A creative project that challenges students to transform 2D materials into 3D paper sculptures. After learning the differences between 2D and 3D art, students freely used scrap strips of paper to bend, layer, and construct forms, turning simple flat materials into something beautiful. This project encourages imagination, problem-solving, and experimentation while showing students how everyday materials can become meaningful works of art. 

In the House Project, students explored how and why houses are designed differently around the world. Ms. Ting led discussions on factors such as cost, space, climate, local resources, culture, purpose, and even designs created just for fun. Students were also introduced to real-world careers such as architect, construction worker, and interior designer. Using the Engineering Design Plan Package, students planned and built their own house designs, applying their ideas and selecting materials of their choice, combining creativity with practical problem-solving skills . 

In the Insect Illustration Project, students were introduced to real-world careers connected to insects, including insect illustration and entomology. Students practiced thinking like entomologists by researching and carefully recording observations of an insect of their choice. Using their research, they then created a detailed drawing of the insect, combining scientific observation with artistic skills and showing how art and science can work together. 

In the Clay Project: Pinchpot Monster, students learned three fundamental hand-building techniques: pinchpot, coil, and slab. Ms. Ting gave students the freedom to create anything they imagined, as long as they incorporated all three techniques into their work. This project encouraged experimentation, creativity, and skill-building, allowing students to explore clay as a versatile medium while expressing their unique ideas in three-dimensional form. 

In the Paper Plate Weaving Project, students combined landscape drawing and weaving techniques to create colorful, textured artworks. They learned to depict foreground, middleground, and background, practiced painting skills including value (lightness and darkness of color) and color mixing, and explored weaving concepts such as weft and warp. This project helped students integrate drawing, painting, and fiber arts while expressing their creativity in a hands-on, layered composition. 

In the Facial Drawing Project, students learned four shading techniques—hatching, cross-hatching, blending, and stippling—along with the grid system to create realistic portraits. Students had the freedom to choose any real person they wanted to draw. The most important real-world concept emphasized was that things in real life are not divided by dark lines like a coloring book; instead, forms and details are defined by variations in color and value, helping students see and represent the world more accurately through art. 

In the Tree Painting Art Project, students worked in groups of 3–5 and went outside the classroom to observe trees around campus. They closely examined each tree’s physical structure, leaf colors, and textures, then wrote two paragraphs of observations and completed a sketch of the tree, which was not graded. Ms. Ting held class discussions based on students’ observations to deepen their understanding of what they noticed in nature. Students then created a pencil sketch of a tree and painted it using tempera paint, with the option to design an imaginary tree if they chose. This project encouraged careful observation, creative thinking, and a connection between nature and art. Students could also choose to create a tree using materials of their choice, allowing for additional creativity and personal expression. 

In the Felting Project, students learned about wool, including what it is and its many functions. Ms. Ting taught students how to transform natural wool provided by the school into an A4-size sheet of felt using the felting process. Students then used the Engineering Design Plan Package to develop and plan their ideas for turning the felt into either a functional or non-functional artwork. They were encouraged to combine felt with other materials to support their concepts, promoting creativity, problem-solving, and thoughtful design.

Students were shown a step-by-step video demonstrating how to create a simple clay animal using basic hand-building techniques. Using the Engineering Design Plan Package, students first developed ideas for the type of animal they wanted to create. After forming the basic shape, they focused on adding details—such as texture, proportions, and facial features—to make their animals look more realistic. This process helped students understand how planning and careful detailing can transform a simple form into a more expressive and lifelike sculpture.