drawing lessons – Art with Mrs Filmore

K + 1st grade Self-Portraits and 3rd grade Kinetic Piranhas!

May 23, 2026 No Comments

KINDERGARTEN and FIRST GRADE SELF-PORTRAITS WITH PATTERNS

First of all let me just say that these Kindergartners and first graders did such an INCREDIBLE job creating their self-portraits! I am blown away by their artwork! Great job everyone!

But before I show you pictures of their artwork, I want to first do a description on the lesson before posting pics. Hope you don’t mind!

This self-portrait lesson took about 4 (40 minute art classes) to complete.

On day 1 of the lesson, we talked about what a self-portrait is vs. a portrait, and then I showed them my example drawings.

Then I showed them a bunch of different artist’s self-portraits in my Google slides—

(Vincent Van Gogh, Mabel Alvarez, Henri Matisse, Paul Gauguin, Rembrandt and Elizabeth Peyton)

We then talked about patterns and how a pattern is when any lines, shapes, images of things, or colors repeat! We looked at a variety of patterns and then some google slides that showed a series of shapes that wasn’t a pattern! and I asked students “ Is THIS a pattern?” to check for understanding.

Then I showed K and 1st graders some of my students’ drawings from previous years with my Google slides, and we discussed how we’d only be drawing ourselves from the chest up, not the whole body (like in kids school photos!)

—DRAWING THE FACE—

Then after students got a sheet of 80# 9×12” white drawing paper, they drew with me as I demonstrated under the doc camera. We started by drawing an oval for the head, then the neck and shoulders. Then I showed them how to lay their pencil down in the middle of their head, and to bring their pencil up slightly and that was where we’d draw the eyes!

I showed how to draw a curved line arching up for the top of the eye, then a curved line arching down for the bottom of the eye. We talked about how the shape is kind of like an almond or a lemon.

Next, I explained to draw a circle inside for the color part of our eye called the iris, and to make sure that it touches the top and bottom, because if you don’t, it can make the expression look scared or surprised! Then to draw a smaller circle for the pupil, right in the middle. We talked a little bit about how our pupils are always in the center of the iris- no matter where we are looking. I love explaining stuff like that to kids, and tossing in some science here and there when creating art!

Kids could then add eyelashes, (I talked about how eyelashes protect our eyes from dust and debris, and act like a little visor from the suns rays, and then we drew a curved line for eyebrows.

Next was the nose. I had kids lay their pencil down again on their paper about halfway between the eyes and the chin. Then to put their finger there (where their pencil was). I broke it down so that we drew a small “smile” line for the bottom middle part of the nose, then a curved ”c” on the left side with space in between and then a backwards “c” on the right side with space in between. Then we connected those areas with a small curved line for the nostrils. Then we drew a small, slightly curved line for the bridge of the nose. I explained, that’s where eyeglasses or sunglasses rest on the nose.

For the mouth, I told kids to lay their pencil down again on their drawings, so it was about halfway between their nose and their chin. Then I broke the steps down for the lips. TBH a little challenging to explain in words without showing, haha, so I won’t be describing that portion. (I however, might make a YouTube tutorial on “how to draw a face” sometime in the near future)! Would you be interested in watching a tutorial on that? I’d also include my handout on different hairstyles for the lesson in my TpT. Please send an email if interested! (Email can be found in my “Contact” page)

—DRAWING THE HAIR—

Then we added hair—- that was the trickiest part. SOO many different kinds of hairstyles out there!! — but I did show a few variations under the doc camera. I explained to start at the top, above the drawn line for the head, if you didn’t have bangs —so cute—some kids asked “what are BANGS?” Then showed to erase the head line after the hair was added, because our hair isn’t see-through. I also had a sheet that I drew with a bunch of different hairstyles that I passed out that they could look at for inspiration while they drew.

Then I showed them how to draw a shirt collar—a big “U” for a crew neck or a “V” for a V neck—or any kind they wanted! Then they could add buttons, zippers, pockets and designs of any kind in their shirt.

Then we drew wide horizontal stripes in the background. Then kids drew patterns inside the stripes. They could draw any kind of pattern they wanted. They could use numbers, letters, lines, shapes, images —as long as it was a pattern.

This drawing in pencil portion of the lesson took a good 2 art classes, then on day 3 kids traced over all their lines with black sharpie.

I just can’t believe the skill level with this student below- look at that duck and lizard?!?! The kid is 7 years old!

There ARE photos of finished artwork coming up!!!

