Grade 5 Romare Bearden Storytelling Collages

The second project I did with my fifth graders was a storytelling collage. This project idea was one that the art teacher left for me to complete with them. However, I decided to present the idea of collage to them by showing them Romare Bearden's collage "The Dove" from 1964. I have a HUGE laminated print of this from the "Picturing America" series from the National Endowment for the Humanities (http://picturingamerica.neh.gov). For those of you not familiar with this collection, check it out! I'm not sure if you can actually get the portfolio of laminated images anymore, but you can access the images digitally through the website as well as a bunch of other resources (discussion questions and lesson plan ideas). I am constantly amazed and delighted by the images in the collection--there seems to be an image for just about every art concept I've been wanting to teach lately (1 point perspective, 2 point perspective, landscape, portrait, radial symmetry, etc.).

So, back to the collage. We had a great discussion about collage, storytelling, setting, mood, and the figure based on the discussion questions in the Picturing America Teacher's Handbook and some of my own questions. Bearden's collage shows a place and time very different from our town! The children enjoyed looking for the dove and the cats as well as commenting on how the people were dressed and (gasp!) how there was a cigarette in the image. Great discussion that got us all thinking!

Then students were given a piece of card stock and could browse the big bin of magazines in the classroom to find images to create their own collage that told a story. I advised them to be open-minded about the story--I couldn't guarantee they'd be able to find *exactly* what they were looking for--sometimes you need to let the story emerge on its own! As they worked, students also needed to think about focal point.

One they had the entire surface of their piece covered, they could create a frame that enhanced their piece (also with collage)--students could think about colors and textures that would go with their main collage.

And lastly, we coated the entire piece with an, ahem, liberal coat of Mod Podge to seal it all in. I had the students complete a quick little write-up of their piece where they titled their collage and told me a one sentence story about it. Some of them were so funny!

After students completed this sheet,
they taped it to the back of their collages. 

If you'd like to learn more about "The Dove," check out this link from PBS: http://www.thirteen.org/picturing-america/romare-bearden-the-dove/

All About Me: More Faith Ringgold Story Quilts

The other day I started a new series of classes called "All About Me" which is, sigh, not actually about ME, but has children creating artwork inspired by THEM: their portraits, their names, their interests.

With the first project I wanted to do something that would get their imaginations going, so we created quilt squares inspired by Faith Ringgold's "Tar Beach." I had originally posted this lesson here.

This project is great because the main character of the story is the same age as my students (about 3rd grade). In this lesson, the children are asked "where would you fly if you could go anywhere, real or imagined?" This project is a wonderful way to get to know my students--they come up with the best places to fly to! This project originally took two one-hour class sessions with my homeschool kiddos, but I only wanted to devote one class to this project with my after school kiddos. So, I downsized the project a bit. Here's how:

• For the background, we used 8" x 10" rectangles of mat board 
• For their drawn image, we used a 6" square of white paper
• For the area they wrote on, we used a 2" x 6" rectangle
• The patterned paper pieces, we used 1" squares (as in the other post)

How'd it go?

I was very happy with the process! The prep was easy and the project very portable (that's important since I am an "art-on-a-cart" teacher. We had time to read the entire book, discuss it a bit and then take our time drawing where we would go if we could fly. After the initial discussion, the children just worked along. This was a bit of a larger group than the last time I presented this project (we had 13 Daisy Girl Scouts visiting the classroom), but it was a smooth-running lesson. Some of the children finished about 10 minutes early (we meet for an hour and fifteen minutes). Early finishers could look at quilt-related books or work on quilt coloring pages.

When they were done, I put all of the quilt squares together and magically our finished quilt appeared. Enjoy! 

If I could fly I would go to...
the moon, Atlantis, Hawaii, out for ice cream,
to the beach, to Chihuahua Land, to a horse farm...

Faith Ringgold Story Quilts

I had been planning to create story quilts inspired by Faith Ringgold's "Tar Beach" with my homeschool students, but couldn't think of the right angle for it. I didn't want to have them spend a class writing a story--we are too limited on time. Then I saw the post for Story Quilts done by Ms. Gram. She posed this question to her students: "If you could fly anywhere in the world, real or imaginary, where would you go?" Ah-ha! Just what I needed! 

Our completed quilt (I have a much smaller class this semester,
check out Ms. Gram's site to see this on a larger scale).

Check out the specifics for her lesson, here.

Here are our quilt squares...

