Treasure from Trash doc - Blake Education

A2 n Treasure from Trash

Blake’s Topic Bank

Draw, Paint and Create

Treasure from Trash by Tanya Dalgleish

This Topic Bank contains: n Curriculum links n Word lists n 28 creative activities, including puppets and masks n Recipes

Treasure from Trash

For all your teaching needs visit www.blake.com.au

hy use junk? Students will have opportunities to develop:

/ / / / / / / / / / / / / / / / / / / / / / /

creativity and imagination self-esteem gross and fine motor skills hand-eye coordination observation skills concentration ideas through experimentation ability to respond to experiences through arts media ability to manipulate various arts media knowledge about the properties of various arts media spatial awareness their sense of touch (tactile abilities) knowledge about the properties of objects including texture, colour, shape, size, dimensions knowledge of other mathematical concepts such as whether objects stack or roll, and are two-dimensional or three-dimensional ability to use mathematical terms such as surfaces, vertices, angles, faces, sides, depth, mass, volume decision-making and problem-solving abilities attention to detail respect for the artworks of others understanding of themselves and others, and the world around them social skills by working with others independence and the ability to make decisions by working individually confidence in taking risks and the ability to work towards goals leadership skills when working in groups.

ow to use junk Students can start with a goal in mind or allow the artwork to take shape as they proceed. While using ‘trash’ or ‘junk’ in creating artworks, however, suggest to students that they exploit the item’s properties or peculiarities. For example egg cartons lend themselves to creating caterpillars, crocodiles, dragons, dinosaurs, monsters, frogs’ eyes, and eyes, ears and noses on puppets and masks. Junk materials can be used to create abstract art, realistic impressions, as well as two-dimensional and three-dimensional artworks. Works can be created in response to the materials being used, or in response to a theme or topic (for example insects), a story or poem, or an emotion (for example sadness). Artworks can also depict concepts such as transition, technology, metamorphosis, cooperation, assimilation or apartheid. Upper primary students will be able to draw on what they have learnt from the Society and Environment Learning Areas when creating conceptual artworks.

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inks to the syllabus Students will use junk materials to: / explore and develop ideas / make choices about arts elements and organise them in expressive ways / develop arts skills, techniques and processes / interact with others.

inks with English Exploring text types After some of the activities described, ask students to write: / an explanation of how the artworks were created / a procedural text to tell someone in another class how to create the same effects / a personal response to the experience of creating an artwork, or to the work of a famous artist / a description of the artwork and/or its properties (or the properties of the items used— soft, flexible, spongy, springy, malleable, pliable)

/ / /

an opinion text which tells whether or not the student likes an artwork, or whether they enjoyed the experience of creating an artwork, giving reasons to support their opinions a poem to tell the feelings or mood inspired by one of the works script a drama or role-play involving masks.

hat the icons mean A rating is given for each activity to indicate suggested year level suitability. Lower primary Middle primary Upper primary

Use the following word lists as starting points for compiling your own class word lists.

ists

ord

Actions gluing assembling constructing creating designing twisting squashing tearing cutting

bending folding hammering sawing nailing attaching sticking inserting experimenting

cooperating threading weaving commenting decorating listening collaborating sharing persisting



hat to use egg cartons wrapping paper contact (clear and coloured) uncooked dried pasta (dyed or plain) string ribbons boxes or cartons wood shells bark driftwood leaves flowers straw iceblock sticks matchsticks (used and dyed) doilies paper bags beads glitter sequins aluminium foil fabric (ask wallpaper and decorator shops for colour charts and samples) felt raffia sandpaper paper cardboard crepe tissue paper magazines newspapers cotton wool cotton buds sponges steel wool old keys old earrings and other

jewellery eggshells (dyed or plain) birdseed dried legumes paper plates or cups pipe cleaners corks cork tiles floor tiles feathers dried rice cooked spaghetti socks hats and other old clothes pantyhose and stockings pine cones twigs and branches wood streamers hessian hair paint chart samples

leather cotton reels fur nuts spools carpet pieces rocks plant pots jars aluminium foil picture frames cardboard cylinders clay playdough coathangers bits from old televisions and radios old telephones saucepans plastic and metal bottle tops and jar lids

hat else you’ll need wood glue or PVA glue clear lacquer or varnish (available in spray cans) masking tape of various widths sticky tape hammers nails hole puncher rulers cotton thread and needles paper clips stapler scissors pinking sheers wool space to store ongoing work



usical instruments

ctivities

Musical instru ments can be made from an materials—an y number of ju ything that m nk ak es so un ds can be calle instrument. d an For example st udents an empty tin cove can make the following: blocks of sand pa red with greaseproof paper becomes a drum metal bottle tops per to rub together shakers (containernailed to wood to bang and rattle sticks for bangin s with seeds, nuts, legumes, rice, or st ones) bottles containingg and tapping different amou nts of water to tap.

