When I design an art class, I always imagine what will make students’ eyes sparkle. This time, I wanted to create something that feels peaceful yet full of movement — like a small pond where koi fish swim beneath blooming lotus flowers. That’s how this mixed-media project began: painting koi fish with acrylics and sculpting lotus blossoms from air clay.

We started by talking about koi fish and their symbolism — perseverance, courage, and good fortune. Each student looked at reference photos to observe the shape of the fish's body and how light reflects on the fins. Using white and deep teal paper as our background, we painted layers of water and added shadowy blue fish silhouettes to give a sense of depth. Then came the koi: students used quick, confident brushstrokes to create flowing fins and scales, mixing warm tones of red, orange, and white. Acrylic paint was ideal for this stage because its thickness allows texture to stand out — it makes each fish seem alive and in motion.

After the painting was finished, we moved on to sculpting the lotus flowers with air clay. Students rolled and shaped small petals, layering them gently to form the soft curves of the flower. The air clay dried into a firm yet delicate texture that perfectly contrasted the flat surface of the painting. Some students painted their flowers pink or red with acrylics, while others left them pure white for a calmer look. Tiny yellow clay dots were added in the center as stamens, giving each flower personality and detail.
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Once all elements were ready, we glued the clay lotus flowers onto the pond background. At that moment, the artwork transformed — the fish seemed to swim beneath the floating blossoms, and the whole scene felt alive with color and serenity. The combination of painting and sculpture made students realize how art can cross boundaries between two and three dimensions.

What made this project special was how each step encouraged different skills and mindsets. The painting required rhythm, observation, and patience; the sculpting demanded sensitivity and touch. Students learned to balance color, shape, and composition while expressing their individuality. Some added bubbles or ripples to make the water feel deeper, and others placed their flowers in diagonal lines for dynamic balance.

In the end, no two works were alike. Each one reflected the student’s own personality — some playful, some tranquil, some bold. As I watched them finish, I felt proud not only of the beautiful results but also of the process itself. Through this project, students didn’t just learn techniques — they experienced how art can bring movement, stillness, and imagination into one frame.
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If you’re looking for a meaningful and creative classroom idea, I highly recommend trying this combination of acrylic painting and air clay craft. It’s adaptable for all ages, easy to prepare, and always produces stunning, original works of art. Above all, it reminds students — and teachers — that beauty often comes from harmony between contrast: soft and strong, real and imagined, painting and sculpture.

At the start of each School Nova semester, I always feel a sense of excitement and curiosity about what our students will create together. This year, as we begin preparing for our Winter Student Exhibition, I wanted to take time to document and share the early stages of our projects—because the process itself is as meaningful as the final display.

Our first few weeks of the semester have been filled with three major projects, each designed to help students explore a different aspect of visual art: expression, craftsmanship, and collaboration.

The first project, “My Treasure Chest,” invited students to create their own miniature treasure boxes using wet tissue lids as tiny doors. Behind each door lies a personal artist’s statement—a glimpse into the student’s creative heart. The goal was not just to make something cute or decorative, but to let students define what “art” means to them personally. Opening each little lid reveals their dreams, passions, and hopes for the year. It was a perfect warm-up project that helped us understand our students as individuals before diving into larger collaborative works.

Next came the “We Are Treasure” Watercolor Gem Project. Here, students explored the transparency and brilliance of watercolor, learning how to paint glowing, three-dimensional spheres. They then assembled their painted gems into magnetic art chains—pieces that can attach, move, and reconnect into new patterns. This project allowed students to play and interact, showing that art can be both personal and collective. The magnetic chains symbolize unity and creativity: when connected, they form something greater than the sum of their parts.

Finally, we began our Hand Study Project, one of the most challenging and rewarding exercises for any young artist. Students started by posing and sketching wooden hand models, studying form and proportion. Then, they took the process further by creating their own plaster hand casts using fabric tape. This hands-on experience deepened their understanding of anatomy, texture, and movement. What amazed me most was that every single student succeeded—each one produced a hand drawing full of precision and character.

Through these three projects, I’ve been reminded of the immense power of collaborative learning. When students work together toward a shared goal, their creativity expands beyond individual imagination. They exchange ideas, problem-solve, and celebrate one another’s progress. The results are not just visually impressive—they carry the energy of teamwork, curiosity, and mutual respect.

As we look ahead to the winter exhibition, I’m proud to see how these early projects are already shaping a space of connection and growth. The gallery won’t just be filled with art—it will be filled with stories, relationships, and the living proof that art education is as much about community as it is about creativity.
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Every student, every brushstroke, and every idea adds to our collective masterpiece. This is the heart of School Nova Art: learning to create together, and discovering that we are all, in our own ways, treasures.

​This year, once again, our students and I are preparing for the “Save The Frogs” Art Contest. Each year that we take part, I find myself deeply inspired by how much the children grow through this experience. At first, many were simply satisfied with drawing frogs, but now they have come to understand the idea of a poster—how to design an image that carries a message, speaks to an audience, and advocates for something important. Their works have grown more refined, more sophisticated, and, most importantly, filled with their own voices.

A poster is more than just a drawing. It combines composition, clarity of theme, and the power to move people. Through this project, the students learn that creating art is not only about drawing well, but also about asking: What do I want to express? What do I hope others feel or understand when they see my work? Some students use colors and layouts to communicate the value of life, while others explore the relationship between humans and frogs, highlighting the importance of coexistence. In this way, each child steps for a moment into the role of both designer and environmental advocate.

