Great Giveaway: Over $100 Worth of Culture Materials for Your Classroom!

This giveaway is now closed. Congratulations to Marie E. who said she loves to inspire her students with Oaxacan animals!

This month’s giveaway comes courtesy of Roylco, a family owned business that has been, “helping teachers make education exciting, engaging and creative since 1969”. They have over 500 products that have a wide variety of classroom uses. Roylco is giving away a group of fun materials that will inspire countless cultural projects. From mask forms to paint scrapers, the only thing that will limit you will be your imagination!

Cultural Kit


You’ll receive, Face FormsRainbow Weaving MatsOp Art Weaving MatsDouble Color MosaicsEarth Tone Mosaics Linear Rubbing PlatesTexture Rubbing Plates , 2 sets of 6” Weaving NeedlesPlastic Lacing Needles, 2 sets of Paint ScrapersJapanese CarpClay Rollers  and Folding Fun Masks. That’s over $100.00 worth of supplies!

To Enter:

1. Comment below and tell us about an inspiring cultural lesson you teach.

2. NOTE: Be sure to sign in with your email address or social account when you fill out the comment form so we have a way to contact you if you are the lucky winner.

3. This giveaway will be closed Friday, April 11th at Midnight, Central Time. The winner will be chosen by This article will be updated announcing the winner on Sunday, April 13th.

Good luck!

Psst – AOE isn’t paid for giveaways- we just do it because we love our readers and want you to win some cool stuff!


Amanda Heyn

Amanda is the Senior Editor at AOE. She has a background in teaching elementary art and enjoys working to bring the best ideas from the world of art ed. to the magazine each day. 


  • Clara Crosby

    I teach about Native American cultures by teaching weaving and pottery making.

  • Laura Pepera Wilson

    My 5th grade creates an Aboriginal Dot Painting based on an arial view of their home. The first grade creates an African Mud Cloth. Third grade students are making Mexican Oaxacan Painted Animals and Native American weavings.

  • Lisa Thomson-Baker

    My third graders made Chinese New year paper dragons. Cootie catcher head, accordion fold bodies and paper layer attachments to add details. Paper folding, bending, and curling were all part of the project. They turned out really cool and the kids really got into the project.

  • Katie Morris

    Every year my 3rd graders’ clay project is slab and coil pots. While they work I read The Pot That Juan Built and they learn about Juan Quezada and the Casas Grandes potters. Also, each fall my district’s K-12 art team chooses a different culture as a focus and it’s been a really good experience.

  • Diana Villadolid

    Years ago I developed a whole unit in conjunction with our 4th grade’s book “Sadako and the Thousand Paper Cranes”. The unit has changed through the years but includes me reading “The Magic Fan” by Keith Baker in class to the students. We look at Japanese prints by Hiroshige and others and look for all the reoccurring images/symbols. We then create either fans or kites with images that represent Japanese life. We also create origami kimonos and cherry blossom trees or bamboo stalks in ink. The kids LOVE this unit every year!

  • Julie

    I was excited to see the Ukrainina Pysanka Project in the daily email. I too use the Reading Rainbow to teach this lesson, but make a pop up card with the eggs nestled in grass. Would love to have more materials to teach more multicultural lessons!

  • Katherine Ludlow

    I just got done teaching a 3rd grade lesson on Japanese Windsocks and Children’s Day. The students made fish shaped windsocks in preparation to celebrate Children’s Day on May 3rd.

    -Katherine Ludlow
    Yowell Elementary School- Culpeper, VA

  • Cindy Walker

    This year I been working with Art & classroom teachers at ten restructuring schools to integrate arts into the gen ed classroom. Using their classroom curriculum as a guide, we have added cultural projects where integration seems obvious. For 6th grade it is ancient cultures, 5th grade is Native Americans, 4th grade is from around the world, African, Asian, European, and so on through the grades.

