORY A RT
A Matter of Taste
Snack time can lead to art inspiration. In this
activity, children taste healthy foods and Art Is a Matter of Taste
represent their experience with art and words! If art is a matter of taste,
Is taste a matter of art?
MATERIALS: foods easily presented in small bits
Does the flavor of cookies
(seedless grapes off the stems, popcorn,
Look all frilly and laced?
nuts, seeds, orange or apple slices, red
Art is a matter of taste!
pepper strips), watercolor paper, paint-
brushes, watercolor paint Does the savor of fruit
Seem red and yellow at heart?
SAFETY NOTE: Check for food allergies before doing this
Taste is a matter of art!

activity. Also, since the children will be
putting food in their mouths, use nibble-
safe art materials!
SKILLS: creative expression, sensory integration, vocabulary
HOW
HOW TO
TO
1 Share the poem together and ask children what they think it
means. Explain that “taste” can mean something you do with your
mouth when you eat, but also the idea of liking or disliking
something. Discuss with the children the idea that they can
describe taste with words: salty, sweet, and so on. Now try taste
as a color, asking: What tastes like red? What about pink? What
about things like clouds, lightning, or thunder?
2 Set up a “tasting smorgasbord” of the various foods and have
children taste each food.
3 Variations
Have children move from verbal description to painting the taste
sensation. Provide watercolor paints and paper for children to Present a variety of
represent their ideas. Ask: How many ways can you paint these flavored potato chips
for children to taste.
tastes and foods? (Check for food
4 When children are finished, ask if there is a story that goes with allergies first.)
the painting, and if so, have the child write or dictate it. (And, if Have children suck on
the subject was popcorn, have them glue a few puffs of popcorn bits of ice cubes or
flavored ice pops.
Have children
decorate rice cakes
with nut butters, jelly,
cream cheese, fruit, or
colored sprinkles.
15
S ENSORY A RT
Sniff and Sculpt

What does a smell look like? What words would you use to describe a smell? Combine
children’s sense of smell with art and literacy skills and you’ll get some incredible
sculptures!
If Smells Looked Like Things

If smells looked like things,
What strange odd shapes they’d be!
Wiggly worms and dragon wings,
Wavy motion on the sea.
If smells looked like things…
Could we touch them?
onto the painting!)

Variations
MATERIALS: lumps of soft clay with a different nontoxic scent
added to each (try liquid vanilla, peppermint flavoring, Place cotton balls or
lavender, or pine oil) tissues sprinkled
with various scents
SKILLS: expressive language, vocabulary, sensory integration, (perfume, vanilla, pickle
fine-motor coordination juice, vinegar, mint
flavoring) in empty
HOW
HOW TO
TO film canisters and let
each child pick out a
1 Introduce the poem and ask children, If smells looked like things, container to sniff. Have
what would they look like? Would they be spiky, rounded, lots of samples so
pointed, or bumpy-lumpy? that everyone gets a
chance to pick one.
2 Pass out the different clay lumps for children to smell and Bring in scented
discuss. As they knead, roll, and shape the clay, invite them to flowers or herbs and
suggest words to describe the smells. List the descriptive words have children include
on chart paper. them in their
sculptures.
3 Encourage children to “give shape” to the smells with their clay. Consider citrus peels,
or cumin seeds for
unusually evocative
scents.
16
S ENSORY A RT
Seeing in a Different Way

Here is a chance to use many of the art techniques introduced in previous activities.
Watch language and literacy skills emerge as children explore seeing and using materials
in a new way!
The Bear Looked out the Window

(tune: “The Bear Went Over the Mountain”)
The bear looked out the window (repeat 3X)
To see what he could see,
To see what he could see, to see what he could see,

The bear looked out the window
To see what he could see!
Display their sculptures in a “Sniff and Sculpt” Museum!

