The Google Doodle Art Contest has finally come to a close for this year.

After the submission deadline passed, I found myself returning to the students’ works one by one. Every year, this moment brings a quiet sense of fulfillment. There is relief, of course, but more than that, there is reflection.

The artworks shown above are some of the pieces that left a lasting impression on me this year. From a small boat floating across rippling water shaped into the word “Google,” to imaginative scenes rooted in nature, playful reinterpretations of each letter as an object, and deeply thoughtful compositions that weave together history, memory, and reflection, each piece speaks in its own visual language. Looking at them again, I am reminded of how many different ways children see and understand the world.

Each year, watching my students prepare for this contest brings me a great sense of purpose. Not because of the results, but because this competition does not ask for a single correct answer. Instead, it invites students to imagine freely, to think independently, and to communicate their ideas in their own voices. That, to me, is the true value of the Google Doodle Art Contest.

Students spend a surprising amount of time thinking about the phrase, “My Superpower is…”. Some choose imagination, others choose kindness, nature, memory, or writing. That choice alone becomes a personal statement. The artwork comes afterward. As they translate their thoughts into images, they revise, erase, redraw, and rethink. Through that process, they grow more confident in their ideas and more intentional in their expression.

Perhaps because of this, my students participate in this contest with genuine enjoyment, regardless of the outcome. Rather than focusing on winning, they focus on whether their ideas were communicated clearly and honestly. I believe that mindset is incredibly important. Opportunities that value expression over competition, and reflection over comparison, are rare.

One of the most remarkable things I notice each year is how much my students’ work evolves. With every new submission, their level of thought, composition, and storytelling deepens. This growth does not happen overnight. It is the result of consistent practice, curiosity, and the courage to keep expressing oneself.

I choose to document these works here because, for some students, this contest may be their first experience sharing their ideas with a wider audience. One day, when they look back at these drawings, I hope they will remember the questions they asked, the effort they put in, and the confidence they gained through the process.

To all of my students who participated this year: you did more than enough.
Regardless of the results, you should be proud of what you created.

​This year, while preparing for our Christmas card project, I wanted to introduce something more than a traditional art activity. I wanted students to experience the joy of combining creativity with scientific discovery. That idea led me to a simple yet powerful tool: LED circuit stickers, conductive tape, and a coin battery. With these materials, students can design their own plus–minus circuit pathways and light up the artwork they create.

The moment their homemade circuit closes and a tiny LED turns on, students feel a rush of excitement. Their artwork suddenly becomes alive, and they instantly understand that they made this happen. Some even try adding a second light, curious to see what will change. It is a beautiful example of hands-on STEAM learning, where art and science meet naturally.
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These circuit kits are easy to find on Amazon, inexpensive, and perfect for introducing basic electronics without any soldering or specialized equipment. The LEDs come in sticker form, and the conductive tape adheres cleanly to paper, making it possible for students to build functional circuits right on their cards.

Is It Safe to Put Scotch Tape on the LED or the Battery?

​1. Taping Over the LED:
Safe

 Placing clear Scotch tape on top of the LED is completely safe.

• The front surface of the LED is insulated, so tape will not cause a short circuit.
• Tape can help keep the LED securely in place and protect the artwork.

​Taping over the LED is perfectly fine.

2. Taping Over the Battery: Partially

Safe

It is okay to use small pieces of tape to secure the battery in place, but you should not cover the entire battery.

Safe

• Taping the battery on one side only.
• Using small strips of tape to keep the battery from shifting.
• Leaving at least one surface of the battery open for proper contact.

Unsafe

• Completely wrapping the battery in tape.
• Covering both the positive (+) and negative (–) sides.
• Allowing tape to trap conductive materials around the battery, which increases the chance of a short circuit.

Covering the battery completely can

• block electrical contact,
• cause overheating if a hidden short circuit occurs,
• and make the circuit unreliable.
  
