AN EASY HOLIDAY RECIPES:
EASY NO BAKE PUMPKIN PIE
This is a great idea to use during
the fall theme, pumpkin theme, Thanksgiving, Christmas,
etc. It is a good idea to make up a batch ahead of time
and let the kids mix up a batch in class. Then they can
assemble their own pies. One recipe makes enough for
20-25 kids depending on the size of the scoop.
- 1 large package of vanilla instant
- 1 small can of pumpkin
- 2 1/2 cups of milk
- 2 teaspoons of pumpkin pie spice.
- 1 package of graham crackers
or Nilla wafers
- 1 container of Cool Whip (canned
whip cream can also be used.)
- Mix the first four ingredients
together in a bowl. Put in refrigerator for 2 hours.
- Place 1/4 of a graham cracker
or 1 Nilla wafer in the bottom of a small cup.
- Add one small scoop of pumpkin
- Top with cool whip. Enjoy!
CHARLES MACK ELEMENTARY SCHOOL
- 1 child-sized long sleeve shirt for
- 1 child-sized pair of long pants for
- 1 solid colored pillowcase for each
- markers/paint/yarn/buttons, etc. for
making/decorating the face and head
- wooden dowels
- The week before we make scarecrows,
I send a letter to the parents explaining the project. I
ask each parent to send in one child sized long sleeve shirt,
one child sized pair of long pants, one solid colored pillowcase,
and one newspaper (each item clearly labeled with the child's
name.) I explain that the clothes will not be returned in
their original condition. I have them check off if they can't
provide a certain item and tell them that it will be provided
for their child. I also tend to get parents who send in extras
for other children. I've built up a large collection over
the last 10 years!
- In another letter, I ask for parents
to come in and volunteer to help us sew the scarecrows together.
I give them a choice of 2 days and times. For this project,
I never say no to a parent. The more volunteers you get,
the quicker the project goes.
- Day 1) Legs (no parents needed) -
I use string to tie the bottoms of the legs of the pants.
The children crumple pieces of newspaper into balls and stuff
the pants. When finished, it looks like a full pair of pants.
I line them up on the windowsill. They stand quite easily.
- Day 2) Shirts (parents needed)- I
use string to tie the end of each sleeve and the bottom of
the shirt. The children crumple pieces of newspaper into
balls and stuff the shirt making sure to get inside the sleeves.
The children bring their stuffed shirt and pants over to
a parent and the parent sews them together. ***Remind the
parents to sew the front of the shirt to the front of the
- Day 3) Head (parents needed) - I cut
the pillowcase in half. Two children can really use one pillowcase.
The children spread the pillowcase onto the floor and place
pieces of crumpled newspaper into the center. I ask them
to decide how big they want the head to be. When they are
ready, I wrap the pillowcase around the newspaper balls and
tie it at the bottom. The children bring their sewn shirt
and pants over to a parent and the parent sews the head to
- Day 4) Decorating (no parents needed)-
The children use any materials that they would like to decorate
their scarecrows. They paint the face, use buttons for the
eyes, pom-poms, yarn for hair, felt scraps for decorations,
etc. It is totally up to the child to decide how to decorate
his/her scarecrow. Many children sit the scarecrow in a chair
(like the beauty parlor) and decorate.
- Day 5) Sticks (no parents needed)-
I have wooden dowels, 3 feet long. The child lays the scarecrow
on its "belly." I use a scissor to cut a hole through
the pants, shirt, and neck. The child pushes a wooden dowel
through the holes. I use a hammer and one thumbtack to attach
the scarecrow to the dowel (the thumbtack usually goes through
the top of the shirt and into the top of the dowel.)
- Well, that's pretty much it. The most
important things to remember are to be PREPARED and FLEXIBLE.
Some children decide not to put their scarecrows on sticks.
Others do the whole thing in one day. They see how it looks
and then begin. Some volunteers who come to sew heads might
be helping with shirts and pants.
- I should also mention that all of
the string tying and pillowcase cutting is done before the
children come to school. I put their pants, shirts, or pillowcases
(depending on the day) in their cubbies, ready to be stuffed.