MATERIALS: colored paper, glitter, found objects (manipulatives,
small objects from outdoors such as leaves, pebbles, Variations
and so on), colored cellophane (available in art supply Provide inexpensive
stores), glue, posterboard or oaktag paper kaleidoscopes to
stimulate creativity.
SKILLS: expressive language, visual discrimination, descriptive
Observe the shadows
language, storytelling
produced by common
HOW
HOW TO
TO objects held in front of
a powerful flashlight or
1 With children in a circle, arrange materials on posterboard. Sing projector light.
the song together as you pass out sheets of cellophane. Have
children look at the arrangement through the different colors of
cellophane. Ask: How does the colored cellophane change your
view? What do you see now that you didn’t see before?
2 Invite children to arrange the found objects in different ways on
the posterboard. Ask: How many different ways can you arrange
these materials? What do you see when you put materials
together? Encourage children to look for shapes and designs that
suggest images to them.
3 Together, glue pieces to the posterboard to create a collage.
Introduce different colors of cellophane and invite children to view
it through the different colors.
17
S ENSORY A RT
Rub to Reveal
The “random rubbing” technique can be repeated over and over using different materials.
The process of looking for detail strengthens essential visual discrimination skills—the
same skills children use to learn the differences between letters.
MATERIALS: crayons (without paper wrappers) in a

variety of colors, masking tape, thin white
paper, pieces of lace or embroidery with a Rub to Reveal
distinct, deep pattern (tune: “Are You Sleeping?”)
SKILLS: visual discrimination, matching, alphabet, What is hiding?
sensory integration What is hiding?

If you rub, you will feel
HOW
HOW TO
TO
Something very bumpy
1 In advance, place pieces of the lace or embroidery on Something very lumpy
a tabletop. Center the paper over the material and Rub to reveal
firmly tape the paper in place (have one prepared for Rub to reveal.
each child).
2 Ask children to rub their fingers over the paper and
guess what is hidden: Is there a pattern? Is it all over,
or just in one area? Is it smooth or bumpy?
3 Introduce the song and sing it together. Ask children if Variations
they know what the word reveal means and ask, How Cut out letter shapes
can we use crayons to reveal the hidden objects? Show from heavy cardboard
children how to rub a crayon all over the paper to reveal or craft foam. Children
can make collages out
the pattern, asking, What do you think it is? of the different letter
4 Remove the tape, lift the paper, and compare it to the rubbings.
hidden material. Ask: Is it what you thought it was? Place coins under the
paper. Include foreign
5 Lift the material and lay it on top of the crayon pattern coins!
to see how similar they are. Ask: How are they the same Have children create
or different? squiggly patterns using
twine or string; the
twine can also be used
to shape letters or
numbers.
18
S ENSORY A RT
Alphabet Pattern Printing

Patterning is an indispensable literacy skill!
Working with patterns enables children to
develop and use the early reading skills The Alphabet Pattern Song
necessary to decode text. (tune: “The Alphabet Song”)
A-B-C-D-E-F-G
Won’t you make a print with me?
H-I-J-K-L-M-N-O-P
We can make new words to see!
Q-R-S-T-U-V
W, X, Y and Z
Can you read the words to me?
Read the patterns as you please.
MATERIALS: white paper, tempera paints in various colors, paper towels,

paintbrushes, objects for printmaking such as puzzle pieces,
paper clips, sponges cut into different shapes, spools, leaves,
firm flowers, and plastic numbers or letters
SKILLS: visual discrimination, patterning, sequencing, creative
Variation
expression, alphabet
With different sizes of
HOW
HOW TO
TO objects, children can
1 Spread newsprint on the floor or table. Provide each child with an
use seriation skills to
order the pattern
object with which to make prints. Say: Look at the surface of the from small to large.
object. How does it feel when you rub your fingers over it?
2 Have children use brushes to apply paint to one surface of the object.
Place the object paint-side down on the paper, lay a sheet of paper
towel over the object, and pat. Remove the paper towel and object to
reveal the print.
3 Continue with different objects and different colors of paint. Remember,
you can put more than one color of paint on a print! Have children
create repeating patterns with different colors or shapes in lines or rows.
4 Now children can create a code with their prints. Invite children to
choose a different print to represent each letter of the alphabet. Make
an alphabet chart showing the new alphabet symbols. For example:
A = spool print, B = paper-clip print, and so on.
5 Invite children to spell their name with prints!
19
S ENSORY A RT
Mosaic Stories
Historically, mosaics have been used in friezes to tell stories. Many materials can be used
to construct mosaic patterns. This activity involves gluing bits of colorful materials to
paper. Children can use this technique to create their own story frieze!
Pictures Tell Stories

They say, “Every picture tells a story,”
So what is happening here?
Do the pieces talk or move?
Do they express what you want to hear?
Look close—our mosaics are speaking to you.

