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I create hallway displays of my students work for a number of reasons:
  1. Kids love seeing their work hung up. It gives them a sense of pride knowing that someone thinks their work is special enough to deserve special attention in a display. :)
  2. Hallway displays act as a springboard for conversation amongst parents and colleagues about what students do in the art room and why it is important. This is also why every display I put up is accompanied with a list of standards met (including cross-curricular standards), exactly what we did, my methodology/procedures, and supporting materials/resources used.
  3. Displays can be used as an informal assessment of student success. I can quickly examine the overall understanding of concepts I was trying to teach students with the project.
  4. It makes my school more beautiful. Yes - displays can just be plain-old aesthetically pleasing. :)
I'm sure if I sat here a bit longer I could come up with an even longer and more elaborate list - however I don't think anyone reading this is going to fight me on the legitimacy of student art displays.. ;)
So without further adieu...  here are most of my student art displays from my first year of teaching!
Each caption links to the original lesson post on my blog.

Ms. Gram's Student Art Displays 2012-2013


Kindergarteners looked at the artwork of Wassily Kandinsky and created their very own concentric circle artwork. Students were also introduced to primary and secondary colors and demonstrated their ability to use the primary colors (red, yellow, and blue) to mix the secondary colors (orange, purple, and green).
Kindergarteners were introduced to the ideas of texture and printmaking and created these lupine flowers using tempera paint overtop a watercolor-crayon resist background.

Kindergarteners created rainbow mosaics using scrap painted paper to demonstrate their understanding of rainbow-order and further practice their ability to tear and glue paper.


1st grade

This was an extension to a lesson in which students explored the art terms “texture” and “variety”.
This was a lesson done on a short week with one of my first grades right before winter break.

Students explored form and architecture in this paper sculpture project.


2nd grade

Accompanies display below.
Students explored the concept of linear symmetry, insects, and architecture in these cross-curricular collage and creative writing pieces.
Students continued to learn about creating the illusion of depth in their artwork by further exploring the ideas of layering (foreground, middle-ground, background), tints and shades, silhouettes , and creating the illusion of form with highlights and shadows. The work was inspired by the books “Snowmen at Night” and “Snowmen at Work” by Caralyn Buehner.

Students examined Van Gogh's "Starry Night" and explored the idea of creating movement by using a variety of different line types. Students created a watercolor-oil pastel resist for the background, then created interesting shapes to form a cityscape silhouette.


3rd grade

Accompanies display below.
Students learned about the differences between Georgia freshwater and saltwater fish and created their own aquariums featuring a particular species of fish hiding behind river/ocean camouflage. Facts about the fish were added to the backs of their aquariums to provide the viewer with additional information.
Inspired by the artwork and story “Tar Beach” by African-American author Faith Ringgold, students created their own patches for our 3rd grade story quilt answering the prompt “Where would you go if you could fly and why?”.


4th grade

Accompanies display below.
Students examined the artwork of M.C. Escher and learned all about tessellations. Afterwards, students created their own tessellations using the translation method and transformed them into their own ‘monsters’.

Students learned about the totem poles of the Pacific Northwest Native Americans and their rich history of visual storytelling and symbolism. Students then created their own totem pole piece which they felt best symbolized themselves.

Inspired by the artwork by painter Winslow Homer, students learned about the differences between landscapes and seascapes, then created their own seascapes using a variety of techniques and materials (including origami, watercolor, tempera painting, and collage).


5th grade

Students explored various forms of indigenous Mexican art including Zapotec weavings, Amate bark painting, and Aztec suns in this centers-based lesson.

Art Club

My goal now for next year - even more displays (and better photography of them)! :)


  1. Beautiful displays! Thanks for sharing them! :)

  2. Awesome displays! I'm trying to figure out the best way for signs. Do you have a diecut machine or did you buy all those fun colorful letters from somewhere?


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