ollage You can specify which materials are to be used in collage or allow students free choice of the range of materials available. Encourage students to consider aspects of layout, design, balance, colour, line, pattern and shape when creating their collage. Provide students with a variety of background textures and colours such as bark, cardboard, coloured paper, contact paper, aluminium foil or chipboard. When you limit the number of items which students can use in their collage, you will be able to assess their creativity and originality. For example give every student a sheet of art paper, a square of aluminium foil, a circle of red paper, a piece of string, a strip of black card such as corrugated card, scissors and glue. Ask students to use some or all of the materials provided, in any way they wish, to create an artwork. Advise students that they are not allowed to use any other media. Some students will attempt to represent familiar things such as a house and flowers, while others will simply glue the shapes intact. Other students will cut and paste and create patterns using line and colour and shape, or tear and wind and wrap and paste part of each item, so that their constructions partially hang off the art paper. The variety in students’ responses will amaze you. Encourage students to experiment with tearing, folding, rolling, scrunching and overlapping the elements in their collages. If students have unlimited access to available materials, they may decide to use paint, magazine pictures and words, or write words and poems onto their collages. Display and discuss the results.



ggshells

ardboard cylinders

ash the Collect eggshells. W e them eggshells and then dy nt in batches of differe k colours. When dry, as students to glue the d in eggshells to cardboar . interesting patterns

Cardboard cylinders can be used to make rocket ships. Roll and staple a semicircle of cardboard into a cone sha pe, and attach to one end of the cylinder. Attach red cellop hane to the other end to represent flames at the base of the rocket. Variation: Make the cardb oard cylinder into a spy or pirate telescope. Paint and decorate the cyl inder, and tape cellophane over each end. These cylinders are also use ful for making animal bod ies and limbs.

lacemat Place a she et of clear contact on students to the table f arrange lea or each stu ves, petals dent. Ask other mate , g li tt e r, rials on top coloured p aper and of the conta another sh ct. When f eet of clea in is h e d, place r contact o Variation: ver the top These conta . ct flower a insets whe rrangemen n making g ts can be u re e ting cards. sed as half to mak F o ld a e a card. C piece of ca ut a heart rdboard in the card. T shape out o ape a piece f th e f ro nt cover of of the flow the front c er contact over of the in s id e c ard, so it is the heart s visible thro hape. ugh

ax paper flowers Arrange flower petals and small leaves inside two pieces of wax paper. Place a tea towel over the pieces of wax paper and iron. (Only a teacher or other responsible adult should use the iron.) Wax sheets will stick together to create effective wrapping paper for a gift, or hang the floral paper in front of a window for a pretty effect. Variation: Paint the paper with liquid starch and arrange the petals and leaves. Place a second sheet of wax paper on top. There is no need to iron the sheets because the wax papers will stick together as the liquid starch dries. Variation: Press flowers between blotting paper sheets and place under heavy books for approximately four to five weeks. Use to make greeting cards, collage pictures, or arrange inside photo frames for a gift.



ecoupage Have students cut out pictures from magazines or wrap paper. Glue onto bo ping xes. Cover each bo x wi th a co at of PVA glue mixed with water, and let the coat dr y. Ap ply th re e more coats of the PVA mix, allowing time fo r ea ch coat to dry. The decoup age forms both a de co ra tive and protective coating on the box.

and picture with red powder paints Mix different-colou ‘draw’ a ents to use glue to dry sand. Ask stud a squeeze r—squeezing from design on art pape kle the sand bottle is best. Sprin e. Shake off mixture onto the glu e. Allow to dry. any excess mixtur

inner art ate dinner plate and have them cre er pap a nt de stu ch ea Give ble. Students ver materials are availa on the plate using whate er, with using triangle shaped pap might like to make pizzas t tomato and crepe paper to represen rolls of red and yellow ami. Students of pink to represent sal s cle cir all sm and se, chee vegetables, mburgers, roast meat and may choose to make ha vegetarian dishes. spaghetti bolognaise or to glue some Students may even wish plate. plastic cutlery to their

rinting Use a smooth styrofoam tray (available with some fruit and vegetable purchases) to create a printing plate. Have students cut the curved edges off a tray to create a flat rectangular surface. Ask students to use a felt-tip pen and sketch a design onto the smooth side. Carve the sketched design by pressing firmly into the tray with a iceblock stick or biro. Pour a small amount of ink into another container and coat a sponge roller (brayer) with this ink. Roll the ink over the printing plate. Place a sheet of paper on top of the printing plate and press smoothly over the surface. Carefully peel off the print.