—COLORING SKIN—

When it was time to color, I told students to try their best to match their skin, hair, and eyes, using crayons. I set aside 3 different skin toned crayons in containers and said to draw a bit on the back of their drawing to test the colors out and then put their hand up to the color to see what worked best.

Not the best picture of these crayons, but the ones on the bottom left are more of a caramel brown

—COLORING THE EYES—

For eyes, I mentioned if you have hazel eyes, to color in the eye with green first, then add/blend brown on top. Blue eyes, use blue and brown eyes use brown. Some kids exclaimed “I have black eyes!” but I said, “it looks almost black – like mine – but we have super duper dark brown eyes. So just use a dark brown”. I explained to not color in the whites of the eyes, as I showed them my eyes with my eyes open wide so they could see, and one student asked “can we make them red?”, I said “why red?” and he said, “for the veins”. I said, “oh, that’s true we do have red veins in our eyes, but nah, let’s not do that —we don’t want to make our eyes red because then we’ll look super tired” haha

We also talked about freckles and to add dark brown on top of their skin color to add freckles if they had them. Students could also color their cheeks with pink to make them rosy if they wanted!

—COLORING THE HAIR—

For hair color, if students had dark blonde hair, I showed students how to color in their hair with yellow first and then draw brown lines on top to create a “dirty blond” hair color for those that had dark blonde hair. If they had brown, use brown, red/brown hair to blend those two colors, brown use brown, black-use black etc.

Students could color their clothes and patterns in the background any colors they wanted, but we talked about how adding a pattern of color would enhance the pattern drawing in the background even more.

Look below at all their fantastic artwork! Students did SUCH an AMAZING job creating their self-portraits! I couldn’t be more proud of their hard work and creativity!!

Learning Goals:

Students learn how to draw facial features and begin to understand correct facial proportion

Students can layer and blend colors to create eye and hair color

Students can define “pattern” and can draw a pattern within their artwork

AND NOW FOR THE FINISHED ARTWORK!! FINALLY!

This photo is just too funny – I had to include it

KINETIC PIRANHAS – 3rd GRADE

Students learned that kinetic artwork is art that moves and depends on motion from someone or something to make it move, in order to reach it’s full effect. This could be from a bunch of rotating gears, a computer, batteries, the wind, solar power, water etc. or in our case—hands to open and close the folded paper!!

I showed them examples of previous students kinetic piranha’s as well as my example piranha’s and how they look closed and then opened.

I showed students kinetic artwork by artists Theo Jansen, Arthur Ganson, Anthony Howe, and Mark Nixon before they began their drawings.

These are screenshots of my Google slides that I show my students.

Below are videos of Theo Jansen’s “Strandbeests” (kinetic creatures) that I show my 3rd graders. Watch these videos! They are incredibly amazing! My students LOVE them!!!

Anthony Howe’s kinetic artwork below—these are so cool! You have to watch these too!!

Students each received a piece of 12×18″ 80# white drawing paper and I showed them how to fold it under the document camera.

While the paper was closed, I showed students how to draw the body of the fish in pencil, making a football shape so that the top half of the fish’s body was along the top and the bottom half was drawn along the bottom.

Then we drew the circle for the eye, the tail fin (and I showed a few different ways to create that—wavy, zig-zag edge, or straight) then added a fin at the top and bottom. Then I showed them how to draw stripes inside the body and then to draw whatever patterns they wanted within the stripes.

Then we opened up the paper entirely so you could see the top and bottom parts of the fish with the paper in the middle blank.

Then I showed them how to draw the mouth with a large curved line and big sharp teeth. Then how to continue the stripes within their body to connect the top portion to the bottom portion. Then we just continued drawing the patterns inside each stripe!

Students could then draw smaller fish and other imaginative things about to get eaten by their piranha! Students got really creative with this!

On days 2-5 of the lesson, students carefully went over all their lines with a thick black sharpie, and then colored in adding bright bold colors with marker.

Students really enjoyed this lesson, and took their time when coloring! I’ve been teaching this one for years —and it’s always a hit!

Learning Goals:

– Learn about and have an understanding on kinetic art and create their own kinetic piranha

– Be able to create intricate patterns and show that in their work

– Learn about artists Theo Jansen, Anthony Howe and other artists that create kinetic art

Such a fun way to teach younger students about kinetic art, and I love how they all come out so different!

And some kids had fun with jabbing markers and adding blood!!! Haha

Such a fun lesson for kids —students absolutely love making them, it incorporates sooo many elements of art, they learn about some amazing artists, and it’s so fun to teach!