  

 Secure the battery with small pieces of tape, but do NOT tape over the entire battery.

The Magic Moment: “My circuit makes the light turn on!”The process begins with students planning their artwork. They decide where the light will shine: a glowing moon, a sparkling Christmas tree, a lantern held by Santa, or a star in the night sky. This step alone prompts creative problem-solving, as students imagine how light can enhance their visual storytelling.

Next comes the scientific portion: they lay out the conductive tape to form a complete circuit, connecting the positive and negative sides of the LED to the coin battery. This simple task allows them to understand how electricity flows, how polarity matters, and why the circuit must be closed.

When the light turns on for the first time, the classroom atmosphere changes instantly. Students laugh, cheer, and proudly show their glowing cards to one another. Many choose to experiment further:
“Will it work if I add another LED?”
“Why is one light dimmer when two are connected?”
“What happens if I change the pathway?”
Suddenly, their artwork becomes an experiment—and they become young engineers.

Safety Considerations: Using Lithium Coin Batteries ResponsiblyThese projects use CR2032 lithium coin batteries, which are very small and pose a choking hazard. For that reason, this activity is most appropriate for older elementary or middle school students, not younger children.

Before starting, I explain several safety guidelines:

1. Never put the battery near the mouth.
2. Store unused batteries safely until needed.
3. Secure all circuit components with tape to prevent loose pieces.
4. Remove the battery after class if the project will be transported.

Learning to handle materials safely is an important part of the educational experience.

Educational Value: More Than a Craft ProjectThis activity is not just an art project—it is a complete STEAM lesson offering multiple layers of learning:

1. Basic Circuit Understanding
   Students learn polarity, closed circuits, and the cause-and-effect relationship of electrical flow.
2. Creative Problem-Solving
   When lights fail to turn on, students diagnose their own mistakes, such as misplaced tape or reversed polarity.
3. Expanded Artistic Expression
   Light becomes a design element, encouraging students to think beyond traditional drawing.
4. Hands-on STEAM Integration
   Science, technology, engineering, art, and mathematics converge naturally in a single activity.
5. High Sense of Accomplishment
   The combination of creation and functionality gives students a deep feeling of ownership and pride.

A Small Light That Inspires Big ImaginationThrough this Christmas card project, I was reminded once again how much children enjoy discovering new possibilities. When their moon glows or their winter landscape lights up, they look amazed—not just at the card, but at themselves. They realize that they created something beautiful and functional.
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If you are looking for a meaningful holiday art activity, I highly recommend incorporating LED circuit kits. They transform a simple greeting card into an unforgettable learning experience where imagination sparks, curiosity grows, and tiny lights shine brightly in students’ hands.
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Safety Warning: Avoid Short Circuits

​When building the circuit, make sure the conductive tape does not touch both sides of the coin battery at the same time.
If the positive (+) side and the negative (–) side are connected directly by tape, it creates a short circuit, which can cause the battery to overheat.
Always check the student’s work at the end to ensure the conductive paths are separated and properly connected through the LED, not directly to each other.

Introducing the Hand Sculpture Project and Its Meaning

As I shared in an earlier poster, plaster cloth bandages are one of the most ideal materials for creating hand sculptures. They preserve the actual form of the hand, remain lightweight, dry quickly, and capture surface details beautifully—making them highly suitable both for student projects and for personal studio work. More detailed information about the material can be found in the post below.
I especially appreciate this material because traditional plaster work often involves fine powder, which can be difficult to use in classrooms without proper ventilation. In contrast, plaster cloth bandages have the plaster embedded directly into the fabric, eliminating dust and making them much safer and cleaner to use. Although they are fabric-based, I still recommend working in a well-ventilated space.

https://www.annakoh.com/blog/a-perfect-material-for-hand-sculptures-using-plaster-cloth-bandages

In this post, I revisit the core ideas from the previous poster and provide a simplified step-by-step guide to the process. I also introduce the completed artwork shown in the image—highlighting the aesthetic, anatomical, and educational value of this project.
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How to Make a Hand Sculpture (Simplified Guide)

1. Preparing the Plaster Bandages

The bandages are cut into various lengths to match the fingers and the back of the hand. Preparation is important because the material dries quickly once applied.