anterns is a piece of paper which Measure and cut out jar. e sides of a clean jam sufficient to cover th ke holes in the paper Use a hole punch to ma colour the paper. Glue and decorate, paint or ce outside of the jar. Pla the paper around the r or the jar. Only a teache a small candle inside ult should light the other responsible ad e effect created by th candle. Observe the the holes. light shining through

ats Make fan cy dress hats, hat role-play s for dra , or hats ma and f o r s p e cial occas as Easter ions such , using ju nk mater hats, or m ials. Deco ake hats rate old from car down car dboard a tons and nd cut boxes. W are a goo ine cask d size to c artons fit stude you can c nts’ head ut two ho s , and les for e hat, or c y e s . P a int the over it w ith colou coloured red conta paper. At ct or tach dec are appro o r a t ions whic priate fo h r the hat ribbons, , s u c h as cylinders , feather plates or s, paper jewellery .

onstructions Have students create model constructions of modern or historical places (such as the Sydney Harbour Bridge, medieval castles or the Taj Mahal), places from literature or fantasy places based on students’ imaginations. Encourage students to use cartons, boxes, cardboard cylinders, cardboard, iceblock sticks, matchsticks, masking tape and any other junk items available. Students can assemble their constructions and then papier-mâche over the top before painting and decorating. (Remind students to allow the final layer of paper to dry completely before painting.) Ask students to explain their construction to others. Encourage students to include details such as what they were attempting to create, their method of working, whether students felt they achieved their goals, any problems encountered and the solutions they reached, and what they would do differently next time.



ewellery There are a number of simple ways to create jewellery fr 1. Simply thread om junk: old beads, or piece s from broken jewe string or wool to cr llery, on a piece of eate a new necklac e. 2. Cut a shape suita ble for a brooch, fo r example an oval, one side of the sh from cardboard. De ape and attach a br corate ooch pin to the ot brooch pins from cr he r sid e. (Y ou can buy aft supply stores.) Alternatively, deco sides of the shape, ra te bo th punch a hole in the top and thread with string or raffia to wool, create a necklace. 3. Thread dyed pa sta tubes onto a le ngth of wool for a necklace. Alternat pasta with leaves, e patty pans and colou re d/ sh iny ca rd variety. board shapes for 4. Create papier-mâ che beads by wind ing strips of thin pa glue around a knitt per covered with PV ing needle. Make su A re the end of the securely glued, th paper is en pull out the knitt ing needle. When be dry, paint and thre ads are ad onto leather st rip or wool to make a necklace. 5. Create a papiermâche bangle by cu tting a cardboard Make sure that it strip to length for will fit over the wr a wrist. ist , th en st ap le the ends of the ca together. Put layer rdboard s of your papier-mâ che mixture (paper water), onto the ba , glu e an d ngle. Use plain tissu e or toilet paper fo layer and then coat r the final with PVA glue. Allow to dry and then de corate.

ewellery box the box. ellery box. Paint the outside of Turn an unwanted box into a jew et—cut to with a plush fabric such as velv Cover the inside floor of the box ds and lid of the box with sequins, bea size and glue down. Decorate the y gold or ta and then spray-paint in shin glitter, or cover with dried pas silver. be used for recycling old photo Variation: The same method can frames.



ollage eggs Stick a pin or needle into each end of a raw egg to create two holes. Gently blow the contents of the egg out through one of the holes into a clean container. (You can use the egg for cooking.) Decorate the egg in various ways. Spray-paint the egg and attach sequins, beads from old jewellery, feathers or glitter to the egg. Dye the egg, then cover with glue and sprinkle glitter. Glue pasta and rice to the egg using PVA glue and then spraypaint in gold, bronze or silver. Catalogues, such as Franklin Mint, can also provide ideas for egg decoration. Students can use examples such as the Faberge collection for inspiration.

yed eggs Empty an egg of its contents using the method described in the Collage eggs activity. Mix containers of different coloured dyes. Cut out a few small pieces of masking tape and stick to the eggshell. (The masking tape will protect the parts it covers from absorbing dye.) Place in the container with the palest coloured dye, for example yellow. Allow the shell to absorb enough colour. Remove the eggshell and dab dry. Attach a few more small pieces of masking tape to exposed parts of the eggshell. Repeat the dyeing and drying process, choosing a darker colour each time. When finished, remove all the masking tape, and there is a multi-coloured egg!

