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.