I'd fly to a meadow; I'd fly to Cabela's

I'd fly everywhere; I'd fly to outer space ad touch the stars

I'd fly to some random Tokyo mall; I'd fly to L.L. Bean

I'd fly to Moscow, I'd fly to Australia to see bats

And here are some other books you may find helpful for a project like...

"Cassie's Word Quilt," by Faith Ringgold (The main character of the "Tar Beach" book stars in this picture book full of words).

"Dia's Story Cloth: The Hmong People's Journey to Freedom," by Dia Cha (This is more of an embroidered quilt, but it chronicles the journey of these refugees from Southeast Asia and their search for freedom).

"Talking With Tebé: Clementine Hunter, Memory Artist," Edited by Mary E. Lyons (the quilts and paintings of this self-taught African American folk artist pair well with Ringgold's textile art).

"Tar Beach," by Faith Ringgold (this was the specific book I used for this project--the children had me read it to them twice).

"The Keeping Quilt," by Patricia Polacco (this shows a quilt moving though generations of immigrants coming to the new world).

Enjoy!

Story-Telling Animal Pelts

For week three of my Tribal Art of North America after school art class, I thought we'd do a project I saw over at Sleepyhead Design Studio. This is similar to my cave painting project, but easier to do with a larger group (no lacing the piece to a twig frame) and A LOT LESS MESSY! Yee haw!

We followed Sleepyhead's project instructions and prepped our pelts (crumpling and rubbing the paper bag to create a fuzzy, wrinkled texture) and then the children used Sharpies to cover the pelts with symbols (I had printed out some symbol sheets for them to refer to). They were encouraged to create their own symbols, too--I just had them add their symbols to the sheet and label their symbols with the meaning.

When doing a test run at home, my children just placed random symbols all over their pelts, but my students chose to use the symbols to tell a story or talk about the things they like (animals, nature, nice weather, etc.). If I were to create one of these, I think I would talk about when my family and I went camping this summer since many of the symbols on the "Picture Dictionary" sheet could be transferred to a story of a camping trip.

Once the children were done creating the symbols on their pelts, I had them use acrylic craft paints and tiny paintbrushes to add color to their pieces. We used a limited color palette: black, brown, ochre, white and turquoise. My art students argued that green and red could also be made from natural ingredients, so I let them have those too. Sleepyhead used oil pastels to add color in her project--that works well, too (I tried both in my samples). Then we mounted the pelts to a 12" x 18" piece of construction paper using a few staples (probably not authentic) and glued the "Picture Dictionary" page of symbols onto the back of the piece using a glue stick. This way, the children wouldn't have to worry if they forgot the meaning for some of the symbols.

I did this project with children in Kindergarten through grade 4 and they all enjoyed it. It's a keeper!

Story Totem Poles

The last time I taught an art class about totem poles I had the children create family totem poles. They could bring in pictures of their family members or draw them. They came out great and the children were very happy with them. While looking online for totem pole images, I came across an idea that got me thinking a bit: Story Totem Poles from Art Smarts 4 Kids. She used a simple story, Goldilocks and the Three Bears, and had the children illustrate the characters and plot on a totem pole.

In this piece, the student shows the Old Man with his cloak, and then attached the Old Man and Rock with the same fastener so that he could show 1. the rock on top of the fallen Old Man and 2. the rock cracking in two. The Night Hawk is on a tab so that it moves down the Totem pole and can touch the rock (and crack it in two) as in the story.
So clever!

I decided to have the children illustrate a Native American tale and I found a few great ones at Apples 4 The Teacher. I chose "Why The Night Hawk Has Beautiful Wings." Besides having a couple of moral lessons, it is also a funny story and has great visuals for the children to explore. Here's the tale.


Supplies Needed:

• Paper towel roll
• Construction paper (I used green, brown and white)
• Markers/Colored Pencils/Crayons
• Scissors
• Glue stick
• Clear tape
• Wing template, optional
• Brass fasteners, optional
• Images of totem pole figures and a picture of a Night Hawk for reference, optional

Directions:

1. Read the story to the students. Once I was finished, we discussed characters and plot. I then gave a brief discussion on totem pole art, highlighting some of the features they may want to include in their totem pole designs (3D wings, etc).

2. I gave each student a 6 1/2" x 12" piece of construction paper (green) to use as a base for their artwork. The children then divided it into about 5 horizontal sections (change this based on how many characters and plot points you want to show). I instructed the students to work directly on or attach their work on this piece of paper--flat on the table--and then when it was done, they could glue it to the tube.

