Category Archives: painting

Maps, Drawn + Painted

Materials: Watercolor paper, permanent markers, watercolor paint, painter’s tape (optional)

On a recent sick day, when my boys were too sick for school but they’d temporarily perked up enough for a project, we drew and painted some maps. I left this completely wide open, with the only guideline being that we’d draw the map first with permanent marker, then add color with watercolor paint. I’d had in mind using black Sharpies, but N and G wanted to use colored markers along with the colored paint. Sure! Why not?

I also left the subject wide open. I sketched out a map of favorite places, but I figured N would want to draw a map of a made-up place (he did). V chose to draw a map of New Rome (from The Son of Neptune) as he pictured it in his mind, which was, he told me, completely different from the map included in the book.

The boys also chose to use painter’s tape to create a tape resist effect on their maps. Once everything was in place, we painted.

Above, N adding paint. Below, a detail of his cacti.

G chose to draw with colored permanent markers (yes, I give my 3yo permanent markers! under supervision, though) and then cover her paper with red paint.

For quite an interesting effect! Below, V’s finished map of New Rome. He used the tape to mark off roads.

He’s quite pleased with the Fields of Mars in the lower right-hand corner. He applied yellow, green, and brown paint, some with the brush, some with the tip of a narrow piece of sponge, then lifted some off with a paper towel. It looks like a place of battle, doesn’t it? His map also includes quite a bit of detail, as he consulted the book and labeled places before adding color.

Below, N’s finished map. He used tape resist to represent snow (piled up on the side), and when his painting was dry, he added a 3-dimensional temple using colored tape.

This was a very open-ended project; I had nothing in mind besides introducing the kids to using permanent marker and watercolor together–and even in that, they took it in different directions by using colored markers. By simply saying “let’s draw a map,” the boys were free to draw the type of map they each like most–V, a detailed map of a real place (in this case, real in the sense that someone had already described it in detail), and N, a map wholly out of his imagination. And I just doodled.

One of my favorite places: my love-filled home!

Marble Painting, Traditional and Magnetic

Materials: Tempera paint, magnetic marbles, magnet wands, foil cake or pie pans (I used cake because the edges are slightly taller), paper cut to fit the pan, small cups and spoons for the paint

After our magnetic painting activity at the science store, G and I bought some magnetic marbles to take home so the boys could experiment too. Marble painting isn’t a new idea, but amazingly we hadn’t tried it yet. I can tell you that the big kids enjoy it as much as the younger kids.

We decided to use primary colors, so I set out three small cups–each with one color of paint, three magnetic marbles, and a spoon. We started with white paper and added paint-covered marbles.

N wanted to try his hand at controlling the marble with the wand from below. He experimented to see how far the wand could be from the pan and yet still cause the marble to move.

V mostly rolled.

N really got into the color mixing, working a bit on creating green.

That’s two marbles, zipping right along. Because they’re magnetic, they stick to each other, too. What would happen with three, he wondered?

They stuck in a line, so you could only roll them in two directions. Interesting!

G kept working on one sheet of paper, trying to cover the entire sheet with paint. As a result, she began getting a really interesting marbled effect when the marble rolled over thicker areas of paint.

On his second sheet, V tried to quite deliberately control the marble.

At the end, G just couldn’t resist touching all that paint.

And so she ended by making hand prints.

We did this on a day when the boys were home sick from school. Given some options, they both really wanted to experiment with the marble painting. The magnetic wands add another element of experimentation–there to use, or not. Before I cleaned everything up, I got a chance to play too. Fun!

(This project uses a chokable item–the marbles–so use your own judgment, yes?)

Painting With Wool

Materials: Rectangles of wool felt (to act as the “canvas”), wool roving in various colors (such as this)

This past weekend was the third session of the parent/child class N and I are taking at a local art museum. We spent the entire time in the galleries, looking and drawing with various media, and our last stop was the Greek/Roman galleries, where we used colored wool roving to create our image. I don’t have any in-process photos of this, because it’s really hard to take photos while doing, but it’s pretty straightforward.