2. Layering the Material

Dip each strip briefly into lukewarm water and apply it directly onto the hand, building up several layers. Each strip must be dipped immediately before use. Separating each finger results in a far more realistic form.

3. Drying and Removal

After about 20 minutes, the surface begins to harden. Once fully dry, gently remove the sculpture from the hand. Keeping the palm area open makes removal much easier.

4. Finishing Touches

Sand the surface if needed, or paint it with acrylics, varnish, or any medium that suits your aesthetic vision.
With only these simple steps, students can produce a sculpture that captures the structure of the hand, the movement of the fingers, and even the subtle flow of wrinkles. This makes the project not only artistically engaging but also an excellent introduction to anatomical observation and form.

The Completed Artwork:
A Paper Flower, a Hand, and “The Record of Creation

”The artwork shown above beautifully demonstrates the strength of this project. On top of the plaster-cast hand sits a delicately folded white paper flower. Thin iridescent decorative strings wrap gently around the fingers, adding movement and rhythm. Across the wrist lies a handwritten message:

“My hands tell the story of everything I’ve created.”

This is more than a decorative phrase—it expresses the central idea of the work. Our hands are the most personal and powerful record of everything we have made throughout our lives.

Encouraging students to craft their own phrases is particularly meaningful, as it deepens their connection to the piece.

The cast fingers preserve the realism of the student’s actual hand, while the paper flower symbolizes creativity, growth, and new possibilities. The decorative strings evoke the traces of process, the layering of materials, and the unique path each creator follows.

Thus, this project becomes more than a sculptural exercise—it becomes a visual metaphor for “the time and experiences that have shaped who I am.”

Aesthetic and Anatomical Value1. Naturalistic Human Form

Plaster cloth captures finger curves, joint shapes, and the natural flow of skin textures, making it an excellent medium for anatomical study and structural clarity.
2. Beautiful Surface Texture

The white plaster surface is soft, warm, and expressive. Artists can decide how smooth or textured they want the final form to be, offering a wide range of aesthetic possibilities.

3. A Strong Symbolic FoundationHands carry deep symbolic meaning. Adding flowers, ribbons, text, or personal objects allows students to expand their narratives and create a piece rich in metaphor.

Educational Significance and Why I Recommend This Project

1. Developing Self-Awareness

Casting one’s own hand is more than an art activity—it encourages students to reflect on their bodies, their abilities, and the things they have created.

2. Building Artistic Voice

Attaching a personal message or symbolic objects gives students a powerful way to express their stories visually, strengthening their artistic identity.

3. Understanding Form and Anatomy

Hands are considered one of the most challenging forms to draw or sculpt. This method provides a gentle and accessible entry point to learning anatomical structure.

4. High Satisfaction and Display Value

Because the final result is substantial and visually striking, both children and adults feel a strong sense of accomplishment. It also makes an excellent exhibition piece.

Conclusion

A hand sculpture made with plaster cloth bandages offers
strong sculptural quality, meaningful symbolism, and deep educational benefits.
Just as in the completed piece shown above, adding creative objects or personal text transforms a simple cast into a highly expressive artwork that holds the story of a person’s life and imagination.
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This project is equally valuable for classroom instruction and for personal artistic exploration—and I recommend it wholeheartedly.

​This week, we worked on a Christmas card project using wooden craft sticks. Instead of creating a flat, ordinary card, the students made a three-dimensional design, which immediately sparked their curiosity. The main idea was to arrange the sticks in the shape of a miniature easel. The process was simple enough for elementary students, yet creative enough for them to feel proud of the final result. We used colored craft sticks, regular glue, and thick cardstock for the background. The students first arranged three sticks into a triangular shape to form the legs of the easel, then added horizontal sticks to complete the structure. Some children worried that regular glue might not hold the sticks well, but once it dried, the easels were surprisingly sturdy.

