Middle School

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used lines and patterns to make Zentangle patterns. They also practiced blending and creating gradients with color pencils.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create skyscrapers from a worm's eye-view.

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 1-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing point (doors, windows, signs, etc.).

Students used 2-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing points (doors, windows, signs, etc.). Students also focused on adding a source of light and value.

Students used 2-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing points (doors, windows, signs, etc.). Students also focused on adding a source of light and value.

Students used 2-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing points (doors, windows, signs, etc.). Students also focused on adding a source of light and value.

Students used 2-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing points (doors, windows, signs, etc.). Students also focused on adding a source of light and value.

Students used 2-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing points (doors, windows, signs, etc.). Students also focused on adding a source of light and value.

Students used 2-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing points (doors, windows, signs, etc.). Students also focused on adding a source of light and value.

Students used 2-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing points (doors, windows, signs, etc.). Students also focused on adding a source of light and value.

Students used 2-Point Perspective to create a town or city. They created three-dimensional buildings and added details according to the vanishing points (doors, windows, signs, etc.). Students also focused on adding a source of light and value.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.

Students created a Name Design inspired by Graffiti art. They included at least three symbols that represented them. Students also used color schemes with color pencils in their drawings.