  • Rose in Vt

    I have been working with a preschool group and the most fun unit we did was on hats! We explored hats from all around the world, and then the children got to make their own out of paper bags. We spent another day cutting and pasting hats onto photos of each child. And wound up our unit with a special art exhibit and story time for families and children. We even had a few older siblings come and enjoy our “opening”!

  • Becky the Great

    I love teaching mandalas because they are so personal and can be found in one form or another throughout the world. In my current school we start general and then focus on Buddhist sand painting, as our host culture is highly Buddhist. I color the sand with watered down acrylic, and the kids applied glue to squares of foamcore in each section of the same color before adding the sand. This year I’m going to take them on a mandala hunt in the Zanabazar art museum before they design their “paintings.”

  • Sarah Gorsuch

    This is my first year teaching and I wanted to do a special unit in November for Native American Heritage Month. I quickly discovered that all of my students had not only little, but no background knowledge. With 4th and 5th graders, I started with weaving God’s Eyes, as we explored the culture and tribes of the Southwest. One student (who is usually very difficult to motivate) was so inspired, he brought in a 3 ft God’s Eye he made out of branches when he got home that night. This sparked an entire weaving unit, with loom weaving and tree weaving. I will definitely expand on this unit next year!

  • Janel Novak

    I have a few favorite multicultural lessons: the dragon puppets or origami at Chinese New Year, the windsocks for Children’s Day, cherry blossom paintings, warrior shields from Africa. I’m really excited about a new lesson that I’ve not taught before though, desert sunset paintings with camel silhouettes for the United Arab Emirates. Very simple lesson, but I think it’ll turn out fabulous.

  • Traci Maturo

    My first year teaching I was a preschool teacher and one art lesson I did with my students was teaching them how to make paint out of crushed berries like the native Americans, after making their own paint we continued by painting and assembling headdresses.

  • Teresa D. Euken

    My 2nd grade students love learning about the Mexican holiday, the Day of the Dead. We make Calaveras out of Crayola air dry clay. I’m always amazed how creative they are when dressing their Calaveras.

  • Jodi Youngman

    I am currently teaching my 5th graders about the Japanese Cherry Blossom festival. We read “Hi, Koo!” a book about seasons written loosely in Haiku and then the students developed their own haikus based on a season. They painted a background paper in colors to reflect the season in their haiku. They are using watered down tempera and straws to blow branches and then cutting egg cartons and painting them to look like cherry blossoms. The haikus will be written on their finished pieces, and the blossoms will pop off the page in relief.

  • Chris

    I really like using cultural connections with art units. Some of my favorite are:
    Chinese Lantern Drawings
    Pysanky eggs
    Research in small groups on a culture & jewelry design inspired by research.
    Native American Sign language- to make a “secret” message
    Egyptian cartouche, jewelry (foil over cardboard with designs in glue).
    Clay castles
    Islamic Tiles

    Our budget has been cut & will be cut again next year, so supplies would be wonderful.

  • Lisa Hyman Rettig

    My current favorite multi cultural unit is creating African Masks with my 8th grade Ceramics class. We spend a lot of time studying African masks looking at what similarities & differences there are across tribes & areas.

  • Karen Luellen

    I’m just finishing up an Adrinka printing project with 1st grade. We use found objects to make our symbols and print on paper woven mats. The kids really enjoy the project and learning about beautiful African textiles.

  • Alyssa Mattheis

    My favorite and most successful multi-cultural unit is on Peruvian Masks. I’ve done it for 4th-8th grades, and its always a real engaging experience for the students. We learn about Peru and the Inca Empire, the history, the culture and (of course) the arts. The Peruvian masks are created with metal tooling foil. Students create a face utilizing the shapes, symbols and look of the masks we looked at. They learn how to tool the metal, embossing from the front and back to get different effects and when they are finished we “antique” the metal with paint. The unit incorporates art, history, culture and language and the product is always the coolest project the kids talk about afterwards. Below is the project that my fourth grade classes just finished.