The children could draw right on the background paper, or could illustrate their characters on a half sheet of white construction paper, cut them out and glue them to the background paper. I also gave them a half sheet of brown to use for the Night Hawk and/or the stone from the story, if they wanted. 

I also showed them how they could add motion to their totem poles (not really traditional, but fun!), by attaching characters to the background paper with brass fasteners (you know, the ones that allow things to spin. See the pictures for reference). I showed them how they could attach a picture of a stone with a brass fastener to make it roll, a key point in the "Night Hawk" story. They loved that idea and many of them took the mechanical aspect of the project even further (see photos).

3. Once the characters and images of plot points are completely colored in, cut them out and attach them to the background paper with glue. Work the story from the bottom of the totem pole up (that is more traditional). Attach any pieces that require the brass fasteners to the background NOW (before you glue the paper to the background). Wings and other 3D elements are added later, in step 5.

4. Once all of the pieces are on the background, turn the entire thing over and spread glue on the back (we used a glue stick, but white school glue would work). Roll it around the paper towel roll and secure with a couple pieces of clear tape, if needed.

5. Add any 3D elements such as wings or a beak using the glue stick.

Done! Enjoy watching your child retell the story using his or her Story Totem Pole!

Clothespin Theater

I love this project! This clothespin theater is one of those projects which kids can totally make their own! I originally taught this project as part of a medieval art course. I tied in medieval puppetry and theaters and it was a wonderful way to link history with art. 


While I had envisioned creating backgrounds and characters to act out a play about St. George and the Dragon, the children created a wide variety of characters and backgrounds such as a rainforest explorer, a soccer team, a horse and rider, and more. This project would also be a wonderful way for children to make an interactive diorama for a project at school or a book they've read (imagine Little House on the Prairie!).


Enjoy this wonderful project and the creative options it inspires!

Background:

Medieval life was hard! But during festivals, children and adults alike were able to enjoy puppet shows. There are woodcuts, paintings and illuminations that show people enjoying puppet shows. These shows were also a great way to illustrate stories for people who could not read.

One popular type of puppet during medieval times was the marionette. We created marionette during my first semester art class. Marionettes have jointed body pieces that are controlled from above with strings. Although there were also puppets that were glove puppets (that fit over a person's hand) and "jiggling" puppets that were controlled from below with a stick.

I brought in a few different types of puppets for the children to see: a finger puppet, a marionette from our first semester class, and a glove puppet. We talked about the elements of a stage: the floor, or stage itself, the background, the actors, etc.

In this project, we use a cardboard box with the top and front removed, for our theater. We then created backgrounds and floors by drawing on pieces of paper and inserting them into the box. The actors (or puppets) are drawn on index cards or cardstock and glued to clothespins. The puppets are then placed onto a piece of yarn that has been strung across the width of the box. The child can then move the puppets along the yarn as s/he acts out the story.


Supplies Needed:

• A cardboard box (we used a box that juice pouches came in)
• Yarn to go across the width of the box 1 or 2 times 
• A nail to make the holes for the yarn (a grown-up's job)
• A plastic needle
• Plain white paper for the background (ours were 10 1/2" wide x 5 3/4" tall)
• Plain white paper for the floor (ours were 10 1/2" wide x 3 1/4" deep)
• Pencils
• Crayons or colored pencils
• Sharpie marker (optional)
• Clothespins (the non-spring type)
• Index cards or card stock, white
• Hot glue or tacky glue
• Scissors
• Glue dots or masking tape (optional)

Directions:

1. Remove the top and front of the cardboard box you will be using for your theater.

2. Measure the back and floor of the inside of your box and cut plain white pieces of paper to fit. These will be the background and floor of your theater.

3. With pencil, draw the details of the background and floor. In my case, I created two backgrounds: one that shows the outside of the castle with a seascape and misty hills shrouded in thunder storms (that is where the mean dragon lives) and an inside view of the castle. This was a great opportunity for me to draw all of the things we've learned about this year in our medieval-themed art class: shields, tapestries, swords, etc. When drawing your background think about drawing things near and far (the foreground, mid-ground and background)--that will add depth to your drawing.

The two backgrounds I created. I only colored one in.

When I drew the pieces to line the bottom of my clothespin theater, I drew a dirt path for the outside view and a castle floor with rug for the inside view of the castle.

The two "floors" of my theater.

4. If you'd like, go over your pencil lines with black Sharpie marker and then color the images in with crayons or colored pencils.

