Doric, Ionic, Chorinthian Columns Made From Cardboard

My art class went from studying Ancient Egyptian to Ancient Greece. We watched videos and students turned in five facts about Greece that they learned. We discussed the contributions that the Greeks have made to western civilization, theatre, philosophy, and the Olympics. Our government buildings in the U.S. mimic the temples of ancient Greece because our government is modeled after their democratic system of government: one citizens, one vote. The symmetrical balance of the buildings brings with it the ideals of peace and balanced government. The columns are either  the simple doric style of the Parthenon, or the ionic with it's rolled scrolls at the top. The corinthian capitol is the fanciest of the three with it's carved carved leaves. The historical order of the columns can be remembered by the progression in the number of syllables for each name, as well as the level of detail.  The columns were made in drums and strung on a pole like enormous beads. Then the fluting was carved, making vertical shadows that change with the sun.

We were able to get our fluting by wetting a top layer of cardboard with a brush and water. After a minute or two it should be easy to peel off that layer the cardboard, revealing the corrogated center. Students painted using white acrylic or tempera paint, making sure that the strokes went in the direction of the creases to get it in the creases. Rolling and hot gluing the cardboard is the next step before adding the capitol with cut and paint cardboard. Hot glue works best.

I took ideas from the "5 facts" writing assignment and printed out the ideas in large print. Students Brailled clear sticker paper so that my low vision and blind students could both access the media. I hot glued the circles to a Venn Diagram as well as the edges of visual aids from our discussions. Students were assessed by where they placed  each word or phrase.  I don't want them leaving my class thinking that pyramids and mummies were part of Ancient Greece nor that Corinthian columns and theater were from Ancient Egypt. Three grades and entire civilization is not a shabby way to spend a week in Art class.

Dress like an Egyptian: Headdress Design Art Project

During our three week unit on Ancient Egypt my students tried their hand at a little fashion design with a headress assignment. 

I photographed and printed a photo of each student for them to collage to a 12" X 18" piece of construction paper. They chose from a variety of historical shapes to serve as their inspiration before adding pattern and color. Most of them added a color or neck ornamentation, and some drew Egyptian landscapes in the background, or filled the space with hieroglypics. They were also able to emboss some heavy foil to make a tactile cartouche. This was a great follow up assignment to help them to remember the symbols they had learned during our clay cartouche assignment. Since our first unit of the school year was media, I love that we can continue to learn how to manipulate different materials throughout the rest of the units. These portraits filled a bulletin board with a giant title "Our Students Rule!" and the standards we are covering that have to do with making art inspired by other disciplines and making personal connections to cultures around the world.

 

Clay Cartouche Project

Ancient Egyptian pharoahs and queens had their names carved into sarcophagi and palace walls in a language called heiroglypics. A small rope like boarder surrounded the name as a way to protect it from evil. The finished product is what is called a cartouche.

Students began the process of making their own personal cartouche by rolling a slab of clay,

They carved the pictures to represent their own initials or name.

Then they made a thing clay coil which they attached to the border using a score and slip technique, in which they scratched both sides, brushed watered down clay to each side, and then pressed them together.

They pressed a flat tool around the border coil to give it a rope-like texture. And finally, they poked a hole at the top so they could hang their piece on a wall. I love finding ways to make history come to life while simultaneously teaching processes and skills that will transfer to future art projects. I also love the idea that each of my students are important enough that they deserve a magic rope to protect them, as the pharoahs of old.

 

Canopic Jars Pinch Pot Project

The Ancient Egyptians used special jars as apart of the mummification project, one for each of the major organs (at least the ones they considered major). The brain was picked out of the head and thrown away, as it was considered useless. The heart was left in the body because the body because that's what you'd use to think and feel. Your heart is what makes you who you are. The liver, lungs, stomach, and intestine were each placed in separate canopic jars, before the rest of the body was dried with a type of salt and wrapped in strips of linen.

The lids of the jars had lids that represented the appropriate god to go with each organ. A jackal, falcon, human, and baboon. Some canopic jars were carved from wood, but many were made from taracota.  My students made small canopic jars, not only as a way to remember what we'd learned about Ancient Egypt and their beliefs, but also as an excuse to learn the ceramics pinch pot technique, and maybe make something perfect for storing toothpicks or Q-tips.

every pinch pot starts by rolling a ball of clay and inserting a thumb. I tell my students to pretend their fingers are glued together and held straight like a paddle. The thumb presses gently towards the paddle fingers and turned a tiny bit at a time to make the hole bigger and the walls thinner and taller until a jar shape is made. In order to curve the top of the jar in, the fingers would be held at a 45 degree angle out from the flat jar bottom so that the thumb turns under and creates a shoulder to the pot and a smaller hole.