  • Ashley Fournier

    Recently I’ve discovered a new love for painted papers. I hope to combine the painted papers with a lesson on aboriginal art for my fourth graders.

  • Carl Ankenbrand

    I do a Juan Quezada pinch pot lesson with my second graders and amaco air dry clay. we watch a video and I read the book the Pot that Juan Built. They love being able to work in clay and to learn about Juan and what he did for his community.

  • Brenda Deterling

    Most all of my lessons include many cultures to show the importance of everyone’s culture in the arts. From our area American Indian designs we scraffito into our clay, we reflect on how Picasso used African masks in his cubism, to compare and contrast of Grandma Moses and Clemetine Hunter folk artsists who were very similar. We have the great wave example along with our Great Lakes themes. Weaving is in many cultures and in a variety of ways. Even the way you hold your brush is important, as we learn in sumi brush painting. Faith Ringgold and quilting with text in it allows the child to write about their memory, event or celebration. Mask making in various cultures are used for so many celebrations from weddings to funerals. (and we do not create them around Halloween). We explore color in various cultures such as the what is found in Mexican Bark paintings. Art is culture and culture is in art!

  • Eve Lopez

    I am currently teaching my third graders about Austrialian Aboriginal Dot paitings. We learned about how the Aboriginal people use traditional symbols and designs to create “dreamtime stories”. The students used q-tips to create their own dot paintings of fish on thin cardboard (cereal boxes). I combined this lesson with a weaving project. They cut their firsh out and they became their looms. So far they are coming out great!

  • Leslie Nunnery

    My students have recently working on Egyptian Hieroglyphics project using their names. We learned about he history of the Egyptians and how they used symbols for their writing. The students use a translation sheet where they can write the name of their choosing: pet, best friend, parent, etc… Students drew out their name in hieroglyphics, cut out and glued their hieroglypics vertically to background paper and then ended the project with creating an Egyptian type border.

  • Dee Hartman

    Our 5th grade studies Meso America and every year we create beautiful mosaic masks. It ties into the art and culture of that time period and the colorful mosaic pieces really get the students excited!

  • Ingrid

    I love teaching about Posada and Day of the Dead!

  • Sarah

    I teach Cultures around the world to 6th grade! Love it! Currently they are drawing portraits of people from Asian countries, wearing culturally specific hats. In the background they will include a famous building or scene from the country of the person they are drawing.

  • Dani Tuttle

    I do a wonderful Egyptian unit with my second graders. We make a collar and a headdress, and then we do a sculpture of some kind. I usually do a clay cartouche, but this year I’m in a new school without a kiln, so we did a plaster cat mummy. The students really got into the mummy creation – we pretended to pull out the organs, and we stuffed our armature with paper. It was very inspiring.

  • Zach Morrison

    I work very hard to incorporate a plethora of cultures with my classes. Personally, I really like how art history and human history go hand-in-hand. It is really cool to see how art changes as cultures change. I would love to incorporate these amazing resources into my classes!

  • Denise McRea

    I teach a paper mache lesson on arborglyphs, or tree writing, using our native aspen trees as inspiration. Basque sheepherders created arborglyphs on aspen trees in Idaho, Nevada, Montana, etc.. We use hard paper tubes I get from my summer job. The students create a paper mache arborglyph, recreating aspen tree texture, and paint the finished project to look like the arborglyphs we studied. i encourage individuality and creativity as we learn about the culture of the Basque sheepherders.

  • Just Cindy

    Every year I try to include different cultures and time periods of art. Last year we completed Mayan symbols embossed in foil and painted with a wash, as well as Mexican Day of the Dead skeletons. We also studied Frida Kahlo and Diego Rivera and students chose ideas to create large murals about social issues important to them. This year we studied Australian Aboriginal art and created paintings using various symbols used by the Aborigianl people and dot painting methods. We will be studying Egyptian art this last quarter. Since art is a universal language, exposing students to art from different cultures should be part of their cultural literacy training.