- One more suggestion... Take lots of
pictures. We put together a scarecrow book which describes
the sequence and, of course, shows each child with his/her
ROSLYN HTS., NY
- 18x24 white newsprint
- orange tempera paint and containers
- largish brushes
- orange markers or crayons
- scraps of construction paper
- After discussion or an appropriate poem
or short book about pumpkins, hand out the markers and newsprint.
(It is very helpful to write the children's names in permanent
marker on front and back of paper ahead of time, to eliminate
- The children are instructed to draw
a great/huge pumpkin upon their paper with marker.
- Have each child paint the pumpkins.
Set them out to dry.
- You, the teacher, must glue each pumpkin
to another piece of newsprint, leaving an opening at the bottom,
large enough for a hand to fit through.
- Next class, have students cut out the
pumpkins, reminding them to cut through both sheets of paper
at one time. Do not throw away scraps.
- Decorate the pumpkins with faces cut
from construction paper scraps. Scrunch the scrap paper into
balls and stuff the pumpkins.
- The teacher must staple the bottom closed.
These can be hung from the ceiling, or placed into a pumpkin
patch bulletin board.
BARRY COMMUNITY SCHOOLS
- roll of wax paper
- black construction paper
- an iron
- ironing board
- Take a large sheet of the wax paper
and then fold it in half.
- Cut out a figure of a ghost. When you're
done with this there will be two ghost
- With the black construction, cut out
a mouth and two eyes
- Slide these in between the sheets of
- Place the ghost on the ironing board
and put newspaper over and iron away. You won't need to iron
to long to have it set.
- You can have your ghost hanging from
the ceiling or on the windows. Each will be just as different
as the child who makes it.
MAKING YOUR OWN COSTUMES
- pattern of body shape
- Art Tape, 9" x 12"
- colored construction paper
- I had students work in groups of three.
I gave each student a body pattern to trace around and then
had the students create a costume for their person.
- One student was responsible for the
mask, one was responsible for the shirt or cape and one was
responsible for the pants and shoes.
- Using Art Tape, the students cut or
tore out their costumes and licked and stuck them to their
person to create the costume.
- Then they glued their person to a colored
piece of paper to complete the project.
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GUIDELINES AND SOME HALLOWEEN IDEAS
- Guidelines for Improvisation: When an
improvisation involves working with another person or a group,
all the participants need to follow the same guidelines. When
the numbered guidelines are used, the improvisation will seem
as if it were planned and rehearsed.
- Before you begin the scene, decide who
you are, what you want, and what your relationship is to the
other characters. You should draw on your memory of real-life
characters and imitate them.
- Once you have established a character
in your mind, you need to communicate that character to your
audience through your dialogue and actions.
- Try hard to remain the same person
during the improvisation. Stay in character. "Breaking character" occurs
when you say or do something that is inconsistent with the
role you are creating.
- Begin your dialogue with enthusiasm
- It doesn't really matter who talks first.
In scenes with just two characters, you will find it easy to
take turns speaking. In larger groups, there will not be a
set pattern for the conversation. All of the actors should
try hard to participate in the dialogue.
- It is very important in improvisation
to pay attention, listening carefully to what is being said
and following what is happening in the scene. Then you can
respond appropriately. To keep the conversation flowing, concentrate
on what is being said, not on yourself. When you really listen
to what is being said, you will be surprised how easy it is
to think of something to say in response.
- Avoid "dead-end" words or
phrases. Responses such as "No," "Okay," "So?" and "Well?" stop
the dialogue. These phrases make it difficult for the other
players in the scene to continue the conversation or action.
And disagreeing with what your partner has said with negative
responses such as "That's not right," or "No,
she's not" makes it difficult to do much more than argue.
Another roadblock is to not respond when your partner makes
a statement or asks a question. When a member of the improvisation
replies with a response such as "Oh?" "Really?" or "What?" build
on it and continue the dialogue.