5. Create the puppets or actors: You will need one clothespin and one index card per puppet. Draw the puppet onto the index card (put the puppet's feet at the bottom of the index card), trace over your pencil lines in Sharpie, if desired, and color in as you did the background. I made my puppet about 5" tall. When done, you can cut around the figure with scissors to remove the excess paper. Using hot glue or tacky glue to attach the puppet to the clothespin as shown in the photo below. This will allow your puppet to move along the yarn.

Puppet front

Puppet back. Note how the clothespin is glued to the puppet.

6. Assembling the theater: Have a grownup poke holes in the side of the box. They should be the same height as the clothespin slot. Now, using the plastic needle, thread the yarn through the holes and knot each piece outside the box. Slip the background into the box and place it into position (if you want to change the background, you can just prop the background in there, or you can use glue dots or masking tape to permanently attach the background paper to the back of the box). Slip the floor into place (you can attach that with tape or glue dots if desired). Place the puppets onto the string and enjoy the show!

You can string one, two or more lengths of yarn across the theater.

Here are a couple of the clothespin theaters the children in my art class created:

Bayeux Tapestry Project: Part Two

Background: The first class day of this project, my students came prepared with their stories. The stories were great! The children wrote about getting a pet, a big move, a Christmas story, about being caught in a rip tide and one wrote about a child he had saved from a dangerous situation. We then divided the balance of the project (see all below) into the next two classes.

The completed tapestry

I started the class with a move indepth discussion of tapestries. Although not an actual tapestry (see Part One), I showed more of the Bayeux Tapestry. I used a wonderful book called, "The Bayeux Tapestry," Wolfgang Grape. While the text is suited for grown-ups, this book has wonderful full-color images of the entire tapestry (all 230 feet!). Pages show a portion of the tapestry and then have a paragraph below each image with the Latin phrase that appears on that section. It then translates the Latin and gives a short explanation of what is going on in that portion of the piece. Wonderful!!

Another great book with actual tapestries in it is: "The Unicorn Tapestries," by Margaret B. Freeman (ISBN 0-525-22643-5). This book has large, full-color pages of each of the 6 tapestries in this series as well as TONS of info in the text about the history of and symbolism in the tapestries. There is also a wonderful section on how tapestries are made with great diagrams and pictures that the children found fascinating.

And finally, I showed them an example of a modern-day take on the Bayeux Tapestry in, "Dia's Story Cloth: the Hmong People's Journey to Freedom," by Dia Cha. The Hmong people use story cloths to link the past and present and provide a visual element to their people's oral traditions and history. The visual elements of the cloth featured in this book as well as the background of how the cloth was made over time and sewn by many hands (by men and women), really reinforced many of the elements that I was trying to highlight with this project.

Information I presented about the Bayeux Tapestry:

Castles back in Medieval times were cold, dark places. They were heated by fireplaces and had few windows so that they could hold the heat in (and for protection). So, some people believe that artisans would create wall hangings, curtains, pillow covers, and banners to make their living areas more comfortable and colorful. It was believed by some that tapestries were used to stop drafts from coming through old castle walls, but now we believe that this may not have been true: many of the wall hangings were thin pieces of material and did not have layers of batting or fur that would truly work to keep cold out.

Tapestries are woven from silk or wool and showed very detailed scenes from the Bible, songs and legends. The threads were colored from handmade dyes that were made from herbs, berries or even crushed up bugs!

The Bayeux Tapestry tells how William of Normandy (William the Conqueror) became King of England and showcases the Battle of Hastings in 1066 AD. The Bayeux Tapestry was created about 1070 or so.


How to Make Your Own Story Cloth/Tapestry:

Supplies Needed:

• Paper, pencil & eraser
• Paper cut to the size of your fabric squares, ours were 8x8" (this helps children better design the pictures for the actual finished space they'll be using)
• Fabric Markers (I use Crayola brand)
• 8x8" squares white fabric (you'll need 4 per tapestry, but have extras on hand just in case)
• 9x45" Backing Material (I used unbleached muslin)
• Straight pins
• Sewing Machine & thread
• About 40" of ribbon (five 8" segments) (can be braided or embroidered)
• Scissors
• Glue gun & hot glue sticks
• Ruler
• Table cover
• 11" long wooden dowel (optional)

Directions:

Once the child has written a short story from his/her life, s/he is ready to go! I had the children divide their stories into 3 parts. Then the child should think of a picture for each section of the story.