  • Dawn Ventura

    My third grade classes are creating Native American inspired Totem necklaces and pinch pots.

  • L. Ford

    My first graders are painting branches of cherry blossoms to commemorate the National Cherry Blossom Festival held in Washington D.C. We watch a short power point on the cherry blossoms and see Japanese prints of cherry blossom celebrations. We also look at images of the blossoms, identify parts and discuss what the cherry blossom becomes.
    We paint on narrow paper a long graceful branch and then practicing painting ovals we paint overlapping cherry blossoms. The next class we discuss haiku poetry form and write a haiku to be displayed along with our art.

  • Beth Venditti

    My students take inspiration from ancient Egypt and create homemade papyrus using paper towel strips and tinted waterglue mixture. They draw hieroglyphics and Egyptian posed figured on it to tell a story.

  • Karen Lundgren

    I teach High School Folk Art so pretty much everything I do is based on a culture. To introduce students to Folk Art, we talk about their own culture. I have them make a mind map based on themselves. They place their name in the middle then have 5 branches that represent their family history (their national heritage, religious heritage, family traditions, identity as an American, personal favorites). Then the students create a personal design based on their mind map. These designs are transferred to a 6″ x 6″ soft rubber printing block and carved. Students then print their personal symbol on colored construction paper. It is amazing how many students don’t know anything about their family history. They look up family crests based on their last names, find out what country their ancestors came from and research the religious beliefs of their grandparents. Students get very excited about what they find. Many of them have great conversations with their parents and grandparents as they research. It is a very successful way to personalize Folk Art so students buy into the concepts taught about other cultures.

  • Vicky Siegel

    I love teaching Native American arts with my 4th graders when it coordinates with their social studies unit. This year we made clay pinch pots with covers with Native American Symbols and colors. Last year we made a “birch bark” container. It was created out of paper, but the inside resembled birch bark.

  • Kelli

    The specialist team just organized the first Cultural Celebration at out public charter school in Honolulu. We had a variety of different stations to highlight the array of cultures we represent amongst our student and faculty. We created a gallery of cultural art in the art classes leading to the Cultural Day- Japanese Koi Nobori (fish kites) with cardboard tubes, tissue paper and colored paper; African masks with tag board, colored paper, yarns; Chinese Dragon Puppets- construction paper and craft sticks; Native American Hopi Kachina Dolls with cardboard tubes, yarn, feathers and colored paper! On the day of the Celebration, learners could try making Kenyan beaded neck bands with paper plates and markers… it was a great day! We would love some new materials to try other cultural art at our school!!

  • christy

    I am about to start a study of jewelry. We are going to try metal punching in washers and clay beads. I have done other successful projects with culture incorporated but I am always excited to move on to the next big thing!

  • Kelly DaRosa

    Each year I teach my 5th graders about “El Dia De Los Muertos” or the Mexican Day of the Dead. This holiday is inspiring to so many artists because of its bright and beautiful way of remembering loved ones who have passed away. We create paper mache sugar skulls that are decorated with bright colors, glitter, sequins and flowers. Some students dedicate their skulls to someone they know (or to a person that inspires them such as Friday Kahlo or Einstein) that has died. Art can be a way to deal with and talk about topics that are difficult to express in words. This is also a great way for students to learn about folk art and anatomy of the face!

  • Sarah Mayoh

    Milagros: symbols of miracles each student is hoping for. Inspiration comes from the Milagros of Mexico and Peru. Each piece was so specific and meaningful, I have had many parents tell me their child’s work had moved them to tears

  • Rachel

    Gyotaku! I love this printmaking project with my first graders

  • Stephanie Holmberg

    I was an art history major in college and love to put my background to use when teaching culture to my students. We talk about culture in every grade level and how it relates to the arts. In second grade, we discuss how art preserves culture and learn about Aboriginal art, Japanese Tea Ceremonies, and Bogolanfini/Adinkra. We discuss what role art plays in defining culture in third grade and discuss radial traditions around the world. In fifth grade we discuss how visual culture communicates themes and ideas.