- Avoid questions that can be answered
by "yes" or "no." If you must ask questions,
it is much better to ask open-ended questions. A question such
as "Why did you come home so late?" would give the
other players an easy opening into the conversation.
- Always look for a way to end the scene.
When the natural ending occurs, conclude the scene. Remember,
your group is working as an ensemble, so the ending might not
be your idea. Part of the fun is finding out what happens to
end the scene.
Halloween Improv Ideas
You accept a dare to spend the night in
a haunted house.
You are two elderly ghosts assigned to haunt your school.
After trick-or-treating, you discover you can't get your masks
You get caught wrapping a house by your school principal--it's
You are two bats who have no sense of radar and are hopelessly
You are two southern ghosts lost in New York.
You're a vampire trying to make a withdrawal at the blood bank.
You are the two Adams children all grown up now.
You are two beauty queens trying out for "Miss Halloween".
While babysitting for your new neighbors, you hear chains rattling
and footsteps in their attic.
A UFO lands in your lawn at midnight on Oct. 30th--Halloween eve.
You are asked to take your little sister trick-or-treating.
You come home from trick-or treating and find out that your family
has turned into zombies.
While sorting through your Halloween candy, one of your Hershey
bars begins to talk to you.
You are two elderly men bobbing for apples at a Halloween party.
You go to a seance and contact the spirit of Elvis.
You go to a horror movie and find out that the Invisible Man is
sitting next to you.
While on a date with the best looking girl in school, you find
yourself turning into the wolfman.
You are carving a jack-o-lantern when it starts to talk to you.
You are trying on a witches costume when you actually become a
At midnight on Halloween, your mother turns into Madonna and your
dad turns into Frankenstein.
You are two kids about to go trick-or-treating for the first time.
You are watching a scary movie on Halloween and you hear a noise
You go to a Halloween party and find you're the only two that dressed
up in costume.
Your boyfriend comes to your house for Halloween dressed as Barney.
Your mother insists you go to the school Halloween dance as Forrest
You and your friend are in the pumpkin patch waiting for the Great
Pumpkin to appear.
You are two kids who get your candy stolen by Batman and Robin.
Everybody thinks your nerd costume is great at school, but you
didn't dress up.
You and your friend are so excited about Halloween that you get
dressed in costume and hurry to school--only to find out you are
one day early.
ZACHRY MIDDLE SCHOOL
SAN ANTONIO, TX
HALLOWEEN SONGS THAT ANYONE
Great Pumpkin is Coming
to Town (to the tune of "Santa Clause is Coming to Town")
Oh you better not shriek
You better not groan
you better not howl
you better not moan
Great Pumpkin is coming to town
He's going to find out
from folks that he meets
who deserves tricks
and who deserves treats
Great Pumpkin is coming to town
He'll reach every pumpkin patch
Haunted houses far and near
to see if you've been spreading gloom
or bringing lots of cheer
you better not shriek
you better not groan
you better not howl
you better not moan
Great Pumpkin is coming to town
Pumpkin Bells (to the tune
of Jingle Bells)
Dashing through the streets
in our costumes bright and gay
to each house we go
laughing all the way
Halloween is here making lots of cheer
oh what fun to trick or treat
when Halloween is here
Pumpkin bells, pumpkin bells
ringing loud and clear
oh what fun Great Pumpkin brings
When Halloween is here!
- 9x12 construction paper: blue,
yellow, red, green, white, brown and orange.
- Patterns will also work on 12x18 constructions
paper if they are enlarged to 141%
- Run patterns on card stock.
- Cut Give each group of 4 to 6 children
a set of patterns to share.
- Have the children then trace the patterns
on to construction paper and cut them out.
On the pages marked class pages run
enough patterns for the entire class on the construction paper.
The teacher will then need to cut the
patterns a part.
Then pass the pattern pieces out to
the children for them to finish cutting and complete the project.
PROCEDURES FOR ASSEMBLING
- Glue two brown strips of construction
on black construction paper to form platform for scarecrow.
