Pam has written over 40 books for children, and she also worked as an editor at Highlights Magazine. As I listened to her talk during our planning meeting, I could tell she has a knack for getting the information to across to students.

During the camp, we’ll follow a similar schedule each day. To begin, we’ll read a favorite picture book, then together the class with discuss the story elements found in the picture book: characters, setting, and plot. This camp will focus on illustration, too, so we’ll look at the pictures to determine the medium used and the mood created.

Then Pam will start with the writing instruction, and the kids will work on their own original stories. Next, I’ll give the children some drawing tips so they can develop illustrations to go along with their books. Throughout the camp, Pam and I will be available to help them out as they work on their projects.

One of the best things about this camp is the educational experience it affords — and during the summer, too! Kids will spend five days learning, reading, writing, drawing, and putting their own book together. It can certainly be counted as school time, even if the children are having too much fun to realize it!

Do you have a friend who likes to write? Does she enjoy teaching as well? If so, encourage her to set up a class for the homeschoolers in your area. It doesn’t have to last all week — even one or two classes can inspire a young writer to start creating.

If you’re looking for things to do as a family, check into some of these:

Library Programs:  Many times libraries will bring in presenters for programs. They might be magicians, animal handlers, scientists, musicians, or puppeteers, and the hour-long program can be a lot of fun. Some libraries also offer free craft classes for kids.

Kids’ Movies: Check with your local movie theater to see if any free movies are being offered. Our area has three theaters that offer free movies in the summer, usually once or twice a week. One of our local universities is even offering free kids’ movies in the evening.

Concerts: Often, community bands will offer free concerts in the summer. Check the Sunday paper or your city’s website for more information.

Festivals: Our state has festivals going on all through the summer, from the Peach Festival to the Watermelon Festival to Fourth of July Festivals. Take along some extra water and enjoy the arts, crafts, and music.   

Parks: Enjoy the outdoors with your family with a picnic at a city park. Pack your food in a cooler, take along a Frisbee or football, and enjoy!

Zoos and Museums: Depending on where you live, entrance into the local zoo and museums may be free as well. Check your city’s website or visitor’s guide for more information. You might even want to get a group of friends together and make it a field trip!

Whatever your family does this summer, be sure to slow down and enjoy it!

The books themselves were small, about 4″ x 5″, though you could make them any size. The covers were made out of pieces of mat board, and for this project, a light color would work best — either white or cream. After cutting the paper to size, the art teacher then place a cover on either end of the paper stack and drilled two holes all the way through using a small bit. String was then threaded through the holes to hold the pieces together.

What made the covers so pretty, however, was the way in which the kids decorated them using tissue paper. We did this before putting the books together.

First, we mixed up a small amount of white glue with water. Each child then took a paintbrush and “painted” the mat board cover of their book with the mixture. Next, they chose from the colorful scraps of tissue paper we had on hand and placed them on the now sticky surface of their covers. They went over the tissue paper again with a little more of the glue/water mixture, making sure the tissue paper was lying flat. Overlapping the paper was fine — it created even more colors.

The mat board worked really well with this technique, as it was strong enough not to bend or warp when the glue mixture was applied. If you don’t have a drill, however, you can still use this technique to make an accordion-style book that you just put together with glue instead of string. To do this, have your child fold the paper like a fan, then glue each end to a rectangular piece of mat board that the child has decorated.

Whatever method you use, try making one of these beautiful books this summer. It will be a keepsake to last a lifetime!

I have three classes that meet every other week — one of the classes finished up a week ago, while the others will conclude on Wednesday. I tried the project with the first class, made up of boys ages 9 – 13, and it went great!  I figured it would, though; after all, we were using shaving cream.

There are some good sites online explaining the history of marbling, which we talked about before getting to work. Here’s how we did it:

 Supplies:

• Cardstock
• Shaving Cream
• 9″ x 13″ Pan
• Tempra paints or food coloring
• Paper towels
• Toothpicks, combs, skewers

 To prepare, I purchased one can of shaving cream and a disposable 9″ x 13″ foil pan for each student. After reading more about it online, I probably had way too much shaving cream. One teacher recommended using only a few cans for a class of 20. I saved our extra for my next class, though.

 Then I had each student squirt out a layer of shaving cream about one inch thick in the bottom of their pan (Fun!).

 Next, the students painted the top of the shaving cream with tempra paints. Food coloring worked just as well but was more expensive. We also tried watercolors, but the finished pieces didn’t seem as bright as those with the tempra paints. Craft acrylics didn’t work at all.

 Before painting, we added water to the paints to make them more fluid. As the students painted, they tried to cover most of the surface of the shaving cream with color. This usually results in a more interesting final product.