  • Mandy

    I Love doing cultural lessons! I was in charge of the annual Culture night at my school for several years. I would do 2-3 different cultural Art lessons to tie in with the cultures they chose at each class or grade level. One of the best was for Ancient Egypt. We created (dung) beetles or scarabs out of clay. Then we carved hieroglyphs into the bottoms. Then we used them to print our hieroglyphs as the Egyptians had done.
    I really love creating different cultural projects and opening students eyes to the bigger world around them. Chinese dragons and other ASian culture is always fun to incorporate. One time we made incredible paper pagodas and square paper lanterns with ink painting on the sides. For Africa we created ndebele dolls and huts. My students and I have always enjoyed exploring cultures.

  • Liz

    I love having the students come up with cloth designs and using printmaking in their artwork as this is part of my background and it is something they had not really been exposed to before. Last year some of my classes designed their own Adinkra cloth after learning about the Ashanti people. Then they picked out some African symbols and made stamps of the symbols and printed them on their Adinkra Cloth. This year we combined African-American historical figures with Egyptian art. The students drew an inspirational African-American figure in the Egyptian pose and included a cartouche spelling out the persons name in hieroglyphics. I love combining different techniques, styles, art periods, etc. and the students seem to enjoy it s well.

  • K Hyman

    My 3rd grade students enjoy a symmetry lesson for Day of the Dead. I love using scratch art paper for this lesson. They start by drawing the shape of a skull and then focus on pattern, repetition, and symmetry to decorate their skulls. These turn out colorful and interesting and the best part of the lesson is the kids really are proud of their results!

  • xmasjunc

    I do an Aboriginal dot painting as a cultural project. The kids love painting with Q-tips and also the animal theme to the painting.

  • Lonna Tucker

    My intermediate art classes are all integrated with social studies, so I do nothing but cultural art activities. My favorites are always the clay projects! A few that we have done are Chinese dragons, Native American pottery, hand built mugs for the Boston Tea Party, Egyptian amulets, and Medieval “illuminated” letters made with clay!

  • Mary L.

    Gyotaku printing with 4th graders!

  • lstoughton

    One of my favorite cultural art projects is Mexican Tin Art. i purchase foil cooking tops at Smart and final. They use dull pencils to draw their design on a soft surface like a magazine for example. Then they color them with permanent markers. The results are fabulous!

  • Kim Alfes

    2nd grade celebrates Chinese New Year by creating a paper sculpture dragon and learn to write their names using Chinese calligraphy. 3rd grade creates Koi Fish windsock/kites to learn about Japan’s Children’s Day in May. 4th grade learns a bit about French culture with impressionist painting and picnic outdoors near the lily pond. 5th grade laminates paper layers to make a boomerang to decorate with Aboriginal designs. Always fun to explore other cultures!

  • Mrswilcox

    My school is over 50% Hispanic, so I always try to feature Hispanic artists and art projects. This past fall we did drawings of Calaveras, or sugar skulls, using oil pastels. They were beautiful. While the kids drew, I played Mexican music from Pandora for them. They loved making the calaveras, as for the music, one student commented, “I feel like I’m in my dad’s truck!” I also made real sugar skulls at home, and brought them in to show the kids. They were impressed.

  • Rachelle Reis Branum

    One of my favorite cultural lessons is teaching about Mesa Verde and Anasazi pottery traditions.

  • Julie Bridges Lamarche

    My 4th grade students LOVE creating Notan Designs!

