DRIED WEED PLAQUE Early Childhood
The Art Problem
Young children are intuitively
attracted to the beauty of wildflowers and pick handfuls of them
throughout the spring and summer. Impressing dried plants into
clay introduces the stark beauty of
flowering weeds. In the fall after
plants have died, it also helps students see the amazing variety of
plant structures.
Objectives
Students will effectively impress
plants into a clay plaque.
Materials
terracotta clay, dried weeds, 6" ( 15
cm) section of wood closet rod or
1. 5" ( 4 cm) diameter rolling pins,
brushes, sponges, cardboard for
pallet
Process
1. Give students palm-sized pieces
of clay and have them shape them
into balls.
2. Students should flatten the
ball on the desk with the palm of
their hand and roll the clay with
wooden rods or rolling pins.
3. Ask students to select three or
four dried weeds each and arrange
them on their slabs. Show them
how to gently roll the rod or pin
gently over the weeds to press
them into the clay.
4. Students should carefully pull
the weeds off the clay. Small pieces
left in the clay will burn up in the
kiln.
5. Use a straw to punch two holes
near the top of each clay piece, let
dry, and then bisque fire.
6. Brush black underglaze into the
clay impressions and wipe with a
damp sponge.
7. Refire and add ribbon to hang.
Assessment
Impressions are recognizable and
students can explain how they cre-
ated their clay plaques.
By Craig Hinshaw, Hiller Elementary, Davison, Michigan.
craighinshaw@hotmail.com
JAVA PALM FROND MASK Middle School
The Art Problem
On the Indonesian island of Java,
batik masks symbolically protect
and are believed to bring peace
and happiness to the homes where
they are displayed. The Java mask
is often made of palm fronds and
is covered in intricate patterns in
many colors.
Materials
examples of masks from various
cultures, 12 x 18" ( 30 x 46 cm)
manila paper, scrap construction
paper, glue, scissors, markers, cray-
ons, colored pencils, palm fronds
or construction paper to construct
palm fronds, acrylic or tempera
paint, brushes
Procedures
1. Show students images of masks
from a variety of cultures. Include
batik masks from the island of
Java. On a map, locate where
each mask is found. Discuss pos-
sible uses for the masks. Are they
intended as art? Are they decora-
tive or functional? How are masks
from many places similar or dif-
ferent?
2. Ask students to look closely at
how the patterns are used as sur-
face decoration. What patterns are
used? How are the patterns made?
3. Students draw a large oval
shape on the manila paper. Encour-
age students to think about shapes
and colors that are representative
of personal ideas or feelings such
as happiness, fear, and courage.
4. When a design has been cre-
ated, ask students to duplicate
the patterns with paint on a palm
frond or construction paper.
5. After masks are completed,
allow students to exchange with
a neighbor and write a descriptive
paragraph about their neighbor’s
work.
6. To display, punch a small hole
on each side of the mask and tie
string from both holes. Hang the
masks and paragraphs together on
a wall.
Assesment
Students understand visual arts in
relation to history and cultures.
Carol Crawford is a graduate
student and pre-service art
educator at Northern Arizona
University, Flagstaff.
LIFE-SIZE SCARECROWS Elementary
Materials
two pieces of wood lattice, (or like
material) approximately 4' (122
cm) and 2' ( 61 cm) lengths, 12 x
18" ( 30 x 46 cm) colored construc-
tion paper in assorted colors, white
glue, scissors, black tempera paint,
brushes, and masking tape
Procedures
1. Discuss the purpose of scare-
crows. Show pictures and point
out details such as patches, cloth
head with stitching for mouth,
straw sticking out of legs, floppy
straw hat, etc.
2. Pair students so that two of
them are working together on a
scarecrow.
3. Demonstrate cutting a piece
of construction paper to create a
“rumpled-looking” shirt or blouse.
Cut sleeves from the same color.
Cut out face, arms, legs, and any
other desired details.
4. Have students glue and tape
wood lattice together into a t-shaped frame, then glue construction paper pieces onto the frame.
5. After students have finished
cutting and gluing the scarecrow,
have them use black tempera
to paint face and stitching on
patches.
Note: Most of the wood I used in
art lessons is free from a lumber
company’s scrap box. They are
happy to have me periodically
clean it out for them.
By Craig Hinshaw, Hiller Elementary, Davison, Michigan.
craighinshaw@hotmail.com
CUBIST SELF-PORTRAITS High School
The Art Problem
Students will create self-portraits
using the style of Cubist artists
such as Picasso, Gris, and Braque.
Each student will experiment with
drawing, painting, and collage
while honing their skills in facial
proportion and composition.
Materials
colored mat board, India Ink, char-
coal pencils, black and white news-
paper or a variety of online printed
text, glue sticks, digital camera, 8½
x 11" ( 22 x 28 cm) copy paper.
Guiding Practice
1. Begin by reviewing the propor-
tions of the face. Once students
are comfortable with drawing the
face from life and mirrors ask them
to take a digital picture of their
neighbor’s face.
2. Using the copy machine, copy
each student’s picture three times.
3. Have students cut their images
into approximately five to seven
pieces using strong angles and
geometric shapes.
4. Students should create three
thumbnails by separating and gluing these shapes onto the copy
paper. Review the compositions
and select the strongest one.
5. Students should draw an
enlarged version of the distorted
portrait onto the colored mat
board then shade and highlight the
portraits using charcoal and white
pencils.
6. Once students have completed
the portrait ask them to use the
India ink to black in areas and
emphasize the focal point.
7. Glue down the newspaper or
printed materials in the negative
space to create informal balance
and to further highlight Cubist
techniques.
By Nicole Brisco, TAEA secondary division chair, contributing editor for SchoolArts, and
teacher at Pleasant Grove High
School in Texarkana, Texas.