Do you see our message clear?
MATERIALS: construction paper in different colors, glue sticks,

different types of grains and seeds, split peas and/or
lentils, colored rice (mix dry white rice with a few Variations
drops of food coloring until color is evenly
Mosaics are good for
distributed, and let dry) pass-along art! Each
SKILLS: creative expression, storytelling child starts a mosaic
and passes it to the
HOW
HOW TO
TO right.The next child
adds to the new piece
1 Using the glue sticks, have children draw a simple design on until the work has
the paper. Help them pat one type of grain onto the glue and moved all around the
gently blow or shake off the non-adhering grain. group. Give each child
just one material or
2 Add more glue to the paper. Have children pat a different grain color so they can track
on the fresh glue. Repeat until the paper is covered. their additions.
3 Use the poem to introduce this next phase of the activity. Ask
Make edible mosaics
by pressing food
each child what his or her picture is about, and take dictation. such as dried fruit,
(Don’t worry if the pictures are not representational. Children sunflower seeds, or
will be able to “read” their work to you anyway!) nuts into peanut
butter or cream
4 Hang the poem and mosaics in the hallway. Include the cheese on a piece of
corresponding dictations under each mosaic. bread or a rice cake.
(Check for food
allergies first.)
20
S ENSORY A RT
Carbon-Paper Messages
In this age of copy machines and computers, many children have never seen carbon
paper. In this activity, they can make multiple copies with the simplest of materials. This
technique inspires the writer in children, as they use the homemade carbon paper to
write their names and send messages to friends!
Magic Messages
(tune: “Did You Ever See a Lassie?”)
Did you ever write a message,

A message, a message?
Did you ever write a message?
That goes this way and that?
Goes this way and that way
and this way and that way,
Did you ever write a message?
That goes this way and that?
MATERIALS: posterboard or oaktag paper, white paper, crayons in

several colors, masking tape, pencils
Variations
SKILLS: creative expression, writing, fine-motor coordination
Invite children to write
HOW
HOW TO
TO letters, words, and
messages.
1 Share the song with children. With crayon have each child rub color
Have children press
all over a small piece of posterboard or oaktag paper so that the wax
the design or message
layer is thick and dark. (You might have the children sing the with an unsharpened
message song as they do so, because this can be time-consuming!) pencil or a dowel to
write a “secret”
2 Tape each crayon-covered sheet (crayon-side down) onto a blank message that will only
sheet of paper. Tape firmly so the papers don’t slip. be revealed when
the copy paper is
3 Have children use the pencils to draw a picture. Coach them to uncovered!
press down on the pencil when drawing. Remove the tape and top
paper to reveal the copy!
21
S ENSORY A RT
Handprint Characters
Young children’s bodies define their world to a great extent. They can have lots of fun
using that body to not only create artwork but to be part of the artwork. In this activity,
children use their handprints to create characters for storytelling!
The Handprint Story

(tune: “I’m a Little Teapot”)
I’m a little handprint,
Hear me sing.
I can be a person, animal, or thing.
When I get decked out
Hear me shout
Just read my story and hear me out!
MATERIALS: drawing paper, mural paper, masking tape, tempera paint,

paintbrush, flat tray, markers Variations
SKILLS: fine-motor coordination, creative expression, storytelling Using an ink pad, have
HOW children print their
HOW TO
TO
fingerprints. Ask: A r e
1 Lay out sheets of drawing paper (one per child). all your fingerprints
the same? How are
2 Use the brush to spread a thin, even layer of paint on the tray. Invite yours different from
children to place their hands on the paint. Then have them press those of another child?
Use these to make
their hands on the paper.
smaller characters and
3 Allow the handprint pictures to dry as children wash up. Then stories!
encourage them to examine their prints. Ask: How can you draw Have children apply
with the markers to create characters from your handprints? What is stripes of different
colors to the tray so
your character’s name? Tell a story about your character!
that the handprints
4 Take children’s stories as dictation and record on their papers.
22
N ATURE A RT
Poetic Branches
In this activity, children use a common piece of nature to inspire their own
simple poems!
Branches
Shiny and strong,
Shimmer and shake
Sometimes you bend,
And sometimes you break.
MATERIALS: small tree branches or sticks in all lengths and