  • Patty Kuropas

    I like to pass on my husband’s family tradition of Ukrainian Pysanky Eggs to my students. The students learn about the tradition, symbolic colors and designs, and that batik is something you can do on cloth, paper, and even egg shells. I’ve taught this over the years to a variety of ages. The older children create their own egg design on chicken eggs. With younger children, we read “Rechenka’s Eggs” and then replicate the Ukrainian Pysanky process on paper with a crayon resist. When designing their eggs, students can also create their own symbolic images on their designs. The lesson integrates math as we divide the space of the egg into halves, quarters, and eighths. I love the reactions the kids have to these colorful eggs-they are very surprised when they see black used on the egg shell. Most children are used to the PAAS pastel colors. At the end of the unit, I bring in my own eggs and dyes and do a brief demonstration so they can see the process up close. Often the children go home and come back with boiled eggs that have a crayon batik on the shell with designs they learned. It’s a great lesson that passes on a tradition founded in wishing others well and a happy spring.

  • samantha

    I love gyotaku! Go fishing!

  • Mrs. M

    I always do Chinese New Year lessons, but remind students it is an Asian celebration not just celebrated by Chinese, but other countries as well. Also try to include several Hispanic and Native American projects through the year. I try to focus on African or African American in each grade level to give our students a sense of pride in their backgrounds. I love going around the world with art!

  • Marie E

    I love doing Oaxacan-inspired wood animal sculptures with my 2nd graders

  • bhallmanart

    Just finished a Oaxacan paper clay animal sculpture with a wooden base. This

  • bhallmanart

    I just finished a Oaxacan animal paper clay sculpture on a wooden base. This is a great project; besides the cultural element it also covers Form and Color Theory. It’s a winner if you have limited storage and no kiln.

  • 2Dv8

    I do a Japanese Kimono project with 2nd grade that is a lot of fun. We use a salt resist for color changes.

  • PBoone

    A favorite of my students is crayon Batik. Some are reluctant to wad up their artwork and cover it with black paint, but are excited to see the end result.

  • lolasblest

    My kiddos love reading the book “The Spider Weaver” and creating our own web inspired weaving in 2nd grade.

  • Karen

    I have a large population of Hispanic students . In Fall we created Day of the Dead Calaveras using oil pastels and many sequins! We also create Heraldry shields in grade four that reflect each student’s personal heritage.

  • Tasha Newton

    I am currently working with a Native American Studies Professor from UWEC to develop a culturally responsive Native American Curriculum for my art department! I also have a great Paper Mola lesson I do with my 4th graders.

  • Kendall Gamelin

    I do a Native American Unit with my 4th graders. We make different types of beads (clay and paper). We, also, make Plains Indian Parfleches and we make paint out of glue/evaporated milk and a variety of other materials (dirt, berries, curry powder, koolaid, charcoal). My kids LOVE crushing up and mixing the materials together! Check the finished parfleches here

  • Valerie Shears

    I love this company’s products! I teach K-12 and have used them at all different levels. My 6th grade curriculum is based on exploring the similarities and differences between the art forms found in various cultures. Two of my favorites are teaching silk painting from Japan and then on to Africa and learning about Mud

  • steffieattack

    I recently taught a lesson on Russian Nesting dolls during the Winter Olympics with my first graders. We read the folk tale that inspired the original nesting dolls and then we looked at several different kinds (modern and older ones). Then the students designed three of their own! They had a tie in with the music teacher who was teaching about a Russian composer. They loved it!

  • Amy Minch

    I teach a cultural unit to in my lower grades during 4th quarter each year. This year 1st grade is learning about artwork from Japan and we are doing Cherry Blossom scrolls a a painting activity, Koinorbori (carp windsocks) which uses stamping for the scales, and kimonos incorporating weaving.
    The Koinobori lesson is my favorite. Students make scales using a stamp made by them. We use foam shapes and adhere them to a large bottle lid. They stamp a few rows of these and then we fill in with other scales using celery to stamp. The celery makes a great curves scale shape.