1. Creating the cartoon: medieval artisans would plan their tapestries by planning out the placement of the pictures and words of their tapestries. These sketches or drawings were called "cartoons." Using pencils and rulers, transfer the text of the story and then draw any images that will go in each square. Remember to make the images large and clear. Details should be kept to a minimum since the fabric markers are kind of wide and may bleed a bit. Try to think of ways to fill the space: remember to include a ground and maybe some elements that create a background like clouds, swirly lines that show wind, or sun and birds. I discourage coloring in the entire background a solid color because it seems to come out streaky and frustrates the children with the end result.

Step 1: Using a template helps children write in straight lines

2. Transfer the text and images to the fabric squares using fabric markers.

Step 2: Transfer the text and images to cloth

3. Using a fourth fabric square, create a title square with the name of the tapestry or story cloth as well as the author's name.

Step 3: Create a title panel (don't forget your name!)

4. Prepare the background: The background strip is 9" wide by 45" long. Fold the top edge over about 2 1/2" to create a casing to hang the banner by. Sew. Then fold the bottom corners of the backing inward to form a center point (just to make a decorative bottom edge). Sew.

Step 4: Prepare the backing material by making a casing and finishing the bottom edge

5. Then have the children arrange the four squares of their story onto the backing & pin in place. When arranging the squares, have their edges touch.
6. Sew down the left and right sides of the squares.

Step 5: Pin and sew squares onto backing. I just sew down the left and right sides and cover the top and bottom seams with ribbon (next step).

7. Hot glue 8" long strips of embroidered or braided ribbon to the top and bottom edges of the fabric squares for decoration and to hide the raw edges of the fabric squares.

Step 7: Attach ribbon with hot glue. This is both decorative and it covers the top and bottom seams of the fabric squares.

8. Insert a dowel into the casing of the tapestry, hang, and enjoy!

Note: Because portions of the banner are hot glued on, they are not washable. These could be made higher-quality if you had the time and money. They could also be made solely from paper if you are doing this on a very tight budget or with a large group of students.

Bayeux Tapestry Project: Part One

Background: I teach art to a group of homeschoolers in 3rd-5th grade. In previous semesters, I've taught grade levels 1st through 6th. My art ideas are geared toward the middle of that range--I use my oldest son, who is 8 and in third grade (in public school), as my test subject. I have a relatively small art class and I have 1-2 grown-up helpers per week.

My art students and I just finished a wonderful project based on the Bayeux Tapestry.  The Bayeux Tapestry is one of the more famous textile pieces from Medieval times. Although it is called a tapestry, it is not really. A tapestry is woven on a loom--the design is actually woven into the fabric using different colored threads, but the Bayeux Tapestry is an embroidery. The pictures and words are sewn onto a backing fabric.

I showed the children a couple of portions of the Bayeux Tapestry in this introduction, and showed them how it tells a story with both pictures and words. I explained that we were going to be doing the same.

The books I used for this quick intro were:
"Picture That: Knights and Castles" by Alex Martin (this is a great book that makes many wonderful connections between art and history for children using colorful illustrations, engaging text and a "zoom-in" feature that highlights details that children don't want to miss. There is a brief section about the Bayeux Tapestry).

"Medieval Projects You Can Do," by Marsha Graves (this book has many wonderful projects including cooking and costumes that definitely engage and inspire children while making Medieval times more real to them).

The project is worked in fabric markers on fabric squares and has a short story with illustrations. We then attached the fabric squares to a large fabric banner and added braided cord and/or embroidered trim to "fancy it up."

Part One:


After my very brief explanation of the Bayeux Tapestry, I gave the children homework. They need to write a story for their own tapestries. These were the guidelines:

1. The child should have a personal story from his/her life (it's better if it is personal and true since it will be more special). However, the child can use a poem or story s/he has written, or even something written by someone else if the child is stressing about it. Ideas could be: a family vacation, acquiring a pet, something s/he is proud of such as winning a sports trophy or some kind of award, etc.

2. The story should be written out by the child in the exact way that it is going to appear on their tapestry. I'd like all of the thinking, rewriting & scribbling to be done at home so they can copy and illustrate in class.

3. The story should have a couple of parts to it--or be able to be broken down into about three illustrations. We don't need a novel, but we need enough to work with! Two sentences is probably not going to be enough. DO NOT WORRY ABOUT THE PICTURES! The students can sketch out pictures if they want, but focus on the story.

An example:
Our Awesome Vacation
Last year my family was tired of all of the snow so my mom and dad took us to Coco Key water park. We went on a long drive and watched a movie in the car. When we got to the big building, mom and dad said we were staying overnight and we were excited! For two days I played with my family at the water park. I loved going on the lazy river with my mom. We had pizza and soda too. I would love to go back there every year.