Ms. Murillo's 4th grade class: "We went through the slides and watched videos. Students got into groups and designed their piñatas. They drew a picture and requested the different color paper and materials. They worked together to complete."

Mr. Carlson's 4th-6th grade class: "Students worked collaboratively together during our afterschool program over the course of a week to come up with an idea and to build their creation."

Mrs. Barajas' 1st grade class: "When deciding on a theme for our piñata STEM project we wanted to take into account what we were learning in class at the moment. In ELA we were learning about our pets and what makes them special, so our project was called 'My Pet Piñata.' Students were put into groups of 4 and as a team they decided on what pet was most special to them. They then created a blueprint of what they wanted their pet piñata to look like and what materials they would need to purchase with their pretend money. To make our piñatas we decided on the paper mache method using newspaper and a flour and water mix to cover our balloons. The next phase was to paint and decorate. Students were given $10 (Phoenix Dollars) to purchase their materials. This tied with our math standard of adding and subtracting within ten. Students worked together as a team to bring their pet piñatas to life. For the final piece, students had to decide on a few things that would go inside their piñata. Students had to choose something that their pet needs to keep them happy. Students drew items such as food, water, toys, and a bed, along with a writing piece and were placed inside the piñata. This too tied with our Social Studies standards as we were learning about needs and wants. Overall, this was a wonderful experience for our students and created memories they will never forget."

Mrs. Hampton's 1st grade class: "Each group of students was given a choice of what they wanted to create, after they completed a planing sheet they were given cardboard stencils that they had to tape together in the shape of their piñata. After they taped them together the teacher used hot glue to secure the designs. The students used paper mache to cover each piñata and then used paint and tissue paper to decorate their piñatas." 

Ms. Martinez's 1st grade DLI class: "Our young creators began by working in groups to choose a shared pet and plan out their design. Using ten "Phoenix dollars," each team practiced budgeting to decide which materials they could afford to buy. Finally, the students joined forces to construct and paper-mache their team pet from start to finish!"

Mrs. Esquivel's 2nd grade class: "In teams, they planned their design (critter, shape, materials needed), then created their hollow piñata base using a mixture of flour and water and shredded newspaper (students measured and applied themselves. Once their base was dry, they began applying their colored tissue, streamers and any other materials they needed to make their critter come together. Once dried, they revisited their design and as a team collaborated on changes, revisions they needed to make to continue designing their critter.  On the final day, students wrote a kind message to one of their team members and inserted that messaged into the piñata as an added surprise." 

Ms. Salazar's 2nd grade class: "First, students planned their design on paper and collaborated about the pet they selected to create into a piñata as well as the materials they would use. Then, they paper mached their piñatas with a balloon and newspaper strips and we let them dry. Next, they decorated their piñatas to make them look like the pet they selected using their materials of choice. Finally, they stuffed their piñatas with kind notes to one another and candy!"

Ms. Rojas' 3rd grade class: "Students collaboratively chose a theme and designed their piñatas on paper. Once that step was completed they worked on building designs, making modifications as needed."

Mrs. Khazali's 4th grade class: "The students began their process with collaborative brainstorming sessions, working together to merge their best ideas into a unified concept. Once they agreed on a direction, they sketched out a rough draft to serve as their blueprint. For the building phase, they were given specific base material constraints to challenge their problem-solving skills, while also being invited to bring in supplemental supplies from home to customize their work. With their plans and materials ready, the teams fully immersed themselves in the hands-on construction, creating to their hearts' desires to bring their shared visions to life."

Mrs. Lizarraga's 4th grade class: "Students learned about the history of piñatas, collaborated on their white board tables to brainstorm ideas, completed a collaborate planning sheet, created and built their piñata in teams of 3-4. Lastly, they completed a reflection sheet when finished."

Mrs. Green's 1st grade class: "We began with old milk cartons, painted them, then we decorated them with the materials provided."

Ms. Ana (campus supervisor), Mr. Zepeda, Ms. Flores, and Ms. Gonzalez's 2nd grade classes: "Students collected school milk cartons and pieces of cardboard to utilize for their structure to build their piñatas. Once students thought of what they waned to create, they selected their items to create the structure; cardboard and/or balloons. Once students gathered their supplies, they began using paper mache for their creation. After the structures dried, students began gluing more recycled items onto their piñatas and painting their piñatas. The students then added the final touches such as googly eyes, sequins, and tissue paper to add texture, as well as for decoration."