  • Cheri

    One of my favorite lessons is with my 6th grade students. We make Spirit Shields based on the shields of the Crow tribe using paper grocery bags that we “age” to look like leather. They develop a design using Native American symbols so that they tell something about themselves through pictures. We “paint” them with oil pastels, and use reed for the hoop, adding feathers and beads.

  • Leigh Shirley-Sims

    I do Carp Kites and your mosaic kits!

  • Nicholle Taurins

    My school has an awesome Global Awareness program. Each month we focus on a geographic area, and each grade chooses a country within that area. We study the art, music, culture, geography, food, and daily life of each culture. We do at least one major cultural art project with each cultural study. So far this year my 3rd grade kiddos have made Buffalo Hide Paintings for their Native American study, created a collaborative watercolor and tempera mural for their study of Uganda, painted on tiles to create traditional Mexican Tile Art, and taken on the role of street artists in Britain as they used real-world observation (through photographs) to create works of art. Their favorite, however, was their Aboriginal Dot Paintings. When we studied Australia, students were mesmerized by the fact that a work of art could be created completely with tiny dots. They used cotton swabs to create Aboriginal Dot Paintings that we then presented to parents at Student-Led Conferences. They were even able to make connections to the Australian art form when they visited the art museum and saw a similar work of art.

  • Kimberly Gilman

    I like to do Asian cultural projects with my K-5’s. Our projects have include Asian vs Western Dragon drawings, Daruma dolls from paper clay, gyotaku prints, Koinobori kites, and cherry blossom scrolls. Because we live in the desert Southwest, we always do Hispanic Heritage projects for Days of the Dead ( sugar skulls and decorative paper cut banners), make personal-sized chili pepper pinatas for Cinco De Mayo, and explore the mask traditions of Mexico.

  • Laura

    Every year with my third grade, I do a unit on the art of Japan and fish! First, we learn about fish anatomy, bringing science into the artroom. Next, I bring in a real life (dead) fish from a local store and we make Gyotaku Fish Prints. I have seen silicone fish you can buy from art magazines, but the students enjoy the novely of using a real fish. My school always has a Mardi Gras celebration where each class has to made a mask in art and wear it…the third grade uses small circles (1 inch) in various colors and glues them to a mask, overlapping, to mimic fish scales. After that, I finish it up with a drawing/painting lesson about Japanese wood block art and teach them how to create a stylized koi fish drawing, which we later paint. This year I found a Koi Fish Pond app, which I projected on my board while they worked. Something interesting to note, after three years doing this with my third grade, the third grade teacher tells me that it just so happens there is always a fish anatomy question in the yearly standardized test, and that it was so helpful that I taught this lesson! I had no idea!!!

  • Leah Keller

    This entire school year I did an around the world theme! Each grade level had a country/continent of focus and we did projects that incorporated our elements and principals with the multicultural art. It was great fun, but I have to say my favorites were Africa and Asia!

  • taylor newman

    My 4th graders are currently working on developing an important symbol that represents a wish for themselves, a family member or friend to sculpt in clay. We discussed the art and significance of the MILAGRO in Mexico and Spain and had a very in depth discussion about the importance of symbols. The symbols and their meanings they have developed are very telling and inspiring!

  • Lauren

    I’ve been trying to incorporate more cultural lessons this year into my art program. I’ve done weaving and tied it in with many different cultures (Chinese with their silk, Native Americans, etc.) I’ve talked about Chinese New Year and done a Chinese lesson with my 2nd graders. My favorite lesson I’ve taught this year, and my student’s favorite so far has been a Gyotaku fish printing lesson. The students absolutely love it and I’m able to pull so many other elements into the lesson like science (most of my students have studied fish in science for one reason or other) and social studies. I pulled writing into the lesson with my 4th graders (where does their fish live, travel to, eat, ect.) and every student loves having a print to go along with their writings.

  • Angela

    I would do cultural masks with my students!