We added a little mini neck to the pot or a ledge a little down from the mouth of the pot by scratching the surface with a needle (scoring), and then making a coil which is also scored. Painting a little bit of wet clay or water creates the slip or "glue" needed to get the two pieces bound together. 

To make the lid, a smaller ball of clay is used to make a tiny pinch pot that fits on top of the coil ledge. Pushing, pulling, and adding bits of clay through more scoring and slipping helps transform the plain lid to an animal or human head. Be sure to keep the lid on the jar as it dries to keep things fitting together as it shrinks.

 

Students carved into the jar to make patterns or symbols, and after the bisque firing, they had the option of painting or glazing their jars. It was a fun way to bring ancient history to life and practice some ceramic techniques along the way. A lot of students who finished early made little ice cream or cupcake jars, which was just icing on the cake.

Wall Vase Art Project

One of my favorite art projects from my childhood was a ceramic wall vase. I used my hand to smash a ball of clay flat to make a slab, but a rolling pin or slab roller can get a more even surface. 

This is a perfect project for kids or adults who are just starting out with clay. My art students started by using a slab roller to make a slab of clay. Then they cut out a shape for the back of the vase and used objects to poke, and roll the surface of the clay to make texture. They made pockets with smaller shapes of clay by scoring and slipping to the surface. And finally a hole was made at the top to hang on a nail. Two holes work as well for a ribbon to make a hanger. Once the vases were bisque fired, my students choose a color to paint their vases. By not using too much paint, or over painting it, the clay can show through and reveal the terracotta color and emphasize the texture. Finally we found little flowers to place in the pockets. It's a fun and easy project that can be used for Mother's Day gifts or a springy look in the home. You know it's a good art lesson if you remember it nearly five decades later.

 

Flower Painting Project

Fluid, flowy flowers are easy to achieve in an a matter of hours. I recently handed my students each a canvas and let them experiment with squishy flower paintings made by gently pressing poured rings of paint with a balloon and rolling and lifting it up to make individual petals or a whole blossom. Follow the steps below and see what you can come up with.

Step 1: Mix a color and paint the canvas. I encouraged students to choose a background color that would contrast with the color they wanted for their flowers. I also reminded them that cool colors were a safe choice because they recede in space, creating a stronger sense of depth.

Step 2: create some kind of repeated mark to help add interest to the background. A subtle pattern can go a long way to activate the negative space around the main subject. Even simple brush strokes can take their painting up a level.

Step 3: Pour paint onto canvas into rings of color

Step 4: press down on circle of wet paint and roll or lift the ballon in one direction for petals. Or lightly squish and pull straight up for a more rounded flower.

Step 4: add leaves and stems as desired

Step 5: add details like the center to the flower or little dots for baby's breath or other small flower, 

 

Art Book Project from CD Cases

 

What do you do when you have 400 jewel cases from old music CD's? Take them to school for an Art class assignment. This assignment was part of our Mixed-Media Unit and came after I finally got my students to use up the cardboard from my discarded boxes. Dick Blick has a great Glass Book project, that I modified to fit the needs of my students; and they enjoyed the process.

We started by disassembling the CD cases: removing both sides, the inner parts. The only part that we actually used from each box was the clear square that didn't have little arms for the hinge. There are little holes on the top and bottom of each of these, that will go on the sides. Once you have four, you can use little pieces of wire to attach them together. The two side will close in on each other, like little boxes, and the center wires have to bee a little longer so that the hinge will fold back on itself so that the final product folds back and forth accordion style to make a "W" shape.

Students either had to write or find a short poem or song lyric that is between 4-8 lines. These were cut into strips and decoupaged on to the bottom of each "page." Some students brailled clear label stickers to adhere on top of their printed lines. Then they cut paper or drew with paint pens on each square to illustrate the words.

Part of the assignment was to create a sense of depth by intentionally layering in a way that created a foreground, middle ground, and background when the images were stacked. Sometimes, even tissue paper was on the back of the last page with something on the front of that page. Snowflakes and Cherry Blossoms were made in various sizes to show so that smaller shapes appeared to be further away than the larger, up close ones. This project was a great way to incorporate literature, learn some assembly and decoupage skills, and understand how to create a sense of depth in visual art.

Stained Glass Window Project for Children with Special Needs

Each week, I teach a few classes art classes for students who have multiple complex needs. They are all blind or visually paired but many also have an intellectual disability and are on working on toddler or a pre-school level curriculum. I try to meet each student where they are and teach concepts on their cognitive level.

Rose Window crayon rubbing

We started the school year learning about media. I shake up a bin of crayons and ask what kind of drawing medium they think I have. They guess and run their fingers through the crayons to get a second clue or see if their guess was right. Then I do the same with markers and colored pencils. We experiment with each one, drawing shapes mostly.