thicknesses, collage materials (fabrics, yarn, glitter,
cotton balls, pieces of ribbon, bits of paper), glue,
oaktag paper Variations
SKILLS: creative expression, descriptive language, phonemic Decorate the sticks
to celebrate the
awareness, rhyming seasons—colored
HOW
HOW TO
TO leaves in the fall, white
ribbons or artificial
1 Share the variety of sticks. Allow children time to examine the snowflakes in winter,
small flowers in spring.
sticks before beginning the activity.
Consider using one of
2 Read the poem to children, encouraging them to reread it along the children’s sticks as
with you. Ask: Do any of our branches fit the descriptions found in a “talking stick” to pass.
the poem? Point out that the letter S is used several times. Invite (Whoever is holding
the stick gets to talk.)
children to suggest other S words (slippery, snaky, soft, sap,
sharp) to add to the poem!
3 Create art with the branches! Children can decorate the branches
with the art materials, glue their branches onto oaktag sheets, and
then let them dry. Tell them that they will be writing their own
branch poem, using the finished product as inspiration.
4 Inspire children to use the format of the poem as a basis for
dictating their own. Say: Just think of words to describe the branch
and what it does. Write their poems on the oaktag sheets.
23
N ATURE A RT
Wild About the Weeds

Weeds aren’t always a nuisance. Children can use nature and poetry as inspiration for
creating art.
Weed Haiku
Wind blows the flowers
A seed reaches the blue sky
Wild about the weeds.
MATERIALS: objects gathered from outside (dried leaves, weeds,

small branches) or from a floral shop (dried flowers,
gravel, tiny shells, moss), small plastic bowls or
colorful jar lids, soft clay, nails, ribbon or yarn, glue Variation
SKILLS: creative expression, phonemic awareness, Have children glue
descriptive language weeds directly onto
the front of a folded
HOW
HOW TO
TO piece of thick paper
and then write a note
1 Copy the haiku onto chart paper and discuss its unusual structure. or poem to a special
Explain that haiku has three lines and a 5-7-5 pattern of syllables. person inside.
Say the poem together several times so children can hear the
rhythm of the syllables. Clap the syllables together. Point out that
there are many words that start with the letter W and have
children circle the W’s they see.
2 Fill the bowls or jar lids with clay to form a base to hold the weed
arrangement. Sprinkle clay with gravel or shells, or drape with
moss and gently press into the clay.
3 Stick branches and weeds into the clay and use glue to trim with
ribbons or yarn.
24
N ATURE A RT
Rocking and Rapping

Children love to gather pretty stones and rocks. This activity uses children’s rock art as a
stepping-stone to creating a class rap!
If Rocks Were Creatures

(rap beat)
If rocks were creatures
What would they say?
Hello, world, what’s up today?
If rocks were creatures

What would they do?
Rap and snap and play kazoo!
MATERIALS: variety of rocks and pebbles, fabric, ribbon, colored

pipe cleaners, permanent markers, paints, self-sticking
adhesive clay Variations
SKILLS: creative expression, phonemic awareness, expressive Have a Rockin’ Rap
language, rhyming Party where children
introduce their
HOW
HOW TO
TO creatures and teach
1 Print the rock rap on chart paper for choral reading. Invite children
their rap to others!
to clap the beat of the rap as you say it several times together. Invite children to use
shells instead of rocks.
2 Present the rocks that will be used to make the “creatures.”
Demonstrate how to stick rocks together with the adhesive, and
create features using the markers. Arms, ears, and tails can be
formed from pipe cleaners and fabric.
3 After they have finished making their creations, invite children to
give the creatures names and to tell their stories. Children can use
the rhythm and pattern of the rap to create their own rockin’ rap!
Or, replace the third and sixth lines with children’s ideas.
25
N ATURE A RT
Eggshell Surprise
Children love to make “surprises”! Use sturdy plastic eggs instead of the natural kind—
and watch as children hatch new ideas.
A Riddle
I am hard on the outside
And delicious inside
Empty me out and make a surprise!
What am I?
MATERIALS: plastic Easter eggs (one per child), clay, colored tissue
paper, sequins, buttons
SKILLS: creative expression, rhyming, expressive language Variation
HOW
HOW TO
TO Have children decorate
the outside of their
1 Read the riddle poem together and ask children to guess what it eggs. Place all eggs
could be about. Write children’s ideas on chart paper for reference. together in a basket for
a colorful display.
2 Share the empty shells with children. What do the shells make you
think of? How can you use art materials to “make a surprise”?
3 Invite children to use the art materials to create their own surprise
inside the shell.
4 Have children share their surprises with the group.
26
N ATURE A RT
The Art of the Garden