  • Stacy Hinton

    I spend several weeks every year discussing Mardi Gras, and making masks with my kinder, first and second graders. We have a big Mardi Gras celebration, and the students with masks parade in front of our other students (grades 3-5). I use mixed media for the masks now, including, feathers, glitter glue, construction paper, and markers. This is the biggest cultural project I do, however I do so many more throughout my K-8 classes, and love how the teachers can tie their common core lessons to the student’s art lessons.

  • Lisa Carlson

    I am currently doing a lesson with my 3rd graders about Sumi Painting. We work on a landscape artwork and learn about various brush techniques/strokes. In the past, I have done a unit,that correlates with their regular education classroom, in which we learn about cultural crafts and customs centered around Christmas.

  • Barbara-Jill Winter-Vitale

    I am doing Sumi painting with my 6th graders and they have to write a poem and add it to their landscape painting.

  • Erin Green

    This year I’ve done a school wide unit on China since our principal traveled there for an exchange program. This included Sumi painting and ceramics. Currently third grade is doing Aboriginal dot painting and second grade is creating African textiles.

  • Rebecca Martin-Meissner

    I do a lot with masks and focus on the variety of materials we use to reflect the variety shown in masks around the world. I would like to start doing more with mosaic again!

  • Tery Castrogiovanni

    I have my 3d grades make carp windsocks for children’s Day in Japan. we use the Dippity Dye paper pre-cut carp windsocks and the students will focus on patterning their fish using black Sharpie. Then they color them with crayola markers and wet them with a brush when done. The marker will run together like watercolor. I add gold paint to the water we wet them with and it adds a shimmer to the fish when they are dry! It’s always a lesson that’s a big hit with the kids!

  • Jody Tate

    I introduce my third grade students to masks from around the world. I bring in my mask collection and we discuss the different materials masks are made from, as well as how and why they are used. I have them create giant mosaic masks. This set of cultural materials would be wonderful to have to use with my third graders for this lesson.

  • Jennilyn Haer

    I introduced my 5th grade students to the Hmong culture and Story Clothes. Students worked in groups, developed a story, and created symbols to portray their story. Then working with construction paper, they formed their story on a large piece of paper. They layered their construction paper to create depth and details in their work.

  • Lisa Anziano

    Our Art Room has used Roylco products for years…and loved every moment of Art exploration. Multicultural art products are enriching to the lives of our young students. Students will be in the most Global Society yet known. I truly feel that working with products that foster the diversity of our world is beneficial. Roylco makes it easy to focus on the important things of the cultural Art…by giving the Art Teacher and students the short cuts to the end artwork. Thank you.

  • Laura Gomez Ickes

    Just visited Washington, D.C. to see the cherry blossoms and did a painting/printmaking lesson with second graders…………had lovely conversations about the fragility and beauty of nature and how the trees were given to the US by Japan as a gesture of goodwill and peace…..

  • Allison

    One of my favorite is the sumi’e painting we do. We discuss the people and culture, how the process works and the artist becomes one with the subject. I have ink sticks and an ink well for them to try. We paint, design our own chop “signature” and also learn about and create a haiku poem to go with our painting. They also choose strips of special paper to put across the top and bottom to make a finished work. I love it!

  • Marie E

    HEY! I finally got around to writing a thank you and product review on my blog! Check out what we did with the Roylco goodies:

  • Doug Gaddis

    My favorite Lesson to share with my students is to make Fantasy Frottage landscapes based on a folktale. The imagination question is “What would the setting or landscape look like in this folktale?” The components of foreground, middle ground, and background are achieved by using irregular meandering lines (3) that set up the picture planes and then the kids see where the rubbing plates, colors and objects they add in (details) take them to complete the art piece. While they draw we will listen to classical music maybe Puff the Magic Dragon etc if we are drawing dragons and castles. The work is completed as a folk art style piece. The boys and girls love the patterns and colors as they discover and create. I knew this was a hit when one student exclaimed ” Hey, this is like magic” when rubbing a texture plate for the first time.