"Piñatas have origins from different parts of the world, Mesoamerica and China, yet explorers also brought these art forms to Europe. This is the artwork where our students are expressing a fusion of Hispanic Heritage Month and other influential cultures."

Sra. Clark's 6th grade class: "In collaborative groups students discussed and selected a theme. They used paper mache technique to create their base. They then used acrylic paint to lay their foundation. Finally, they added their details to their piñatas."

Mrs. Gonzalez's 4th grade class: "Students worked in groups of four. They collaborated and drafted on paper a design before they started piñata building. Once, they decided, they blew up balloons. After blowing up their balloons, they glued tissue paper and let it dry. They decorated it with the materials provided. They added poems or positive notes inside the piñatas. They presented their piñatas to the rest of the class."

Mrs. Munoz & Ms. Cardenas' (Student Teacher) 6th grade DLI class: "Students brainstormed with their groups and chose and specific creation (groups of 4-5 students). After, students chose the materials for their piñatas and what size they should be. They collected the materials, collaborated together throughout different days to create one piñata per team. At the end of the process, students presented to their peers the meaning behind their piñata and why it is meaningful to them. 

Ms. Miller, Ms. Joana, Ms.Jacqui, Ms. Dany, and Ms. Phillips' 1st and 2nd grade class: "First, they drew their designs, collaborated, and discussed a pumpkin patch theme. Then, they blew up their balloons, used tape for shape, and glued the streamers on for color and texture while allowing for drying time. Next, they created pumpkin faces and design. Then, they drew and wrote inspirational, kind quotes and pictures to stuff their orange pinatas inspired by October Anti-bullying month. Finally, they hung their piñatas up, discussed how to break them, and also discussed how art makes them feel happy and calm."

Mrs. Smith's 4th grade class: "First we had to decide which renewable energy resources we would try to create and then draw out the designs for each one. The students represented geothermal, hydroelectric, solar, and wind power. A group of students were assigned each part of the piñata including a group that designed and created the Earth using paper mache. Mrs. Smith attached all the different parts of the piñata. The students then wrote on small papers statements about how they can help the Earth and we put them inside of the piñata."

Mrs. Dixon, Ms. Eve, Ms. Sam, Mr. John, Mr. Kaden, Ms. Alda, and Ms. Ebony's TK-2nd grade class: "The creation of our kinetic piñata was a true team effort in our classroom. First, students exercised choice-making by voting between two autism symbols to determine our final design. After staff constructed and shaped the piñata frame, students worked dedicatedly over two weeks using fine motor skills to glue colorful tissue paper layers, bringing our dynamic kinetic creation to life."

Mrs. Beauchemin's kindergarten class: "They decided on the theme 'Love of Learning.' We wrote notes about what we love to learn this year and place them inside. Then, they decorated by doing paper-mache method to decorate the piñata."

Mrs. Cuellar's kindergarten class: "Students decorated their hand print on the piñata. They wrote a sentence strip with the sentence frame: I love _____."

Ms. Echeveste and Ms. Hartt's kindergarten class: "The students came up with ideas about what they want to learn in Kindergarten and wrote a sentence on a half sheet of paper about that goal. They inserted the papers inside the piñata and then they worked on decorating the piñata by choosing the color paper, cutting it, and gluing it on the piñata.  "

Ms. Gonzalez and Ms. Hartt's kindergarten class: "Students helped cut tissue paper, wrote what they wanted to learn this year, put it in the piñata, and helped glue on tissue paper, clouds, etc."

Ms. Phillips 1st grade class: 

"Day 1: Table groups were given chart paper to draw and write about ideas. Then they discussed ideas and decided on a design using elements from everyone's personal ideas.

Day 2: Table Groups paper mached their balloons.

Day 3: Table groups started their decorating and assembling.  

Day 4: Table Groups modified their piñatas to fit either a new idea or finish their thoughts."

Mrs. Solorzano's 1st grade class: "Day one: we talked about piñatas, experiences, and showed pictures. Then, I blew up the balloon, made the paste, and called students over to glue the paper on to the balloon. Every student had an opportunity to participate. The following day, groups added the cones and more paper to the pinata. We waited for it to dry a bit. I then picked kids to add the streamers at the end. The students had fun creating it."

Ms. Kuntz 2nd grade class: "Teaching piñata-making for the first time in our second-grade classroom was a vibrant journey that bridged imaginative design with hands-on, tactile execution. The process unfolded through several deliberate steps:

-Conceptualization & Sketching: Students began by sketching their original piñata designs on paper, choosing their color palettes, and planning how to bring two-dimensional ideas to life.