After building the easel, we added a small “canvas” made from a piece of cardstock. Instead of gluing it down permanently, we attached it with magnetic tape so the message or drawing could be removed and replaced. This was the part students enjoyed the most. They loved the idea of being able to attach and detach their artwork, almost like a real display. They experimented with writing different messages and creating several mini drawings they could switch out as they wished. Because of this feature, the card became more like a keepsake or a small artwork rather than something disposable.

We also used decorative miniature golden frames, and the students created tiny paintings to go inside them. The small size made the drawing activity less intimidating and more fun. Some children painted Christmas trees or snowmen, while others drew Santa or even completely original icons. When these little framed paintings were placed next to the easel, the entire card looked like a miniature gallery.

​The finished cards had dimension, personality, and a handmade charm that delighted the students. This project combined construction, design, drawing, and personal expression, giving them a sense of accomplishment. Most importantly, displaying their own artwork on a tiny easel made the activity feel special. I realized once again how much children enjoy these tactile, interactive crafts, and I hope to create more project ideas like this in the future.

In my recent art classes, both at my private studio and at SchoolNova, I introduced air clay as a new medium — and the results have been nothing short of inspiring. Instead of limiting our work to traditional painting, I encouraged students to think beyond the flat surface, to imagine how their two-dimensional artworks could come alive through texture, volume, and playful experimentation. The assignment was simple yet deeply imaginative: “Create your own pond.” The students could fill it with anything they dreamed of — lotus flowers, koi fish, frogs, or creatures that existed only in their imagination.

What unfolded was a table full of colorful, whimsical ponds. Some were peaceful, with floating lily pads and delicate flowers sculpted from clay; others were bursting with movement — a diving fish, a frog mid-leap, or an unexpected creature lounging on a lily pad. Each child’s creation told a unique story, shaped by their personality and sense of wonder. The use of air clay added a tactile and three-dimensional quality that immediately captured their curiosity. Children love working with materials they can mold and shape. The moment they realized they could bring their painted ponds to life by adding clay sculptures, their engagement deepened. The classroom filled with quiet excitement — the sound of concentration, laughter, and the satisfaction of creation.

As an art educator, I have long believed in the importance of exploring mixed media. Art should not be confined to one medium or technique. When students are exposed to a variety of materials — from paint and collage to clay, wire, or even recycled items — they learn to see creative possibilities everywhere. The boundary between painting and sculpture dissolves, and they begin to understand that art is not about following rules but about discovery. This flexibility nurtures creative confidence: the ability to take risks, problem-solve, and transform ideas into tangible form.

Introducing air clay turned out to be one of the best decisions this semester. It bridged the gap between drawing and sculpture, allowing even hesitant students to engage more fully. Some who were less confident in their drawing found freedom in molding shapes with their hands; others integrated the two, painting backgrounds before placing their clay creations on top, discovering balance, contrast, and composition in new ways. The activity also strengthened fine motor skills and spatial awareness — all while fostering collaboration and joy.

What I loved most was seeing how the students’ imaginations expanded once they realized that art doesn’t have to be limited to paper and paint. They began to ask questions like, “Can I make clouds that pop out?” or “What if my frog jumps off the page?” These questions show a mindset shift: they were no longer simply following instructions but taking ownership of their creative process. Watching them explore, invent, and laugh together reminded me why art education matters so much.
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In the end, the “pond project” became more than an art lesson — it was a celebration of creative freedom. By combining air clay with painting, the students not only built miniature worlds but also learned an invaluable artistic truth: that imagination has no limits when we are willing to experiment. This experience reaffirmed for me that encouraging children to blend materials and think across boundaries is one of the most powerful ways to help them grow as artists — and as thinkers.