​What stands out especially this year is the diversity of approaches. Some chose realistic depictions of frogs to emphasize the urgency of extinction. Others used cartoon-like characters to create a friendlier but still powerful message. Some experimented with dimensional lettering and patterns to capture attention visually. Each piece reflects a unique personality and imagination, and as their teacher, it is incredibly rewarding to witness these creative voices come alive on the page.

The “Save The Frogs” contest is not simply about artistic skill. It is about reflection and awareness. Through drawing, students begin to think about environmental destruction, endangered species, and our shared responsibility to protect the earth. While sketching frogs, our classroom conversations naturally expand to topics such as biodiversity, ecological balance, and the role we each play in conservation. The children ask themselves, If I could help save frogs, what would I do? and then they try to answer that question through colors, lines, and images.
When the artworks are complete, we gather to share them. Each student presents a different voice, and the variety itself is powerful. The children see firsthand that there are countless ways to express one idea, and that their individual perspectives matter. This becomes not only an art lesson but also a lesson in empathy, imagination, and civic engagement.

Once again, this year’s preparation for “Save The Frogs” has proven to be much more than getting ready for a contest. Each student shows new levels of effort, creativity, and awareness, and I am reminded of the power of art education. Art is one of the purest and most effective languages we have to speak to the world. Seeing children learn that language—and use it to raise their voices for the environment—is something truly special.
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As we move forward, our hope is to continue using this contest not only as an artistic challenge but as a bridge to the larger world. A small frog on the brink of extinction is, in fact, connected to the health of our entire planet. Sharing that truth through art is perhaps the greatest gift “Save The Frogs” brings to us.

This semester, my students and I are exploring frogs as our main theme in colored pencil drawing. Frogs may seem like a simple subject, but they are full of charm and expression—playful, mysterious, sometimes even comical. By observing and drawing them, students not only practice careful observation but also learn how to bring out personality and life in their artwork.

One of the greatest benefits of drawing frogs is how naturally they fit into vibrant, colorful environments. Their bright eyes, flexible poses, and delicate skin textures give students endless opportunities to experiment with color blending, shading, and layering. Colored pencil, with its ability to produce both soft gradients and sharp detail, is the perfect medium for capturing the gleam in a frog’s eye, the smoothness of its skin, and the lush greens of the leaves that surround it.

Colored pencil art has its own special meaning. Unlike faster mediums, it requires patience—each layer is slowly built up, one stroke at a time. This process teaches students to slow down, to notice subtle details, and to appreciate the value of perseverance. In a world that often demands speed, drawing in colored pencil allows us to pause and stay present in the creative moment.

We plan to complete ten frog drawings this year. Just as we did last year, these works will be collected and transformed into a calendar. It’s always amazing to see how individual drawings come together as a complete set, turning into a functional artwork that can be appreciated every day of the year. For those who are curious, here is a look at last year’s calendar project:

https://www.annakoh.com/blog/energy-and-curiosity-from-12-cats

https://www.annakoh.com/blog/2025-new-calendar-have-a-great-year

It’s hard to believe that more than half of the year has already passed. But through drawing, I find myself more grounded in today, more appreciative of each quiet moment with my students. Art gives us a way to stop time, even briefly, and to celebrate the beauty of now. For that, I am grateful.

I have been preparing sample studies to show my students how to paint shiny objects in a way that feels simple and approachable. The goal is not to overwhelm them with complexity, but to help them understand the basic principles of light and reflection in a clear and enjoyable way.

We will begin with the most straightforward subject: pearls. At first glance, a pearl may look like a plain sphere, but upon closer observation, students can see how light and shadow work together to create a delicate, luminous surface. By painting pearls, they will naturally begin to notice where the highlights should be placed, how the shadows wrap around the form, and how subtle color shifts give depth and elegance.

From there, we will expand to painting iridescent beads. These allow for more creative freedom, as students can experiment with overlapping colors, rainbow-like tones, and playful variations. This stage helps them explore the fascinating ways light refracts and scatters, making each bead glow with a unique character.

Each student will create their beads on a small piece of paper. Once all of the pieces are arranged together, they will form a larger, beautiful pattern—almost like a collaborative artwork. What begins as simple, individual exercises will come together as something vibrant and unified.
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Through this project, students will not only learn how to render shiny objects but also gain a sharper eye for observing light and color. More importantly, they will experience the joy of connecting their individual work with others to create something greater. In this way, the lesson becomes more than a study of technique—it becomes an exploration of creativity, collaboration, and discovery.

Step-by-Step Instructions
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1. Draw a Circle
   Begin with a simple circle as the base for your bead or pearl. It does not need to be perfect—slight variations make the work feel more natural.
   
   
2. Add the Highlight
   Leave a small white spot, usually toward the upper area of the circle. This will represent the strongest reflection of light.
   
   
3. Shade the Form
   Add darker tones on the opposite side of the highlight. Blend smoothly so the bead looks rounded rather than flat.
   
   
4. Layer the Colors
   For pearls, use soft grays, whites, or light blues. For iridescent beads, layer rainbow-like colors—pink, green, yellow, or purple—around the edges to create a glowing effect.
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5. Refine the Details
   Deepen the shadows under the bead and softly blur the edges to suggest reflection. This final touch brings the bead to life.

​Through this project, students will not only learn how to render shiny objects but also gain a sharper eye for observing light and color. More importantly, they will experience the joy of connecting their individual work with others to create something greater. In this way, the lesson becomes more than a study of technique—it becomes an exploration of creativity, collaboration, and discovery.