Planting flowers from seed takes weeks but grass seed will grow over a long weekend! All
this greenery will certainly sprout the poetry in your group.
Our Secret Garden

What happens in this tiny place?
Who planted it with care and grace?
Our secret garden is filled with art
Please “step” right in and rest your heart!
MATERIALS: plastic food containers at least two inches deep (take-out

salad-bar containers are great for this), Styrofoam trays to
fit below the garden trays, potting soil, plastic utensils,
grass seeds, wheat and/or marigold seeds, pebbles, twigs
or tiny toys, small plants, water, plastic wrap
SKILLS: fine-motor coordination, creative expression, descriptive Variations
language, rhyming After the garden starts
to grow, invite children
HOW
HOW TO
TO to begin writing their
1 Share the poem. Ask: Can we make a garden? How about a secret own poems or stories
about their “secret
indoor garden? Show the different materials you have collected and garden.” Ask: What is
invite children’s suggestions as to how to use them. happening here? W h o
2 Begin the indoor garden by spreading lots of newspaper over a
lives here?
table or the floor. Poke two or three holes in the bottom of each Gather photographs of
Japanese Zen rock
garden tray. gardens and have
3 Ask children to match gardens with a tray base. Have children fill children create their
own meditation
the garden tray with an inch or so of soil. gardens with rocks and
4 Children can shape the soil into hills and valleys, then position and fine gravel. Use forks
to “rake” the gravel.
plant a small plant or two. Have them add the twigs and toys, and
perhaps place pebbles to create a path. This might be a place to
begin making up stories about the garden.
5 Help children add a small amount of water to the soil. Sprinkle grass
seed over the gardens. Place a few marigold or wheat seeds in one
corner of the gardens.
6 Cover the gardens loosely with plastic wrap and place somewhere
warm. If you do this on a Thursday, there is a good chance that you
will have green grass by Monday!
27
R EUSE AND R ECYCLE A RT
You Name It!

This is a construction project in which the only goal is to complete something that
pleases the artist. Drawing on this sense of freedom in their work, have children think of
titles for their collage containers.
You Name It!

(poem: “Pat-a-Cake”)
Pat-a-cake, pat-a-cake, what to make?
We’ll paste things together and give them a shake.
Bumpy stuff, smooth fluff, fancy and plain,
When we are done we’ll give it a name!
MATERIALS: empty cardboard oatmeal (or potato-chip) cylinders

with lids, glue or glue sticks, scissors, bits of yarn,
ribbon, colored or printed paper, artificial flowers,
sequins, plastic jewels (keep each material in a separate Variations
container), pebbles (a handful per child) Have children
decorate paper milk
SKILLS: expressive language, descriptive language, writing,
cartons or other small
patterning boxes.
HOW
HOW TO
TO Bring in cardboard
cores from paper
1 Have children explore the decorative materials. Invite them to sort towels or gift-wrap
and classify the materials into different groups that are similar in some rolls and have children
way. Ask: Which materials go together? Can you put them in groups? decorate these.
2 Ask children to think of descriptive words to name the groups.

Have children enliven
the front cover of a
Children can use both real or made-up words, such as crumply, small notebook by
smooth, or scritchy-scratchy! List children’s words on chart paper gluing on various
and save for later work with writing titles. objects.
3 Give each child a container, glue, and decorative bits. Share the poem.
4 Have the children select a few decorative pieces at a time and glue
them on. When dry, put pebbles inside the container and put lid on.
5 Ask: What will you call it? Tempt children with the descriptive
words collected at the start of the activity, saying, How can you use
some or all of these words to give your work a title? Write each
child’s title and name on his or her plastic lid. Invite them to shake
the containers!
28
What’s in Fashion?
Colorful things to wear
are almost always popular
with children, especially if Sewing Song
they can say, “I made it (tune: “In and out the Windows”)
myself.” In this activity, Here is what’s in fashion,
children will work with in fashion, in fashion.
prepositional phrases and Oh, her is what’s in fashion—
words—and create the It’s our latest look!
latest “IN” look!
MATERIALS: plastic embroidery needles pre-threaded with