-Armature Preparation: Using inflated balloons anchored steadily in cups, students built a stable three-dimensional base to support their work.

-Tactile Paste & Tissue Layering: Working with paper-mache paste, students dipped, stretched, and smoothed colorful tissue paper strips over their balloon frames.

 -Kinetic Sculpting: Small hands actively pressed, wrapped, and molded the wet paper, adjusting texture and form through continuous movement and sensory exploration.

-Drying & Reflection: As the piñatas set, students reflected on how their initial sketches evolved into tangible volumetric sculptures through patience and hands-on trial."

"As a second-grade educator facilitating piñata making for the very first time, I envisioned this project as an exploration of tactile learning, cultural tradition, and artistic expression. By using balloons mounted on cups as foundational armatures, students engaged with paper-mache paste, and vibrant tissue paper to transform flat concepts from their preliminary sketches into dynamic three-dimensional forms. This collaborative hands-on experience allowed young artists to embrace the beauty of trial, error, and sensory discovery while building resilience through the artistic process."

Mrs. Raigoza'a 2nd grade class: "We were given blow up balloons, students layered them with tissue paper and glue. On a different day they decorated them with paint, feathers, sequence, and pom poms.

Ms. Venegas' 2nd grade class: "They began talking about holidays and what holidays they enjoy celebrating. Then from there we shared and students began to get creative."

Mr. Ramos' 3rd grade class: "Students were inspired by the slideshow. They took on the entire process."

Ms. Rodriguez's 4th-6th grade class: 

"1. Blow up balloon.

2. Dip colorful construction paper strips in flour mixed with water. 

3. Cover the balloon in the dipped strips. 

4. Cover the balloon in tissue paper with glue.

5. Wait overnight. 

6. Pop the balloon.

7. Add String and candy. "

From Mrs. Concepcion's 4th grade class: "Students began this journey by learning about the history of piñatas alongside October’s core virtue: Heroism. When brainstorming themes, they decided to represent the virtues of a hero in real life rather than the popular superheroes they see in movies. Working in collaborative teams, they discussed their ideas, shared designs, made creative decisions, such as paper mache OR cardboard structures, then worked together to find resources and even shared scarce resources with other teams. Throughout this process, students practiced listening, problem-solving, and sharing responsibilities (I even observed a team member take on the role of a storyteller to enjoy the time together). Instead of filling their piñatas with candy, they decided to fill them with words that would build each other up as the surprise reward for choosing to be a hero. Even deciding how to reveal these treasures showed creative problem solving where some wanted to open their piñatas by tipping them over, while others preferred the transitional way of breaking them open. Their inspiration came full circle when the class spontaneously broke into song while watching a piñata video being broken open. Wanting to capture this energy, students presented their piñatas to the entire school and, of course, led everyone in the traditional piñata song at the end. By working toward a single goal, they discovered that true heroism shines brightest through everyday cooperation, kindness, and teamwork."

Mrs. Do's kindergarten class: "As part of the Kinetic Creations Piñata Project, kindergarten students at Lake Mathews Elementary collaborated to build a giant 3D beehive piñata. Working together in small groups, the young artists designed, built, and decorated the hollow hive, showcasing creative teamwork and hands-on art-making from start to finish."

Ms. Henninger and Ms. De La Rosa's TK and Kindergarten class: "Students enjoyed wrapping and taping the streamer paper around the cardboard box, as staff helped cut the eyes, mouth, and scars to tape onto the front."

Mrs. Cortez- Sheldon's 3rd grade class: "We took about two good days to complete our projects."

Mrs. Beach-Davey, Ms. Hannah, and Ms. Soares' (parent volunteer) 1st grade class: "Students worked with their table groups of 3/4 students to paper mache, design, paint, and decorate a magic balloon. Then they shared the pencil and worked together to write a narrative about what would happen if they found a magic balloon on the playground. The balloon could take them anywhere, but they had to work together to decide what would happen next!"

Ms. Davis' 1st grade class: "We began with a paper mache balloon, decided a theme, designed our piñatas, and wrote a story about our design. We were then able to open our piñata to reveal where our balloon takes us."

Mrs. Schulte's 5th-6th grade class: "They started by creating their own design, we had a class vote, and they got to it. Esme was the winner so she took charge of the project. They brought their own supplies cardboard, toilet paper, and paper towel rolls. They constructed the body with cardboard covered with papers and glue paste. Then they started the painting process starting with the base color and adding dots. Proceeded to the sides with the toilet paper and paper towel holders and tissue. Glued those on and then made the holes for the opening and the string. The students then filled the piñata with sweet notes to each other and we will read them at some point this year. A great way to encourage and inspire their classmates. They said it was like 'Filling their buckets.'"