First, though, we were to pick a piece to focus on as our inspiration. N chose a piece utterly devoid of color…

This is one of the short sides of a marble sarcophagus. We had many colors of roving to choose from; N chose red, yellow, and green. Just as felt pieces will stick to one another (such as on a felt board), the wool roving will stick to the felt “canvas.” You gently rub the roving between your hands, moving them back and forth. You can tease it out a bit, and gently mush (not a technical term!) the wool into the felt. You’re just rubbing it enough to adhere some of the fibers together–a very gentle felting.

This is N with his piece in the museum. He thought he was done, but then he decided to add more. (Despite the look on his face, he really does enjoy these classes!)

He focused on the animal (which he called a saber tooth tiger), which is the yellow, with red legs; the person below it; and the tree above. The instructor had us hold our pieces of felt up to make sure nothing fell off; otherwise we needed to rub a bit more to make it stick.

This is probably the simplest entry to working with roving I can think of. It’s not wet felting, it’s not needle felting, it’s just…hands and wool. Simple. It doesn’t allow for much (any?) detail, so it’s a good choice for a loose project. I would think, given more time than we had in class, it would be very soothing, to simply work the wool into a design on the felt. (Can you tell I knit? I think wool is very soothing!)

Have you tried wool painting before? Or, do you have a favorite way to work with wool with children?

Simple Chromotography and Magnet Painting

A local science-oriented toy store has a “kinderscience” program once per week for kids ages 2-5. I’ve taken G a few times. It’s a good way to get out of the house and, since it’s within walking distance of the car dealership, it was an excellent place to pass the time with a three-year-old last week while the car was being serviced. The activities in this session were art-via-science, so I decided to share them here. In general, I’d prefer it if the instructor spent less time talking (there is a lot of “this is what you’re going to do and this is what is going to happen”) and more time just setting out the activity and letting the kids explore. But of course, as soon as the materials were available, that is exactly what I encouraged G to do.

The first activity involved coffee filters–such a favorite! The kids were to color on the filters with markers, then drop water onto it with a dropper. G was excited to see the droppers, as we’d just used them the day before for an activity at home and she already knew how to use them herself. Because the trays were red, it was a little hard for her to tell where her color was going.

The instructor ripped some filters so they lay flat in a butterfly shape, too. On this one, she decided to see what would happen if you drew some more on the wet filter. I think we’ll try this activity again at home on the white table, to eliminate the background color confusion.

The second activity was a version of marble painting, but instead of rolling the marbles around in the pie tin, the kids were to use a magnet wand, from the bottom, to drag painty magnetic marbles over the paper.

After a bit of this, G decided to simply roll the marbles around the old-fashioned way, as it was easier.

We already have three of the magnet wands–we used them over the summer to collect iron filings from beach sand (which is super fun and, quite frankly, very cool to do)–so I bought a small bag of magnetic marbles so my older kids (who were in school) can try this as well.

All in all, much better than sitting in the car dealership’s waiting room for an hour!

After the Color Mixing

Last week I posted about a color-mixing activity G, age 3, did. When she was done mixing the colors and exploring the corn starch, she began painting with the leftover colored water. “I’m painting a cave,” she said as she began. After she’d applied all three colors, she asked for some salt.

I poured some into that cup for her, and she sprinkled it on with her hands. And then she asked for more, and more, until she had piles of salt on her paper. Then she decided to see what would happen when she painted on top of the salt.

Kind of interesting, no? More salt and more paint…

“Mud in the cave!” she exclaimed.

Experimenting…always a good thing!

If You Build It, They Will Come

Tuesday was a quasi-sick day here, the sort of day where the kids are home because a full school day is a bit too much, but they’re not sick-in-bed sick. (That’s my favorite kind!) At some point in the morning, G asked to paint, so I set her up with the liquid watercolors. N decided to experiment with bleeding tissue paper. Based on some of the comments to my first post about it, I gave him pieces of tissue paper, watercolor paper, a paintbrush, and one cup of water and one of vinegar.