I’ll be posting 5th grade “Mixed Media Watercolor Self-Portraits” next —-which is a NEW LESSON that I’m VERRRY excited about!!!

I also just added a new page to my menu called “Every Art Lesson Since 2017” —On that page you’ll find every single post (link to the post) that I ever created on this site! Starting at the top with the most recent—working your way down the list —to my very first post in August 2017!

Also—- I added 15 more pics to my “Favorite Fun pics/Kids Creating Art” page (at the bottom)! Check it out!

Thank you so much for visiting my website today! Check out some of my previous blog posts below!

“Mixed Media Bouquet of Flowers” by 4th grade

4th grade “Enlarged Flower Drawings” and 5th grade “Splattered Paintbrushes”!

Mixed Media Cake inspired by Wayne Thiebaud

Mixed Media Watercolor Self-Portraits – 5th grade

One point Perspective Cityscapes – 5th Grade

NEW YouTube Art Tutorial! “April Showers Brings May Flowers” -2nd Grade

2nd Grade “Thinking of Summer Self-Portraits” and 1st Grade “Dream Houses”

Winter Northern Lights! 5th grade Art Lesson

Blackout poetry – 5th Grade

Draw your own Inventions – 1st Grade

GRID DRAWINGS inspired by Chuck Close! -5th GRADE

Winter Cardinals -4th grade and Superhero Masks – 2nd grade!

Thanks again for visiting today! Please subscribe below ( it’s FREE! ) You’ll get an email notification every time I post a new blog entry. I usually post about every 7-10 days.

Also…I’m thinking of doing a fun raffle give-a-way. I’m not sure what that entails yet— but if selected, I’d give out some freebies from TpT or something good! I’ll figure something out soon! If you have any suggestions, I’d love to hear them!

Yikes! I think that was possibly my LOOONGEST blog post EVER

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VICTORIAN HOUSES – 4TH GRADE

December 15, 2019 2 Comments

To find out more about this lesson, and view photos of students creating their own Victorian homes, read below students finished artwork!

Please visit my TpT store for a 12 page hand drawn resource to download for using with this lesson in your classroom! Link is here

This lesson took about (6) 40 minute art classes to complete. I think absolutely worth every class though! Students took their time to carefully craft their unique house!

4th Graders learned what architecture is, learned about some of the common characteristics found within the Victorian architectural style (Gables, bay windows, fish-scale shingles, turrets, towers, front porches, gingerbread details, multiple chimneys to name a few), and then created a drawing of their own Victorian style house that included some of those elements!

We also reviewed the Elements of Art and how students would be utilizing 6 out of the 7 elements of art to draw their homes; Line, Shape, Color, Space, Texture, and Value.

Students also made the connection between art and math since we talked about acute and obtuse angles for the gables, as well as using rulers to draw any straight lines.

Please visit my TpT store for a 12 page hand drawn resource to download for using with this lesson in your classroom! Link is here

DAY 1

On the first day, I showed students a PowerPoint with photos of various Victorian homes, which pointed out these particular common elements.

Here are some of the slides I show my students from my Powerpoint.

Then I ask students to raise their hand and share what similarities they see that these two Victorian houses have.

Then I showed students a variety of Victorian house drawings students created from previous years, as well as my own examples. We also talked about how many of us noticed Victorian houses in the North Attleboro area, and how some students live in one or have relatives that do!

I asked students if they had any architects in their family, or if they knew of anyone who was one. Many students did, and it was great to hear so many fun stories about the connections they already have with architecture!

After that I demonstrated under the doc camera how to draw some of the Victorian elements. I showed them how to draw a bay window, fish scale shingles, turrets and towers, 3-D steps that lead to the front door, gables, and bricks (for chimneys or on the house).

Students then practiced drawing these elements on a double-sided worksheet. Students each received a “step-by-step” how to draw Victorian elements packet that I created to help them if needed.

DAY 2

First, I showed them what they needed to include in their drawing, and went over each item.

Then I showed them my Victorian handouts (with the descriptors) that they could use while drawing (as a reference)

and that they could use the same step-by-step how to draw sheets that they used when they did the practice sheets. I explained to not “copy” but to look at the various images for inspiration to create their own unique Victorian house and to be creative!

Then I did a demonstration drawing a Victorian house under the doc camera. I explained they could hold their paper vertically (explaining their house would be taller and less wide if they did), or horizontally (their house would be wider and less tall). I explained their house needed to be almost as large as their paper but leaving room around the edges and especially near the bottom to include the 3-D steps that would lead to their front door. I suggested to start drawing the gables first, drawing the rooflines working their way down.