- Cut 1 to 11/2 inch fringe on yellow
straw hands and feet. Glue yellow straw hands and feet on reverse
side of orange shirt and blue pants of scarecrow.
- Cut fringe into half circle yellow
hair pattern to make it look like straw hair and then glue
on to top of post. Turn blue pants over and glue on
to brown post near bottom of black paper.
- Turn orange shirt over and glue on to
brown post and to blue pants.
- Glue white collar on to orange shirt
and yellow head on top of white collar. Glue green pocket
on to orange shirt and green and red patches on to blue pants. Draw
face (see pattern sheet) on to yellow circle.
- Glue brown hat on to yellow head and
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MODERN PICTURE ABOUT ME
This is always one of my students' favorite
projects. I have used it in 6th-12th grade Art and it works well
in each level.
- 12X18 sheet of white drawing paper
- marker (any color, but each student only
needs one color)
- stencils or cutouts of symbols for various
things (optional-you can make them draw everything themselves,
but I find it easier to provide them some cut outs to use)
- Think of 10 symbols that could be used
to represent YOU (baseball, music, telephone, reading, car,
- Draw the ten symbols on your paper covering
as much of the paper as possible.
- Use a ruler to draw horizontal and vertical
lines every two inches on top of your drawing to make a checker
- With the marker, fill in every other
space alternating shape, background, shape, background and
so on. Switch at the beginning of each row. i.e. checkerboard-like
- Remember, you need to plan and think
ahead. Mistakes in coloring are very difficult to fix.
DOGAN MIDDLE SCHOOL
INTRODUCTION TO THEATER ARTS
- Choose one, or the combination of both
of the following ideas, and together with a partner (Duet)
create a way to introduce yourselves to the audience. Your
skit must be based off of the show(s) and bring out several
items about yourselves. AMERICA'S MOST WANTED &/or LIFE
STYLES OF THE RICH AND FAMOUS
- You must bring out your real name so
everyone knows who you are. Other areas you may choose information
from to bring out within the skit are:
- Place of Birth
- Family Members ( Sisters/ Brothers/Pets
- Favorite Things
- Things you dislike
- Places you've been
- Places you'd like to go
- Most embarrassing moment, etc.
- Example: One Student stands off to
the side with his head in a frame. The other student sits
on a set and pretends to be the host of the show America's
Most Wanted In School. He begins to talk about this student
who is wanted for various crimes. He's a happy and friendly
chap that loves to help teachers. He enjoys participating
in the Science Club, Student Council and he also is a member
of the Wolverine Band. (Give a physical description), and
tell other things about him etc. Finish by saying:"If
you should see him, stop him and introduce yourself. He's
a great person to know. This has been your host ( and give
your real name) of America's Most Wanted In School. Tune
in next time for another wanted student.
- Example: Life Styles of the Rich and
Famous. Two students pretend to be rich and famous. One is
going to be interviewed by Barbara Walters and is very nervous
as this is the first time she has been interviewed on live
TV. She goes over to the other student (famous person's) house
to get support. They do a practice run of questions that might
be asked, actually bringing the information out about each
- Information should be true, not made
up. Time element: 3-5 minutes Props: optional Costumes: optional
H.B. ZACHRY MIDDLE SCHOOL
SAN ANTONIO, TX
- Use a familiar tune to introduce yourself
to students, and learn about introductions, (shaking hands)
- words to song
- classroom rhythm instruments (opt)
- Teach song: What is Your Name? to the
tune of Frere' Jacques: Teacher/Class: What is your name? What
is your Name? Tell us please. Tell us please. We would like
to meet you. We would like to meet you. What's your name? What's
- Have students listen and repeat lines.
Bring up children one by one or in groups. Introduce yourself,
shake hands, and then have student say "My name is ______." They
can then sit down.
- After the children are comfortable with
the words, begin adding variations like clapping, snapping,
singing entire song, singing without clapping/clapping no singing.
- You can also incorporate number patterns
into the way you bring students up. 1 - 2 - 3 - 2 -1, adding
groups, asking questions for classification (girls/boys), etc.