The colors were definitely more vibrant than when G used a spray bottle, but there were still some white spots left behind under the squares–it makes it look like a resist, almost. Do you see that blue blob up towards the top corner of his paper? He accidentally wrinkled up a square (“it looks like blue spinach,” he said) and wondered if it would be okay. Of course! It left an interesting splotch behind, and I’m thinking next time we experiment with the tissue paper, we’ll go for a scrunch-and-stick technique and see what happens.

While his younger siblings painted, V hit the writing center and began writing a story in a blank book. N and G joined him when they finished their paintings. N decided to draw a story, and G, after making some marks, dictated her story to me.

I love this picture! Three kids in jammies, working on stories. If you build it, they will come.

Experimenting With Bleeding Tissue Paper

Materials: Bleeding tissue paper (we used Spectra), water color paper, spray bottle

I’ve been wanting to play with this product for a while now, and during our last trip to the Eric Carle Museum, I saw some in their bookstore (which is an absolutely fabulous place) and picked some up. And then it sat in the studio for a while as we squeezed out every last drop of summer, outside! The other day, G and I decided to experiment with the bleeding tissue paper.

I cut out some squares and spread them on the table, and then gave G half a sheet of 12×18 water color paper. She began by arranging some squares of tissue on her paper. Before she began spraying, I cleared the leftover tissue out of the area.

Then she began to spray.

And spray. The girl loves to use a spray bottle!

The colors began to run off the paper and mix in the puddles. Isn’t that pretty? As she sprayed, G commented on the colors she saw and how they were mixing. (As you can see from these pictures, if you don’t have an anything-goes art table, you probably want to do this in a shallow plastic tub or something similar, to protect your table.)

There was so much water on the paper, G decided to add some dry tissue on top of the puddles to see what would happen. Then she asked for a big sheet of paper to lay on top. I thought she wanted a big piece of tissue, so I asked what color, but she said no, she wanted the other piece of white paper–the other half of the water color paper I’d cut in half.

Carefully, we laid it on top of the wet paper and tissue.

She wanted to make a print–and I love that she both knows the process of making a print and recognizes a good opportunity to give it a try!

From the start, G had said she wanted to color on the paper once it was dry. So the next day, after it had dried and the tissue paper shook off, that’s what she did.

Our colors came out very muted. (I experimented too, on another small sheet of paper.) I’m not sure if this is because we overlapped so many colors and they all bled together, or because we used a spray bottle instead of a paintbrush, which I imagine would keep the water more in one place, or perhaps a combination. I plan to experiment with this paper some more, both with G and with the older kids. We certainly have enough of it to try all sorts of methods.

Have you used bleeding tissue paper? What did you find worked best?

Painted Jar Jack-o-Lanterns

Yesterday G asked to paint, so as I often do, I asked her what kind of paint she’d like to use–watercolors or tempera? She said neither, and although she’d forgotten the name, she quickly managed to communicate that she wanted to use the liquid craft acrylics. Because those aren’t always the best on paper, I thought for a minute about how else she could use them. They’re really great, for instance, with wood… and then I remembered that the latest issue of Family Fun included an activity using craft acrylics and I described it to G.

So, this project is much more crafty than what I usually post, but it was still kid-led, so I include it anyway.

Materials: Glass jar, painter’s tape, liquid acrylic craft paint

Family Fun’s directions can be found here. We varied only slightly. G picked what color she wanted to paint her jars–red for one, orange for the other–and she placed the tape on for the faces. I cut out some triangles, circles, and squares and placed them on the edge of the table for her. I decided against cutting out a definite mouth shape, like in the example, because I didn’t want there to be any “right” place that any individual shape had to go. We talked a bit about where our eyes, nose, and mouth are on our faces–two eyes at the top, nose in the middle, and mouth at the bottom.

After G placed the tape, I made sure the edges were smoothed down and she painted. Once the paint was dry, we peeled off the tape together (tweezers helped) and then I put tea lights inside and we admired her jars.

The face is quite clear on the orange jar. On the red jar, it’s a little lopsided but still clear, and up above on the ridged part, she placed a square next to each eye–these are arms, she told me.