I posted the goals for the drawing on the board again, and students passed out handouts, rulers and 9×12″ 80# paper and began drawing their own unique homes!

DAYS 3 – 6

Once students finished drawing their houses, they carefully colored them in using colored pencils with any colors they wanted.

I demonstrated how to color in the chimney’s bricks (or other brick details within the house) using a variety of reds, browns, white, tans, and pinks and suggested to stagger the same color just like in real chimneys. And to color any stones with neutral colors; browns, black, greys, tans and white.

**CLICK Here to a link to download my** FREE PRINTABLE step-by-step Victorian details drawing handouts on my Teachers Pay Teachers page as well as my own Victorian Architecture PowerPoint (which can also be printed out for students to use for reference in your classroom).

To view additional Victorian house drawings by 4th grade from previous years, click on “4th Grade Art Lessons” and scroll down.

Thank you so much for stopping by! I will be blogging about NEW art lessons later this week and next! Be sure to pop on by again real soon to check it out!

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Self-Portraits with Personal Symbols – by 3rd Grade artists

May 22, 2019 No Comments

This lesson was inspired by the artist Frida Kahlo, who is well known for her self-portrait paintings and often incorporating symbols into her artwork.

This lesson took about 4 (40 minute) art classes to complete.

DAY 1:

Students were introduced to Mexican artist Frida Kahlo, and learned about her interesting life and beautiful artwork!

We looked at a variety of images of her paintings as well as photos of her creating her art. We looked at photos and self-portraits of her and her many unique pets as well! (Students loved seeing her with her pet spider monkey, 4 parrots, a deer, a hawk and other interesting creatures! She loved animals and had a lot of unique pets throughout her life!

Students also learned how she originally wanted to be a doctor and studied medicine, but then was in a terrible trolley accident which left her bedridden in the hospital for a very long time. Her mother gave her paints and drawing supplies to help her pass the time in the hospital and set up a mirror above her bed, which led her to her love of painting, becoming an artist and creating her many self-portraits!

After discussing her use of symbolism in some of her self-portraits, and discussing what a SYMBOL was, students looked at a variety of student examples as well as my teacher examples.

For the lesson, I explained they needed to draw themselves large on the paper vertically, only including their head, neck and shoulders, (like in their school photos!) then to draw 6 or 7 symbols around them that reflect their interests and personality. The symbols should be drawn large and at least as big as their closed fist (making sure the objects are clearly identifiable and easy to outline and color in later on).

I reminded them to make sure the symbols should only be images, no text! They could connect to things that they enjoy doing, things that are important to them, a favorite memory, favorite foods, hobbies, seasons etc. They could however, add words in their shirt if they wanted.

Then, I reviewed with students how to draw the shape of the head and facial details as well as facial detail placement on the head, under the doc camera on 12 x18″ 80# paper. I had facial detail handouts to use and refer to as they drew with a variety of eyes, noses, and mouth images if they wanted to use them, but didn’t have to.

Students then started drawing soon after with pencil, drawing lightly in case they needed to erase.

DAYS 2-4:

Students continued drawing and once all details were added and 6-7 symbols were drawn around them, they outlined all lines with a black sharpie.

Students used crayons (pressing firmly! so the colors would be vibrant! ) to color in. I explained to find a crayon –(or two, overlapping and blending the two colors if needed) that best matched their unique skin color, hair color and eye color. (In previous years, kids used oil pastels to color in, but I wanted to switch it up and try good ol’ crayons for a change (and lets face it….less mess!)

As a final step, students chose one color to color in the background, to make their self-portrait and symbols stand out, filling in the entire paper so no white paper was showing.

Once finished, students filled out a self-assessment on their knowledge of Frida Kahlo and on their own artwork! This sheet will be taped to the back of their drawings before going home.

To my 3rd graders in school, can you tell who’s WHO in these self-portraits by looking at their drawings and symbols?? : ) Take a look below! (obviously, the first two are very evident!) 🙂

Photos of students creating their beautiful masterpieces below student artwork too! (I guess that would kinda give it away now wouldn’t it, haha)

YES, YES….. I know…… I take a TON of photos!!….. 🙂

Thanks for stopping by! Check out below for my recent post on 1st graders “Dream Houses”!

Next up for 3rd grade…….Painted Organic Shapes Collage inspired by artist Henri Matisse!

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1st Grade- Bubblegum Blowing Self-portraits (before the bubble!)