iorama s so that the viewer es by turning them on their side Create miniature scences in box the scene being inside walls of the box to suit the t Pain . box the of de insi looks into the e collected junk a forest, or the planet Mars. Glu ne, sce r ate erw und an as h suc created, es, sand, rocks and twigs r of the box. For example leav floo and ls wal de insi the to s item to populate the scene. ke small animals or characters would suit a forest setting. Ma d h clear cellophane, or use coloure Cover the opening of the box wit blue-green for an underwater cellophane to add atmosphere— rs. scene, or red for the planet Ma museum to use the dioramas as science Extension: Encourage students . l the elements in their exhibit exhibits. Ask students to labe



teel can ho lders

eaving Make an old sh oebox into a weaving loom Create a war . p by punching ei ght holes in each end of th e shoebox, an d threading eight pieces of wool from end to end. U a ball of wool, sing weave it under an d ov er warp to crea the te the weft. Students can weave with st also rips of fabric, raffia, straw green twigs an , d nylon. Variation: T wo tree branc hes or two le of driftwood ngths can replace th e shoebox. T eight rows of ie fabric betwee n the pieces of woo d to make a w arp.

Use aluminiu m and steel cans for penc holders, plan il t pots, and st or ag e containers. D on’t use any cans with sharp edges. Cover edges with contact or felt for e xtra safety. Decorate th cans in any of e the ways already suggested.

e ree snak

a snake. h look like c n a r b e e r Make a t rs. Use a rthy colou a e g in s u Paint it al ed on a re design bas w reate a ne snake or c ern. snake patt

obiles Glue pieces of fabric onto plastic lids. A teacher or another responsible adult can pierce a hole in each lid. Thread together to create mobiles. Make spiders from egg cartons. Paint the carton, and include two eyes. Staple eight pipecleaner legs to carton. You or another responsible adult should make a hole in the centre of the carton. Thread thin elastic or string through hole and attach to carton with a staple. Hang spiders from scary places. Cut bird shapes from cardboard. Colour in eyes, beaks and body feathers. Make a slot in the body of the bird to insert folded decorated paper fans for wings. Make a small hole near the top of the bird and thread string through the hole. Hang birds from sticks.



uppets Puppets can be used for drama, puppet theatre, role-play, storytelling, play building, poetry recitals and other language activities. Students can create puppets for characters in literature (for example ‘wild things’ for Maurice Sendak’s Where the Wild Things Are), or they can create puppets for their own stories and plays. Have students construct puppet theatres or stages using upturned tables, with a sheet covering the legs acting as the backdrop.

Sock puppets Place old socks over students’ hands. Decide where the puppet’s mouth will be and have partners stitch or safety pin the corners of the mouth together, so that the mouth becomes an obvious feature. Sew on buttons for eyes, beads for animal noses, felt or fabric ears and woollen hair. Ask students to name their puppets, and introduce them to other puppets and puppeteers.

Scarecrows and mascots Have students make some life-sized people and scarecrows for your classroom. Stuff old clothes with newspapers or rags to create the body. Stuff a pillow case for the head. (Remember to secure the stuffing so that it can’t fall out.) Paint the face and put a hat on top of the head. Name each character, and prop in a corner of the classroom as the class mascots. Students may wish to re-create a person from literature or make up an entirely ‘new’ character.

Shadow puppets Use cardboard or paper plates mounted on a stick/ruler to make shadow puppets. Create a shadow puppet theatre by using an overhead projector as the light source. Place a white sheet in front of the projector. Use the puppets by placing them between the projector and the white sheet. The puppets will cast their shadow onto the sheet. Perform a show for an audience.

Snake puppets Obtain paper bags with square and rectangular bases (craft suppliers sell coloured versions), and use the bases as the puppet mouths. Have students form the mouth by inserting their arm in the paper bag and pressing the base together, in a opening and shutting motion. Glue in a forked tongue. Glue on eyes and some shiny cellophane scales and students have a simple, yet effective, snake puppet.

Finger puppets Cut out a cardboard circle about 10 cm in diameter. Cut two holes at the edge of the circle, so that two fingers can fit through and operate as the puppets. Decorate the fingers as puppet characters.



asks to: Making masks can be linked mples of masks from cultures. Show students exa the investigation of other et. Discuss why ks, CD-ROMs or the intern boo ary libr ng usi es, tur various cul they are used. cultures have masks, and how and poetry. literature, nursery rhymes drama, historical and other dance and music. mple a harvest ing to their purpose. For exa ord acc sks ma ing low fol Decorate the orated with leaves, in earth colours and then dec d nte pai be can sk ma on celebrati twigs, seeds and nuts.