Mrs. Towner-Silva and Ms. Garcia's (student teacher) 6th grade class: "First I surveyed to see which students were interested in participating. We had about 20 students interested! We held our first meeting to brainstorm ideas and draw up a plan. All of the ideas had a common theme of animals and mythical creatures finally we decided to make a dragon. Some students suggested incorportating hispanic culture because it was hispanic hertitage month. After much discussion we agreed on a dragon with one side decorated like Día De Los Muertos and the other decorated like an alebrije. Students then researched dragons to come up with a design and realized that they represent strength and protection which reminded them of family. At that point we decided to fill the piñata with sweet messages for our family to show our gratitude for their protection and guidance. Jokingly a student said we should fill it with tacos and I said that I actually have "positive tacos" with kind messages on them. The students were very excited about that and wanted to include those. They also wanted to add candy because they like candy and one kid suggested mexican candy to go with the theme. This is where the dragon's name, Sweet Dragon, came from which has both a literal meaning (candy is sweet) and a figurative meaning (kind notes are a sweet thing to give someone). At first we started creating our dragon piñata out of balloons and paper mache. After the first day, we realized that it wouldn't be large enough and would take too long to complete so we decided to create our dragon out of cardboard. Over the next few meetings, students created the front and back cutouts, then we attached them using tape and glue. Once assembled, students used the available resources and Google to draw their decoration ideas on paper. We chose which style and features we liked the best and began decorating. They used paper mache to cover the background in black for the Día De Los Muertos side and blue, orange, and yellow for the alebrije side. Students decided to paint over the paper mache for the alebrije side and make it all blue to have a consistent background. Then they cut out "bones" out of white paper and decorated the bones with marker and glitter. They made flowers out of crepe paper and I hot glued them to the Día De Los Muertos side. They cut out designs for the alebrije side from the metalic paper included in the kit and painted construction paper and glued them to the outside. They then added sequins to that to give it extra shine. Finally, they used a glue stick on all the open blue background and sprinkled glitter on it for even more sparkle. When discussing how we would open it, the class agreed that they wanted to open it in their classic style, by hitting it with a bat on our minimum day 10/30."

Ms. Dewar's kindergarten class: "Whenever a student shared a thoughtful response or vibrant idea, the class celebrated with an enthusiastic 'Kiss Your Brain!' cheer. The student was then awarded a lightbulb cutout to slide into our piñata brain. Piece by piece, student contributions brought the brain to life! Gorgeous watercolored coffee filters began covering the plain cardboard exterior, complemented by bright paper accents and glowing lights. Today, students remain eager to engage, listen actively, and earn lightbulbs that make our collective class brain shine even brighter!

Student Participation & Creative Process:

Designing the Base: Students decorated white coffee filters using bright markers and water drops to create colorful watercolor patterns.

Building the Brain: Once dry, these vibrant filters were affixed to the brown piñata frame, visually demonstrating how curiosity and active listening transform an inactive brain into a vibrant one.

Demonstrating Growth: Students modeled an active brain by practicing whole-body listening, offering thoughtful contributions, showing kindness, collaborating with peers, and striving for their personal best.

Reflective Writing Exercise: To wrap up the activity, students reflected on our evolving brain piñata and brainstormed the specific ways our minds grow more colorful. Working as a whole group, the class dictated sentences about their learning journey while I guided them through language conventions and writing skills."

Ms. Johnson's 1st grade class: "They choose between a balloon base and a box base. Then we split into 4 groups, 2 balloons and 2 boxes. In their groups, they planned out what they wanted their creations to be based on the shape of what they were working with. They drew out their ideas, shared with the group, and then decided on a theme they all agreed on. Next, they started covering their piñatas with the glue and paper, taking turns with ripping the paper, gluing, and smoothing. Once hard and dry, they decided how to do their final decorations and what they would use to do the final touches. Some painted and some used paper to add the colors they wanted. They collaborated throughout the entire process. Some groups worked very well together and some argued a lot! Overall, they had a blast!!!"