March 30, 2019 No Comments

I couldn’t resist posting these adorable and amazing drawings my first graders did before adding the balloon for their bubble gum! (I will be adding the balloons to them next week to display in the hallways!)

This was a really fun lesson where first-graders learned the difference between a self-portrait and a portrait! This lesson took (3) 40 minute art classes to finish.

Students not only learn how to draw the face and facial details, but we also talk about color matching and trying to best match our own unique skin colors, eye colors and hair colors using crayons. We focus on the Elements of Art (Line, Shape, Color, and Form), as well as use (Principle of Art) Pattern in the background!

DAY 1

First, students viewed a variety of self-portraits from first graders from previous years in my Powerpoint, as well as my own example drawings hanging on the board.

Students then watched while I demonstrated under the document camera how to draw the head by drawing an upside down egg shape. Then how to draw two curving lines for the neck and shoulders with the arms going off the page at the bottom.

I discussed how the drawing would be close up and not show the entire body, (like in their school photo that gets taken in the beginning of the year which I think helped them understand better).

They learned how to draw facial features in correct proportion and learned that eyes are drawn like the shape of almonds/footballs or lemons. I talked about how everyone’s eyes are different, but in general, that’s the basic shape of the eye. I also discussed how we have the iris (colored part, and the pupil, the black circle that allows us to see). And that the pupil is ALWAYS in the center of the iris, no matter what direction we are looking in! As I demonstrated how to draw eyelashes I talked about how we ALL have them, to help keep dust and dirt out of our eyes and to help protect them from direct sunlight, and showed them how they are more of a slight curving line rather than straight lines.

I demonstrated a few different ways to draw the nose, which students could choose what they felt they liked best for their drawing (as long as they tried drawing the more “realistic” looking nose (explaining as I demonstrated to to draw “a c shape, curving line up, a “u” shape, then a backwards c shape, as one continuous line), as well as how to draw a more realistic looking mouth, simple “c” shapes for the ears and curving lines for the eyebrows through a demonstration under the document camera.

Kids had a tricky time drawing the nose and lips the most, but they did a fantastic job!!

Once they finished their self-portrait in pencil, students added a pattern of circles in the background, by tracing a circular jar lid, then traced over all their lines with a thick black sharpie to make their lines stand out more.

DAYS 2-3

On the second day of the lesson students began coloring in with crayons.

I explained to look for a crayon or two that would best match their own unique skin color. We discussed how people’s skin have a variety of colors in the world, and that they are ALL beautiful!!

I talked to them about how it’s important to appreciate each others differences and how boring the world would be if we were all the same skin color! Students agreed it would definitely be a boring world if we all looked the same!

Students then found a crayon that best matched their own unique skin color, eye color and hair color and colored in their self-portraits. I demonstrated that they could combine and layer colors to create the colors they needed if need be. I encouraged students to press hard when coloring and to try to color in completely so no white paper showed through.

For a final step, I will poke holes in their papers using a pencil and a pre-tied balloon will be attached to their self-portrait using masking tape on the back! Like in these photos below from last year!

1st Grade Bubblegum Blowing Self-portrait

Students did a fantastic job creating their self-portraits! Balloons will be added soon and displayed in the school’s hallways!

Another blog post tomorrow! Check back sometime then to see! Thanks for stopping by!

K + 1st grade Self-Portraits and 3rd grade Kinetic Piranhas!

VICTORIAN HOUSES – 4TH GRADE

To find out more about this lesson, and view photos of students creating their own Victorian homes, read below students finished artwork!

DAY 1

DAY 2

DAYS 3 – 6

CLICK Here to a link to download my FREE PRINTABLE step-by-step Victorian details drawing handouts on my Teachers Pay Teachers page as well as my own Victorian Architecture PowerPoint (which can also be printed out for students to use for reference in your classroom).

Self-Portraits with Personal Symbols – by 3rd Grade artists

DAY 1:

DAYS 2-4:

Thanks for stopping by! Check out below for my recent post on 1st graders “Dream Houses”!

Next up for 3rd grade…….Painted Organic Shapes Collage inspired by artist Henri Matisse!

1st Grade- Bubblegum Blowing Self-portraits (before the bubble!)

DAY 1

DAYS 2-3

**CLICK Here to a link to download my** FREE PRINTABLE step-by-step Victorian details drawing handouts on my Teachers Pay Teachers page as well as my own Victorian Architecture PowerPoint (which can also be printed out for students to use for reference in your classroom).