- I have used this successfully in both
English and Spanish-language classrooms.
- submitted by
- MICHELE SOUTHERLAND
HAYCOX ELEMENTARY SCHOOL
BEGINNING OF SCHOOL SILHOUETTE
- 9 x 14 drawing paper
- color pencils
- overhead projector
- Tape the drawing paper to the chalkboard
and slide a desk almost up to the board under the paper.
- Have each student sit on the desk so
that when the overhead shines on him/her, it creates a shadow
on the paper behind the student. (The student is creating a
- Trace, or have another student trace,
the outline of the silhouette onto the drawing paper.
- The owner of the silhouette takes it
to his/her desk and divides the silhouette into sections.
- Instruct the students to illustrate each
section in a different way that represents him or her. (Encourage
students to make large sections.) Include things like hobbies,
favorite food, friends, home, etc. Students who run out of
ideas can also fill in some of the sections with patterns like
stripes or dots.
- When the silhouette is completed, cut
it out and paste onto a different color of 9 x 14 paper.
I always hang on the wall near the ceiling
and students don't get them back until the end of the year. They
are a great referral when trying to find that thing that "clicks" with
DEWITT PUBLIC SCHOOLS
- I use this activity for my Personal History
at the beginning of the year. It is really interesting to read
all the responses.
- When Jo Louis Won the Title by
- lined paper
- white paper with a large oval drawn in
- art supplies (pencils, markers, crayons,
- construction paper (approx. 18" x
- Read the story When Jo Louis Won the
Title (This is a story of a young girl who learns why
her name is so special to her family.)
- Ask the students to then go home and
research how they got their names and what they mean. Have
them write a short report on the lined paper. You could even
have them include their personal opinions on their names.
- In class, have the students draw a self
portrait. Use the paper with oval. It is interesting to see
the students' artistic development. Some will use the oval
as a frame and others will use the oval as the shape of their
heads. This is also a good time to teach some basic drawing
- When both assignments are finished, have
the students glue each, side by side, on the construction paper.
Post in your room or in the hallway.
- submitted by
- AMY BROOKS
ANN ARBOR, MI
POSTCARDS FROM MY SUMMER VACATION
- index cards (small or large)
- crayons and pencils
- Give each student an index card, crayons
and pencils. (just crayons for the k).
- Then ask students to think back to a
particular part of their summer that they would like to capture
on a post card. A part of summer that they really enjoyed and
then draw it on the blank side of the index card.
- On the lined side of the card, I ask
them to write a little something about their picture and then
address the card to me. They can even draw a stamp if they
- I collect the post cards and put them
in our showcase end to end, covering the whole showcase. It
makes for a very colorful display.
- submitted by
- JUDITH WALSH
MT. ZION ELEMENTARY SCHOOL
- 9" X 12" white paper
- crayons or colored pencils (for older
- small hand held mirrors
- At the beginning of the year, after I
tell my students about the rules and explain contests that
I promote during the year, I pass out small hand held mirrors
and ask my art students to draw a picture of themselves.
- When they are finished, I hang them
up across my room and call it the "Student Gallery".
- At the end of the year, they draw another
picture of themselves and compare it to the one they drew at
the beginning of the year! They are pleasantly surprised at
the progress they made during the year.
- I pass the pictures out and they get
to take both of them home at year's end.
MT. ZION ELEMENTARY SCHOOL
GRADE LEVEL: 1-7
- red construction paper
- apple template
- scissors, crayons
- white ink (optional)
- current photo of each student (take photos
first week(s) of school)
- Trace/cut apple template onto red paper
- Write name at top of apple
- Glue/tape photo to center of apple
- Choose words that describe student from
newspapers/magazines (caring, kind, creative, sports, reader,
and so on)
- Cut out words and glue around photo
- Place on BB or outside wall
- Use yellow, green paper to depict various
colors of apples
- Teacher creates a getting acquainted
- Make a flip-up apple;place photo on outside
flap; glue words on inside flap
- Students can stick fuzzy/glittery apple
stickers around the inside/outside of the apple
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