Using a toothpick, comb, or skewer,  the students  then ran the object through the color, creating swirls and other patterns in the shaving cream.

Next, they carefully placed the paper directly on top of the shaving cream. We patted it down gently so that the entire sheet came in contact with the shaving cream. Then we pulled it up gently again.

I wiped off the paper using a paper towel (a bit of a mess). Even though the shaving cream surface was smudged, the design had transferred nicely to the paper.

 We then set the paper aside to dry, and the students tried again. To do so, we simply mixed the used paint into the shaving cream until there was a ”clean” surface again.  We were able to use the same shaving cream for all of their projects that day — about four to five pieces of art each.

This past week we did a fun activity that helped put us in the mood even more. This simple craft is great for all ages, even moms.

Painted Flower Pots

What you’ll need:

• Small clay pots
• Potting soil
• Acrylic Craft Paints
• Smocks or Paint shirts
• Containers filled with water
• Paint Brushes
• Styrofoam plates
• Paper Towels
• Newspaper
• Seeds

Before you begin, cover your table top or painting area with newspaper, allowing for easy clean up. Have each student put on a paint smock or shirt; acrylic paints usually don’t come out of clothing.

Provide each student with a pot, a Styrofoam plate to use as a palette, paintbrushes, a container of water to clean the brushes, and a paper towel to dab the brushes on after they’ve been cleaned.

Tell the students that they will be painting their own designs on the pots. Before beginning, though, have them think about what they want to paint. Do they want to paint spots and stripes? Butterflies? Rainbows? Geometric shapes? Solid colors?

Now instruct the children to begin painting. Have them wash their brushes out when changing colors.

After the students have finished decorating the pots, allow the pots to dry for a few minutes. These acrylic paints dry quickly, so they won’t have to wait too long.

When the pots are dry, show the children how to fill them with potting soil. Provide them with two or three seeds (we used sunflower seeds), and show them how to plant them. A perfect opportunity to learn about the life cycle of plants!

Now add a little water and place the pot in a sunny location. Watch for the new life to push through — and enjoy the first signs of spring!

For this lesson, you’ll need:

• One sheet of watercolor paper
• Masking Tape
• Piece of cardboard (a little larger than the paper)
• Watercolors: green, blue, brown, grey or black, and yellow ochre (golden yellow)
• Watercolor brushes
• Pencil
• Ruler
• Paper Towel

To begin, tape the piece of watercolor paper onto the cardboard backing. When your student paints on the paper, it will tend to buckle; by taping it to the cardboard and allowing it to dry completely, it should flatten out again.

Next, have the student draw a straight HORIZON LINE using a pencil and a ruler. The horizon is the line where the land meets the sky.

Now, instruct your student to choose a point on the line to be the VANISHING POINT. The vanishing point will just be a dot on the horizon line; it’s the place on the horizon where the road will seem to disappear.

Next, have your student draw two diagonal lines from the bottom of the page to the vanishing point. The resulting figure will look like a triangle. This is the road going far away into the distance.

Your child might choose to add other objects to his picture, such as trees or animals. Remember, though, that the closer the objects are, the bigger they will appear to be; the further away they are, the smaller they will appear.

To finish the picture, paint in the sky above the horizon line, and the land on either side of the road green and/or brown. The road could be golden yellow if it’s a dirt path or grey if it’s a highway.

Once your student has finished, be sure to hang up the painting or put it in a portfolio. A job well-done needs to be displayed!

My son Luke is in a K-5/First Grade class in our home school co-op. The curriculum the class is using is Five in a Row by Jane Lambert; this curriculum centers math, science, social studies, and art lessons around classic picture books. Recently, we read The Glorious Flight by Alice and Martin Provensen, which describes the early attempts of Louis Bleriot to build and fly an airplane. Though our art activity wasn’t listed in Five in a Row, it worked well with the class. Here’s what we did:

Supplies:

• Watercolor Paper (inexpensive watercolor paper is fine)
• Cardboard (a little larger than the watercolor paper; one piece per student)
• Masking tape
• Pencils
• Watercolor paints – blue and green (in tubes or pan sets)
• Styrofoam plates (if using paints in tubes)
• One brush per child
• Napkins or paper towel (to clean the brushes)
• Cotton balls or poly fiberfill
• Crayons
• Scissors
• White school glue
• Glue sticks
• Coloring page of a small airplane

Before you begin, tape a piece of watercolor paper to each piece of cardboard. This way, if you’re student enjoys applying water or watery paint to the paper, the edges will stay down even though the paper might buckle.

Have each student draw a horizon line, marking where the sky will end and the ground begin. Put this line low on your paper — you’ll want a lot of sky showing for this picture.