Window Crayons on glass

Circles were a focus shape one week. We exercised to songs about circles by making big arm circles or spinning around. I had a scavenger hunt with circle objects and they drew chalk circles on the side walk, They used all the drawing media in the class to trace circles and  stamped dots with BINGO dot makers. We sang "The Wheels on the Truck go round and round" before reading  a book about trucks (with push buttons that made sounds). 

The next week we did similar activities to learn about squares, and finally we incorporated what we had learned about mixed media, circles, and squares to create stain glass windows. I shared the basic history of stain glass windows and let them touch a real one. Then they drew on our classroom window, with window crayons, made crayon rubbings of a rose window image  that I outlined with hot glue to make it tactile. 

Finally the students made their own stained glass windows, using tissue paper and CD cases. They each chose several colors of tissue paper to tear into strips and shapes. Then they painted Mod Podge (or watered down Elmer's glue) onto the CD case.

Students layered tissue and another layer of Mod Podge to complete the decoupage on both sides of the case. Once the jewel cases were closed, students drew with black paint pens or sharpie markers on the outside to create shapes to go with the colors. (Mostly circles and colors). 

Repetition of concepts is crucial when working with students who have special needs. They need a variety of activities but these  build on the last ones. 

 

Mixed Media Bas Relief Sculpture

For an inexpensive art project that makes a big impact, I gave my students cardboard and let them get busy. They didn't plan anything out ahead of time, just chose a color of acrylic paint and started painting. 

The project itself is part of our mult-media art unit and this was our third week using cardboard. This assignment is specifically to create a bas relief sculpture. There needs to be layers to create a tactile image, of shapes, textures, colors, and pattern.

There was plenty of extra cardboard for students to cut shapes, many of which wet with a paintbrush so that the top layer of cardboard be peeled away to reveal the corrogated middle. I even had really thick cardboard that had an almost honeycomb center.

Stencils and spray paint were used on the bottom structure to activate the background and break up the space. Some students used masking tape to create stripes or plaid from the spray paint. There was no need to worry about the fact that a lot of it would be covered up, because the same types of stencils could be used on top layers and intentionally shifted to make for interesting use of space. Some students also used little wooden shapes or popsicle sticks to make the piece even more tactile. Because my students are blind, this is an important element to every art piece.

Some students used thin or thick cardboard cut into strips of various size that were then stood on edge, like quilled paper.

Collaged wall paper added another tool to add a focal point or a background pattern depending on how it was used. Everyone was so proud at the end of the week for figuring out how to make their relief sculpture one step at a time, by playing with values, colors, shapes, and just seeing what worked and what didn't. There's a life lesson in there somewhere.

 

Stripped Cardboard Mixed Media Art Project

Once they finished making cardboard mono-prints on paper (see my last blog post for instructions), my Art students didn't toss their cardboard "printing plate," they used it to create a new tactile finished piece of art!

The back ink that had been rolled on from printing gave it a nice dark undercoat. Students choose from a wide range of media to layer. Some collaged torn strips of scrapbook paper and others collaged carefully cut parts of wall paper. to keep those shapes from standing out too much, some used whisps of spray paint, or pastel (oil or chalk), to unify the parts of the image. A paper stencil of the subject, and spray paint created more contrast and help their focal point pop out a little. Patterned stencils were used to activate the background or add another layer of color. 

The piece of art that was made from the printing matrix is facing the opposite direction as the print. This is an important lesson for future print projects: left is right and right is left. If you are using words, you would have to write them backwards using mirror writing, like Leonardo daVinci did in his notebook. There are so many little fun things to discuss and learn in multi-media projects like this one. I just love how they turned out, and the fact that they're tactile is a double win for my students who are blind.

 

Cardboard Relief Prints

One of our first assignments for the year was a relief print using cardboard as a matrix. Students found or created a drawing that they taped to cardboard before I traced with an X-acto knife. Once there was an outline cut, students could wet the shapes they wanted to remove with a wet paint brush, and after a minute or so the glue would dissolve and they could peel back the top layer of cardboard to reveal all the corrugated bumps. Some students removed entire parts of the coardboard  to create three values (light, medium, and dark). 

Then students used a brayer and relief ink to evenly cover their cardboard with ink before placing a piece of paper on top and rubbing it thoroughly with their flat hands.

Once they had a print they could work back into it in several ways. It's important for the ink to be dry before adding layers so it doesn't smear around, but some students rubbed chalk pastel in parts to add a little color, while others used marker for bold colors. Some people made their prints on patterned paper to add a layer of interest without any post-print additions. I love how the cardboard texture adds such a distressed or vintage look to the images, and the areas of richer black make a bold impact. I wish I had experimented with this years ago, and may need to buy a gel plate to take the printmaking to the next level in the future.