Students ran into many challenges
throughout the project, but they
worked cooperatively to finish and
perfect their cardboard armor. In the
end, each group had a full-body replica of their assigned culture’s armor
made completely out of cardboard
and Kraft paper.
Darren Beck was a teaching candidate from the
Art Education program at
Kutztown University when
he taught this lesson at Pen
Argyl High School in Pen Argyl,
Pennsylvania. dbeck012@gmail.com
WEB LINK
www.edu.glogster.com
design, as well as mathematics and
language arts.
Students were given strict limits on
the project. They were directed to use
cardboard and Kraft paper and to use
no visible adhesives or paint. After
the armor was constructed, each
group also had to create a digital
poster that included images and their
research.
Creating Digital Posters
Before students created their digital
posters, I gave a concise demonstration on how to use the online poster
website, Glogster EDU ( edu.glogster.
com), and groups began to plan out
their layouts.
Each group created a poster that
included their research, images, and a
map of origin. The
posters were dis-
played while each
group presented
their armor. During
the presentation,
each member of
the group spoke
about their culture
and armor, referencing the online
poster as a guide. Throughout the
presentation, one group member
wore the suit of cardboard armor.
When the project was complete,
the replicas were displayed
throughout the school, demonstrating spirit for the school’s
Green Knight and the art
program.
Since;our;school;was;in;the
process;of;redeveloping
our;mascot,;the;Green
Knight,;we;decided;to
implement;a;studio
project;based;on;armor.
Materials
cardboard •
Kraft;paper •
scissors •
X-Acto;knives;and;box;cutters •
hot;glue;sticks;and;glue;guns •
string •
masking;tape •
pencils •
scrap;paper •
Ideation and Visualization
Students were split into assigned
groups and presented a brief history
of armor from different cultures such
as Tlingit, Tibetan, and Mongolian.
Each group then chose a culture on
which they would base their armor
design. After
being given a
research prompt,
they headed to
the library. The
research prompt
included topics
such as the history
of the culture, who
wore the armor, description of shapes
and designs, and where the armor can
be found today.
After thorough research, students
focused on ideation and visualization.
They brainstormed, planned, and
sketched out designs before construction. Once the sketches were made,
the group members needed to mutually agree on a final design that exemplified their culture’s armor.
Prototyping and Constructing
Using measuring tape, students took
on the role of fashion designers,
recording measurements of a group
member to ensure a proper-fitting
suit of armor.
To meet the requirements of the
project, each group needed to use
four techniques in the prototype: cutting, folding, bending, and layering.
Since painting was prohibited, students needed to replicate their details
by using these techniques. They
were encouraged to pay attention to
details and recreate designs precisely.
The prototypes were tested and refinished multiple times throughout the
process.
NATIONAL STANDARD
Students compare characteristics of
visual arts within a particular historical period or style with ideas, issues,
or themes in the humanities or sciences.
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