colorful yarn (long enough for necklaces), beads
Variations
in all shapes and sizes, dry ziti, O-shaped cereal,
large buttons, bits of plastic straws, fashion Have children make slip-on
magazines bracelets using elastic cord
instead of yarn.
SKILLS: prepositional phrases, expressive language,
Give children pipe cleaners
vocabulary to make colorful rings.
HOW
HOW TO
TO Punch holes in lengths of
grosgrain ribbon so children
1 Talk about fashion. Share some examples of unusual designs can create belts by weaving
in fashion magazines. Ask: What do you notice about some yarn through the holes. Make
of these looks? Do you think you could make something as them long enough to tie
around children’s waists.
wild and wonderful?
Collect styrofoam packing.
2 Show children the collection of materials they can use to When the class first
create fashions. Discuss the materials and invite children to examines them, consider
brainstorm how they might use the materials to make fashion giving them a fun name: Let’s
call them “knerbles”! They
accessories. can be easily strung to create
3 Demonstrate how to thread the items with yarn. As you work necklaces and bracelets.
together, sing the song. Ask: What other words can we put To make hats, cut slits in
in the song? Ask children to suggest new phrases to add to paper plates so children can
thread ribbon or elastic
the song such as: over and under, next to and between, front through. Have them decorate
and back, sew over and under the button, slide one thing with collage materials and
next to another. colored feathers.
4 Have a fashion show! Children can sing this variation on the

song: Come and see our fashions, our fashions, our fashions,
Oh, come and see our fashions, That we made today!
29
A Tisket, a Tasket
Plastic berry baskets have almost completely replaced the old split-wood baskets, but
both can be used as the start of artistic creations.
(tune: “A Tisket, a Tasket”)

A tisket, a tasket
A pretty little basket
I wrote a letter to my friend
And sent it in my basket!
MATERIALS: plastic or wooden berry baskets, lengths of ribbon,

colored twine or thin fabric strips, paper strips, glue,
Variations
small artificial flowers, pictures of insects
Create an area for
IN ADVANCE: Dip the ends of the ribbons in glue and let dry to make the baskets so that
them easier to thread. children can “send”
SKILLS: letter writing, expressive language, creative expression, and receive mail!
fine-motor coordination Read or tell the story
“Little Red Riding
HOW
HOW TO
TO Hood.” Ask: What did
she carr y in her
1 Show children the berry baskets and ask them how they might use basket?
them to create letter baskets: How can we decorate the baskets so Use strips of colored
they can hold our mail? What materials can we use? tissue or crepe paper.
2 Children can weave strips of ribbon, paper, or fabric in and out of
They may be “puffed
out” of the lattice
the lattice of the baskets. The ends can be left long, for rather than drawn
decoration. As children are working, chant or sing the song. tightly.
3 Help children notice that they can weave from top to bottom or Empty cigar boxes
might be available
side to side or both. Explain that there is no one correct way to do from a tobacconist.
this. Children can make
4 Help children make handles, drawing ribbons from the four corners
wonderful treasure
or from the center points of the sides.

5 Provide writing materials for children to create letters, cards, and
pictures to place in their baskets.
30
Wonderful Wood
So much is made from plastic
that many children haven’t had
the joy of creating with wood Wood, Glorious Wood
scraps—it’s a tactile experience (tune: “Food, Glorious Food”)
no child should miss! In the
Wood, glorious wood,
process, children can use their
Smell, hear it, and touch it.
brainstorming skills.
Wood, glorious wood,
What can we build with it?
MATERIALS: wood in all shapes, sizes, and textures, white glue,

watercolor paints, cardboard bases
NOTE: Visit the shop of a fine woodworker or even a
Variation
lumberyard. Collect small cutoffs of lumber and dowel,
scrap ends of molding, wood shavings and curls. Ask an Color the wood bits
aide or parent to examine all the wood bits and discard with watercolor paint,
before or after gluing.
any that could cause splinters. You might also check with
a lumber mill for course sawdust and wood chips, as well
as full, round cuts.
SKILLS: expressive language, fine-motor coordination, sensory
integration, predicting, problem solving
HOW
HOW TO
TO
1 Provide piles of wood scraps. Encourage children to close their eyes
and feel the wood with their hands, asking, What does it feel like?
Have them smell the fresh wood, asking, What does the smell make
you think about? Make a list of the images that the sensory
exploration elicits.
2 Sing the song together and invite children to think about what they
might make with the wood. Refer to the list for ideas!
3 Allow children plenty of time to explore the different woods before
you give them the glue. This will allow them to truly experience the
wood before they feel they have to make something with it.
4 When they are ready, provide glue to hold the wood in place and
let dry. Use the words on the list to create titles for the scuptures.
31
Marvelous Masks
Materials that would otherwise be discarded make great masks, costumes, and castles!
Children can use their creations as the springboard for creating roles for a class play.
Many Marvelous Masks!

