Learning outcome: Invent a personal arrangement and explain one color or pattern choice.

The standards band: 1.5.2.Cr2a / Cr3a for K–2.

Grades 3-5: After looking at folk-art flower arrangements, students chose their own colors and patterns inside the flower shapes.

Standards: 1.5.2.Cr2a / Cr3a (K–2) or 1.5.5.Cr2 / Cr3 / Cn11 (grades 3–5).

All students met the same criteria (personal arrangement, intentional use of pattern or color, and an explanation of one choice). Some students worked from a guided layout or traced starter; others composed independently.

Some students used a guided layout or traced starter; others arranged the flowers more independently.

This year’s Alebrijes project continues the same focus on inventing forms from Hispanic folk-art traditions and explaining personal choices.”

Our students created Hispanic Folk Art Flower Art still-life arrangements. We chose this project to celebrate Hispanic folk-art traditions whose bright colors, bold patterns, and decorative flower designs come largely from Indigenous and Native influences across Latin America. After looking at examples of these folk and Indigenous floral designs, students invented their own flowers and patterns and chose colors that felt special to them.

Ask your child: “What pattern did you invent, and why did you choose that color?”

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El año pasado nuestros estudiantes crearon arreglos de naturaleza llamados Hispanic Folk Art Flower Art. Elegimos este proyecto para celebrar las tradiciones del arte popular hispano, cuyos colores brillantes, patrones llamativos y diseños de flores decorativas provienen en gran parte de influencias indígenas y nativas de América Latina. Después de observar ejemplos de estos diseños florales populares e indígenas, los estudiantes inventaron sus propias flores y patrones y eligieron colores que les parecieron especiales.

Pregúntele a su hijo o hija: “¿Qué patrón inventaste y por qué elegiste ese color?”