Give each student a small amount of blue paint. If you’re using watercolors in tubes, give each child a Styrofoam plate for a palette. Place the blue paint on the plate. If you’re using a regular pan set of paints, instruct the children to co

Next, give each student a small amount of green paint. Instruct them to paint the land green.

While the paint is drying, provide the children with a picture of a plane from a coloring page. You can find images to use on the Internet. You might even print off several different planes and let the children choose their favorite. Have the children color their planes with crayons and then cut them out.

By the time the students are finished coloring, the paint on their papers should be dry.  Use the white school glue to attach cotton balls or poly fiberfill on the sky. These are the clouds.

Now everything is ready for the plane!  Have the children glue their planes to the sky they just created.

Place the finished artwork where everyone can see — and enjoy!

I had thought it through before we began: the students would spend a few minutes drawing the pumpkins, then they’d paint the background a deep, fall-ish brown color with a little green mixed in, and then they’d paint the pumpkin a vibrant orange. The pumpkin would really stand out against a dark background.

But…the one thing I didn’t have on hand was an example. And so I merely explained the plan to the students, and they started to work. Some drew their pumpkins quickly, others more slowly, but they all worked diligently.

Then the first student was ready to paint. I explained my “vision” for the background again, and she replied, “Can I just make a blue sky with some green grass?”

“Well,” I said, a little taken aback, “I guess so. Let’s get out some other colors.”  We did, and she painted a lovely blue sky and green grass. Then she painted her pumpkin.

The next student, who loves horses, asked if she could add a horse to her picture. “Well,” I said, again a little unsure, “I guess so. Let me find a picture of one you can look at.” I pulled out several photos of horses, and she chose the one of a horse laying on the ground. She drew the horse with its neck outstretched, sniffing the pumpkin.

The third student, inspired by the horse photos, decided to add one to her painting too. Her horse was looking over a fence and licking the pumpkin. There were beautiful yellow flowers in long green grass in front of the fence.

The fourth student decided to try my idea with the browns and greens behind the pumpkin. It was a wonderful painting too, but not because of my idea. Like the others, it was an example of the creativity of the young artist. When I stepped out of the way, the students’ personalities came shining through — as each one created the perfect pumpkin.

Each class requires quite a bit of work at home. Homework? We hadn’t used the word very much before this year. John brings home workbook assignments, reading assignments, study questions to answer… all of which he has to turn in to someone else besides me. He has deadlines now; he doesn’t get extra time to complete his work if it’s not done. He takes quizzes and tests just one time – there’s no opportunity to try the problems again. And he’s responsible for writing down his assignments and finishing them in a timely manner. 

How’s it going? Well, he told me he worked on his assignments all week, but the night before they were due, he stayed up two hours past his bedtime trying to finish. He tells me briefly about his current event and lab reports, then tells me he’s not sure when he’s supposed to turn them in. Sometimes he doesn’t even understand the assignment. “Why don’t you ask your teacher?” I ask him, but he just replies, “I don’t know.” 

So do I think these classes are worth it? I’d have to answer with a resounding “Yes!” No matter what grade he receives, he’ll have had an experience that requires he manage his time well, complete a project by a due date, and speak up when he has a question. And from what I’ve seen so far, he’s up to the challenge. He’s beginning to understand what’s expected, and he’s working hard at it. And hopefully next week will go a little better.

One of the projects I had to do was to paint a mural of the Grand Canyon on two adjoining walls. Not an easy job, but I had a printed photo to use as a reference, so I thought I was ready to go.

The first day we had some errands to run, and we didn’t arrive at the site until about lunch time. After a late start, I worked on one wall of that mural for hours, stopping around 8 p.m. At first it looked like a big blob, said Cassie; as the mountain began to take shape, it looked more like a volcano, Lillie insisted. Despite all of my efforts, I decided she was right. Perhaps this Grand Canyon would only be adequate.

The next morning, before we headed to the putt-putt place, we searched the internet for a better reference picture. We found one, and when I went back to work on the mural, I decided to start on the second wall. In just a little while I had another mountain up – and it looked like a mountain from the canyon. The color scheme was totally different, though, and the two walls didn’t match at all.

It didn’t take long to figure out the first painting had to be re-done – covered over entirely with lighter colors. All eight hours worth of work from the previous day had to go. But some great lessons were learned in the process:

1. Find a decent reference picture before beginning a mural of the Grand Canyon and

 2. When you do a job, do it the very best you can, even if you have to do it over.

 Even if my children don’t learn the first lesson, I want them to learn the second. They saw me work hard on the painting the first day, and then they helped me paint right over it on the second. 

 It’s turning out to be a grand canyon after all.