Mrs. Martinez's 2nd grade class: "The students learned about properties of materials (science) and then planned out (drew and labeled) which materials to use for the different layers of the piñata. They focused on using different textures with different properties. I built the piñata with cardboard, hot glue, and tape. Then the students each participated in gluing, painting, cutting, and decorating the different layers of the piñata. Through the process, there were changes of materials based on what the students thought looked or "felt" nicer (focus on textures). They voted on what to put inside and decided to put writing/paragraphs inside because the piñata respresents our paragraph writing."

"The cheeseburger represents our paragraphs when we write: the top bun is the topic sentence, the juicy insides are the juicy details, and the bottom bun is the closing sentence. We also focused on using different textures and materials to decorate."

Mrs. Rawlins Sayers' 2nd grade class: "Students began by learning about piñata making and exploring kawaii art for inspiration. They then used a customized graphic organizer to brainstorm and sketch their ideas before working together to build and decorate their Kindness Cactus piñata. It took very long and a lot of trial and error. It was a true 'trust the process' experience. To complete the project, students filled a capsule with encouraging messages that could be shared throughout the school, turning their artwork into an interactive way to spread kindness."

Mrs. Serna's 3rd grade class: "Students generated ideas and voted to create our school mascot. We then designed it as a class and decided to fill it with PBIS rewards."

"Our piñata represents our school mascot. It is filled with our PBIS RRBT raves."

Mrs. Pfeiffer's 6th grade class: 

Mrs. Vannatter's 6th grade class: 

Mrs. Mora's kindergarten class: "Students drew out their ideas on paper and described their idea. Students then added the first layer of newspaper, then used tissue paper to complete their design."

Mrs. Kimble's 2nd grade class: "Students first used a paper mache process to attach the tissue paper to the balloon with a glue/water mixture.  The students did 4 layers, then let is dry overnight. Next day they colored and glue embellishments to decorate and bring creations to life."

Ms. Saldivar's 2nd grade class: "My students worked on their own piñatas and many times they helped eachother through the process. They inflated the balloons and then covered them with paper to make them hard. Then they made cones and decorations they wanted to add. Lastly, they added the tissue paper where they wanted, gluing other items  to give their piñatas personality."

Ms. Villa's 2nd grade class: "For this project, we decided to use the kinetic box. First, the box was covered in layers of green tissue paper so that it represents the grass of the garden. Then, students designed and created their flowers and insects using the materials that were in the box. Students showed their creativity during this process. Many students used various materials such as the translucent paper and pom poms. Next, the students wrote gratitude letters to the principal, Mrs. Black and the assistant principal, Ms. Garcia. Later, the students glued their insects and flowers to the piñata. Finally, the thank you letters were placed inside the garden piñata. 

Ms. De Leon's 4th grade class: "Students thought of something we were all a part of and wanted to represent us. They used a bubble map to brainstorm ideas about what we all had in common. They decided and collaborated, ultimately landing on the Beatty Bobcat. After selecting, we began sketching and layering the paper, creating our 3D piñata.

Bobcat pride

Ms. Rivera's 4th grade class: "My students began by brainstorming meaningful ways to represent Hispanic Heritage Month. They chose Día de los Muertos as their inspiration and created a calavera, or decorative skeleton head, to honor the traditions of this celebration. Using Canva, they adapted a reference image into their own design, which they printed, cut out, and carefully traced onto cardboard to create the front and back of their piñata.

To construct the three-dimensional structure, my students cut, scored, folded, and secured strips of cardboard around the base, transforming flat materials into a sturdy form. They covered the structure with white tissue paper before meticulously layering fringed tissue paper in red, white, and green to represent the colors of the Mexican flag. They then brought their calavera to life by coloring the design with markers and colored pencils and attaching it to both sides of the piñata. 

To complete the piece, my students handcrafted tissue paper flowers using pipe cleaners and hot glue to create a vibrant floral crown. The crown also cleverly concealed the string attachment, secured with a small piece of a popsicle stick. Finally, they embellished the eyes with gems and pom-poms, adding texture, depth, and dimension to their design. Every detail of Un Jardín de Recuerdos reflects my students’ creativity, collaboration, and dedication to honoring cultural traditions. The orange marigolds represent the flowers traditionally associated with Día de los Muertos, while the purple flowers symbolize mourning and remembrance. Together, these elements celebrate the enduring connection between love, memory, and cultural heritage.

Plan for Opening the Piñata: A concealed trapdoor is built into the bottom of the piñata, allowing it to be opened without striking it. Once opened, the trapdoor will release rolled-up drawings, names, and written memories of loved ones, symbolizing how the love and memories of those who have passed continue to live on in our hearts.