Paper plate masks

o cardboard. a template and trace it ont as te pla ner din a use or , Use paper plates positions of eyes and to their faces to mark the sk ma er pap the d hol ts Have studen their mask. Ask out the eyes and mouth in mouths. Help students cut el to the back of er, straw or length of dow students to tape a stick, rul front of their face. s prop to hold the mask in the card. Students use thi

Carton masks

in half and drawing the ding a large piece of paper fol by sk ma a for te pla tem Make a line of an eye in the the paper fold. Draw the out on uth mo a f hal of line out the two layers of paper. the mouth and eye through appropriate position. Cut out ner of a carton this template around the cor ce Pla e. fac ole wh the see Open out to uld have a solid top, so box corner. (The mask sho the on is d fol the t tha so or box, across the top of the box, ned upside down.) Draw a line tur be to d nee y ma box the the mask out of the box. s of the mask template. Cut joining the two top corner through the and thread elastic or string sk ma the of e sid h eac on Make a hole ce. holes to hold the mask in pla

issue paper flowers Layer 12 to 16 pieces of tissue paper, either in a single colour or variety of colours. Trace a circle template onto the top layer of tissue paper and, cutting through all the layers, cut out the circle. Pierce the centre with a piece of wire and loop the end of the wire so that the tissue paper will not fall off the wire. Using green paper, cut a base (calyx) for the flower and glue to the centre at back of the tissue paper flower, also securing it to the wire if possible. Wrap green strips of tissue or crepe paper around the wire stem and secure with glue. Gently fan out the petals of the flower by pulling the layers of tissue paper around the loop.



apier-mâche Materials required for papier-mâche are balloons, cardbo cartons, newspape ard cylinders, egg r, tissue paper or to ile t pa pe r, PVA glue, wallpaper scissors and mask glue mixture, ing tape. Use an inflated ba lloon for the basic shape. Collect cylin egg carton pieces ders for arms and for noses, or fash legs, ion paper shapes an masking tape. Cove d at tach to balloon with r with three or fo ur layers of the pa wallpaper glue and pier-mâche mix—pa water. (Leave a sm per, all ga p ne ar th e the balloon will ne ba se of th e ba lloon because ed to be removed later.) Use plain to and PVA glue for th ilet paper or tissu e paper e final layer. (This gives a clear, smoo paint.) When the pa th finish that is ea pier-mâche is comp sier to letely dry, paint th balloon with a pin e shape. Put a hole and remove balloon in the through gap. Make monsters, pig gy banks, dinosaur s or bird bodies. Attach paper stre amers and crepe pa per for tails.

oodwork r ould not allow younge ents, although you sh ud st all r fo ble ita su of hammers and Woodwork is as saws, and the use ch su ols to s ou er ng re da students access to mo carefully supervised. e, nails will need to be ers, clamps, wood glu rews, saws, screwdriv sc , ils na s, er mm ha d felt-tip Students will need use), rulers, pencils an of se ea r fo s ck blo to wooden sandpaper (attached as available. od, plywood, pens, and junk items as softwood or hardwo ch su od wo of s pe ty us Use offcuts of vario es. chipboard or branch d, her junk items driftwood, firewoo gether and add any ot to s ce pie od wo us glue vario Students can nail or at they will . Students can plan wh to their constructions to dictate how ow the pieces of wood all n ca ey th or t, uc constr e. the artwork will evolv

epicting a concept Students can be challenged to create an artwork, using whatever materials they can find, to depict a concept. Brainstorm the meaning of particular concepts with students. Create a concept map or semantic web on chart paper to help students understand the meaning of the concept and its implications.



ecipes You may wish to make these paint recipes as part of a classroom activity. Only teachers or other responsible adults, however, should add boiling water to recipes!

lay dough (uncooked) Ingredients 4 cups plain flour 2 cups salt 8 tablespoons cream of tartar 4 cups boiling water 4 tablespoons cooking oil powder paint glitter Method Store in fridge. k into a smooth and pliable dough. wor and er eth tog nts edie ingr Mix /or glitter. Add powder paint for colour and

oop Ingredien ts 2 cups co rnflour 1 cup salt dye water Method Mix ingre dients an d use inst stick to a antly bec ll surface ause it wil s l harden a a s s oon as it enjoy the nd is left to texture o d r y . NB: Stu f goop. dents