(call-and-response chant)
Teacher: With boxes and bags, any which way
Class: Many marvelous masks!
Teacher: We create roles for our own little play!

Teacher: Each character’s name will start with an M!
Teacher: So we’ll always remember just what to call them!
MATERIALS: large paper grocery bags, fabric, paint and brushes, glue,
paper plates and cups, ribbons, feathers, flowers,
assorted junk materials
SKILLS: storytelling, characterization, problem solving, Variations
phonemic awareness Cut the top and
bottom from
HOW
HOW TO
TO cardboard boxes and
1 Put out your collection of marvelous materials and invite children cut armholes. Attach
two fabric strips to
to explore. Ask: How can we use these materials to make masks allow the box to hang
and costumes? from the child’s
shoulders.Then have
2 Introduce the call-and-response chant on chart paper, asking children decorate,
children to practice the alliterative line. Ask: What do you notice decorate, decorate!
about the words in the line? Does anyone in the class have a name Scenery can be
that starts with M? constructed from
boxes, tubes, and
3 Say, Let’s make masks for playing and acting! In each bag, cut (or cylinders.
help children cut) holes for eyes, nose, and mouth.
4 Have children decorate the bags. You might use paper cups (for
ears), paper plates (for owl eyes), feathers (for birds), and synthetic
fur (for cats and dogs).
5 After the masks are made, say the poem together again and invite
children to brainstorm M names for their characters. Then use the
masks for dramatic play.
32

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Literacy-Building

Early Writing, and More

by Ellen Booth Church

Cover design by Norma Ortiz

Copyright © 2003 by Ellen Booth Church.

Who Can Resist? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Wild About the Weeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Reuse and Recycle Art

Conversations With Great Artists—Your

REUSE AND RECYCLE ART

Restaurants Plastic dough buckets, large herb tins, large transparent

I’m a Great Artist!

Monet and Klee

MATERIALS: postcards or photos from art magazines with examples

These are a few of my collaging things!

MATERIALS: assortment of collage materials (such as bits of colored

Crazy Clay Creations

vanilla or orange Teacher: Go on and make whatever you wish!

Not Everything Is as It Seems!

Paint blots lead us to magic trails.

MATERIALS: white paper (one sheet per child), plastic eyedroppers,

Who Can Resist?

Who Can Resist?

MATERIALS: strong paper such as oaktag or posterboard, tea candles

Close Your Eyes

Does the music make you smile?

MATERIALS: watercolors, brushes of different sizes, mural paper, a

Children, Children Quite So Merry

MATERIALS: squares of fake fur or velvet (or other wonderfully

Taste is a matter of art!

Sniff and Sculpt

If Smells Looked Like Things

Could we touch them?

onto the painting!)

Seeing in a Different Way

The Bear Looked out the Window

To see what he could see, to see what he could see,

Display their sculptures in a “Sniff and Sculpt” Museum!

MATERIALS: crayons (without paper wrappers) in a

sensory integration What is hiding?

Alphabet Pattern Printing

MATERIALS: white paper, tempera paints in various colors, paper towels,

Pictures Tell Stories

Look close—our mosaics are speaking to you.

MATERIALS: construction paper in different colors, glue sticks,

Did you ever write a message,

MATERIALS: posterboard or oaktag paper, white paper, crayons in

The Handprint Story

MATERIALS: drawing paper, mural paper, masking tape, tempera paint,

MATERIALS: small tree branches or sticks in all lengths and

Wild About the Weeds

MATERIALS: objects gathered from outside (dried leaves, weeds,

Rocking and Rapping

If Rocks Were Creatures

If rocks were creatures

MATERIALS: variety of rocks and pebbles, fabric, ribbon, colored

The Art of the Garden

Our Secret Garden

MATERIALS: plastic food containers at least two inches deep (take-out

You Name It!

You Name It!

When we are done we’ll give it a name!

MATERIALS: empty cardboard oatmeal (or potato-chip) cylinders

2 Ask children to think of descriptive words to name the groups.