We all want our students to "dig deep" or shoot for the stars, and one way to do that is to structure art explorations in a way that allows for deep personal connection. That said, we need to provide an "out" for those unable, unwilling, or not quite ready to explore so deeply. One way to achieve this is through choice; not just in material, but the direction you are comfortable exploring. This lesson illustrates this idea well.
I knew I wanted my students to explore form, creating structures that would be covered in plaster or paper mache, then covered again with tissue for major colors. This media use can be applied to nearly any three dimensional project, but I chose two in particular. Students needed to explore both fully, including a sketch for each, and then decide which one they wanted to bring to fruition. Some initially thought they would do one, but switched after our writing and sketching was complete.
Concept 1: Create a memorial to a person who is no longer in your life using symbols to represent that relationship. This could mean someone who died, but could also be a person who has moved like a childhood friend, a separation due to divorce, or some other situation that has separated you from someone you cared about. If you have no one that this applies to, then choose a historical figure you admire as your theme for a memorial. (These forms do not have to be hollow.)
I knew I wanted my students to explore form, creating structures that would be covered in plaster or paper mache, then covered again with tissue for major colors. This media use can be applied to nearly any three dimensional project, but I chose two in particular. Students needed to explore both fully, including a sketch for each, and then decide which one they wanted to bring to fruition. Some initially thought they would do one, but switched after our writing and sketching was complete.
Concept 1: Create a memorial to a person who is no longer in your life using symbols to represent that relationship. This could mean someone who died, but could also be a person who has moved like a childhood friend, a separation due to divorce, or some other situation that has separated you from someone you cared about. If you have no one that this applies to, then choose a historical figure you admire as your theme for a memorial. (These forms do not have to be hollow.)
Concept 2: Design and create a hollow form to become a "piggy-bank" in the shape of a symbol to represent a life goal, or something you hope to be able to buy/have some day. Writing focused on life goals: "In 10 years I hope I have...", 20 years, 30 years, before I die I hope I have ... etc.
The memorial idea might be too much to handle for a student who has recently faced the loss of someone close, so they can opt for the bank as a safe option. Some however, find the exploration of loss therapeutic. As they share their writing and sketches with the teacher (and they must) I am able to note if the student might need to see a guidance councilor for additional assistance in dealing with emotional trauma. I am also clear with students that they need only dig as deep as they are comfortable. Providing options like this can give them the opportunity to explore, or not explore issues that may be sensitive.
Memorial and bank armatures were both made from cardboard, newspaper, balloons, and foil. If students chose a bank, they had to make it from paper first, pull it apart, and use the paper to trace onto cardboard to create their forms. (Kind of like a dress pattern)
Memorial and bank armatures were both made from cardboard, newspaper, balloons, and foil. If students chose a bank, they had to make it from paper first, pull it apart, and use the paper to trace onto cardboard to create their forms. (Kind of like a dress pattern)
Those making memorials could do the same if their forms were geometric, but often they were more organic and could be made from armatures of bunched up newspaper, tape, and foil. They did not need to be hollow, so in some ways they were easier to make.
We used plaster mache to cover our forms. You can read my plaster tips HERE. You may choose to paint these forms with watercolor or acrylics, but I find they peel off and scrape easily. My method of choice is to use colored tissue paper and a glue mixture to cover the forms and add touches of paint for details if needed. It's an ancient Japanese technique, and described in my link, as well as this video from National Geographic: VIDEO.
We used plaster mache to cover our forms. You can read my plaster tips HERE. You may choose to paint these forms with watercolor or acrylics, but I find they peel off and scrape easily. My method of choice is to use colored tissue paper and a glue mixture to cover the forms and add touches of paint for details if needed. It's an ancient Japanese technique, and described in my link, as well as this video from National Geographic: VIDEO.
Cutting a slot in the banks can sometimes be a challenge. I have a short utility knife for this purpose, but students can pre-cut a slot and plaster around it. Either way will work fine.
I have students do a little writing and reflection to end their project. In the examples here I gave each student an index card to label with their name and a description of their work and what it meant so viewers can understand the work and perhaps make their own personal connections. Sometimes knowing you are not alone in a situation can be very healing.
I have students do a little writing and reflection to end their project. In the examples here I gave each student an index card to label with their name and a description of their work and what it meant so viewers can understand the work and perhaps make their own personal connections. Sometimes knowing you are not alone in a situation can be very healing.
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