Painting with Pixels

When people picture an art room, they probably think of paintbrushes, clay, and paper—and hands-on projects are some of the best parts of what we do. Thereʼs so much joy in the messiness of making, but creativity can also take digital form.

Over the past few years, Iʼve learned that technology can help students explore ideas in new ways. When used with purpose, it can amplify student voice, support self-awareness and social awareness, and help students see themselves as artists in both physical and digital spaces.

I donʼt use technology all the time. Students already spend so much of their day on screens. Art class gives them a break, a chance to move, touch, and make. Still, there are times when digital tools are the perfect solution. Theyʼve helped me stay ﬂexible, keep lessons consistent, and show students that creativity doesnʼt depend on a paintbrush.

These landscapes are more than physical representations—they hold stories, traditional knowledge, and reflections on how nature and humanity might coexist. Universal questions about sustainability, combined with scientific study and mixed-media art, encourage holistic exploration and a deeper respect for the planet.

Discussing Landscapes
Begin by reviewing the basic elements of a landscape. Students might observe that the sky and mountains appear in the background, rivers and hills in the middle ground, and detailed plants or animals in the foreground. Explore how artists show space in their artworks. Perspective, color, and scale might surface.

Working with What You Have
My students each have a Chromebook, which can be both a blessing and a challenge. Our district approves only a handful of websites, and most professional design programs, like Adobe or Canva for Education, are either blocked or too demanding for Chromebooks to run. So, Iʼve learned to get creative with whatʼs available.

The Google Suite has become my go-to because itʼs free, accessible, and familiar. Students already have some experience with it, so I can build on what they know and guide them toward more creative uses.

I ﬁrst discovered this project during remote learning, when art teachers everywhere were generously sharing ideas online. I came across similar Google Drawings landscape lessons from other educators who were adapting hands-on art-making for virtual spaces. I wish I remembered who ﬁrst shared it, because their idea truly inspired me. Over time, Iʼve shaped it into something that ﬁts my students, our tools, and our curriculum.

Painting with Pixels
For this project, students use Google Drawings to create a digital landscape showing foreground, middle ground, and background. They layer shapes, adjust color value, and use overlapping to show depth. I give students a few basic steps and a simple guided template, but most of what they learn comes from hands-on exploration of the program.

Once they start experimenting, they realize how powerful simple tools can be. The Polyline tool and the Arrange menu become their paintbrush and palette. One student said, “This is just like painting, but I’m using shapes instead of a brush.”

Lesson Flexibility
Although I value hands-on art-making, this lesson has saved me more than once. During the pandemic, and later when construction forced me out of my classroom for months, I became a traveling art teacher. Having a digital lesson like this one made it easier to keep teaching Big Ideas without paint or paper.

Itʼs also a great substitute plan. Students can work independently, stay engaged, and produce something meaningful even when Iʼm not there.

Connecting Identity and Place
Even though itʼs digital, this lesson is deeply personal. Students choose landscapes that reﬂect their emotions or memories. Some design rolling hills from family trips, while others build city skylines inspired by their neighborhoods. One student created a pastel scene by a lake “because it feels calm, like my dreams.”

Through these choices, they engage in self- and social-awareness work, connecting color, space, and shape to their feelings and experiences. Itʼs not about making a perfect landscape; itʼs about expressing themselves through design.

Conﬁdence and Collaboration
One thing I love about digital projects is the conﬁdence they build. The Undo button encourages risk-taking and experimentation. When students ﬁgure out a new trick, such as how to layer shapes or use “Send to Back,” they immediately share it with others. Those peer moments create natural collaboration and leadership.

Digital tools also give students who may be hesitant to draw by hand another way to express ideas. They can focus on composition, color, and storytelling in a space that feels approachable and supportive.