G is almost three (one more month!), and while I don’t “do lessons” with my preschool-aged kids, I do incorporate a bit more as they get older. So while there was no purpose to this activity beyond painting and having fun, we did incorporate some learning–a bit of shape review and observation of faces and their parts. This gave her the opportunity to create a face in a way that is easier for her than drawing right now, and I think we’ll do some more variations on that idea.

How have you modified crafts to meet your child’s needs?

The Lighthouse

Materials: Watercolor paper, liquid watercolors, painter’s tape

Saturday night I was reading T is for Tugboat to G before bed. When we reached “L,” she told me she wanted to paint a lighthouse–right then. We agreed she could paint one in the morning.

From T is for Tugboat by Traci N. Todd and Sara Gillingham

The next day–our rainy Sunday–I presented my idea of using tape resist to create the stripes on the lighthouse. We’re getting to the point where G has ideas, but can’t necessarily get there all on her own. Because I feel strongly that children’s artwork is their own, I look for ways we can collaborate so she is happy with the result but is also the one actually making the artwork. So I also suggested that I could cut out a lighthouse for her to paint, if that was okay with her. She said yes.

So I sketched a lighthouse shape using the picture in the book as a guide–because while lighthouses come in various shapes, that was the lighthouse she wanted to make–and we placed some painter’s tape on top of it. This also served to secure the paper to the table, because it was narrower than the paper she usually paints on and likely to move around a bit. I’m sure you can tell that G had lots of say in how the tape was placed. She chose to use liquid watercolors. She kept to red for the main section and chose green for the light.

Once it was dry, we peeled off the tape. She’d said at the beginning that she wanted to add some colored pencil to the lighthouse once the paint was dry, so that’s what she did next. Then, she told me where on her bedroom wall it should go and she helped me push in the tumbtacks.

Then she took her brothers and her dad into her room to show them the lighthouse she had made.

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How do you handle specific requests from young children–do you have some tips on successful collaboration?

T-Shirt Design: Freezer Paper Stencils

Materials: T-shirt; textile paint; sponge brush; freezer paper; x-acto knife, cutting mat, and straight edge (helpful but not necessary)

As I mentioned in the last post, when the boys began talking about what they wanted to print on t-shirts, I thought perhaps scratch-foam printing–which prints in reverse, with a block of color surrounding the scratched image in white (see our examples here)–wasn’t the best way to go. I suggested perhaps we think about using stencils. They agreed. Come along and follow their design process!

First, they made sketches.

V has been reading lots of comics/graphic novels lately, and he wasn’t sure if he wanted the Captain America symbol or that of Green Lantern. N wanted to go with his custom “Super N—” symbol, an N in a circle. V eventually decided to start with Green Lantern as it’s simpler, with only one color, and N decided upon a yellow N in a red circle, which was still only one color because he’d chosen a yellow t-shirt.

Next we turned their sketches into larger, neater versions, still on regular paper.

After figuring out how large of a logo he wanted, V made his circles using a compass, then added in the lines at the top and bottom with a ruler. He compared it to the actual logo, consulted with his dad, and adjusted the lines a bit so they overlapped the circle more. Then we darkened it up, traced it onto the freezer paper, and I cut it out with the x-acto knife.

I helped N a bit more. We lay a sheet of paper over his shirt so he could show me how large the circle should be, and then I drew the finished circle with the compass. Together we sketched out the N, then neatened it up with the ruler. When all looked well, I traced his image and cut it out.

There are many tutorials online for using freezer paper stencils, and it’s very simple. The shiny side irons right onto the shirt. I slid a piece inside the shirt, too, so no paint would run through to the back. Then it’s time to paint.

Here’s N’s shirt, drying. You leave the stencils on until the paint is dry.

When the paint was dry, the boys and I peeled off the stencils together. So exciting!

V was pleased.

So was N.

We used Speedball Textile Screen Printing Ink, so I set the image with the iron as instructed. I laundered them inside out with no problems. They haven’t worn them yet because they both have art camp this week, and they don’t want to get any paint on their new shirts. Typically up until this point, when the kids have had something specific in mind (like, oh, a reversible fireman-spaceman knit winter hat), I’ve figured out the design and made it. How satisfying for them to go from their own sketch to finished product, with just minimal assistance.

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What have your kids been designing recently?