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DOCUMENT RESUME
ED 093 114 EC 062 203
AUTHOR Sykes, Kim C.; And OthersTITLE Creative Arts and Crafts for Children with Visual
Handicaps.INSTITUTION American Printing House for the Blind, Louisville,
Ky. Instructional Materials Reference Center.SPONS AGENCY Bureau of Education for the Handicapped (DREW /OE),
Washington, D.C.PUB DATE 74GRANT OEG-2-6-062289-1582NOTE 48p.
EDRS PRICE MP -$0.75 HC-$1.85 PLUS POSTAGEDESCRIPTORS *Art Education; *Class Activities; Exceptional Child
Education; *Handicrafts; Individual Activities;*Teaching Guides; *Visually Handicapped
ABSTRACTThis teaching guide gives instructions for 23
creative art or craft projects thought to be appropriate for use withvisually handicapped children. Usually included for each project arethe educational objective, materials and eguipmrint needed, procedure,possible variations, and photographs. The following types of activityare recommended: tempera painting, finger painting, straw blowing,string painting, crayon resist, fabric collage, object printing,rubbing, cardboard printing, modeling with clay, ceramic claymodeling, plaster carving, plastic bay plaster, sand casting, scrapwood, papier mache, wire, puppets, stitchery, paper weaving, strawweaving, cardboard weaving, and "God's Eye", a circular stickvavingproject. (DB)
Clic
atiu
eat
ti C
ut*
Cre
ativ
e A
rts
And
Cra
fts F
or C
hild
ren
With
Vis
ual H
andi
caps
S D
EP
AR
TM
EN
T 0
,- M
EA
TH
DI.I
CA
TIC
0^. M
. NE
L ,A
ME
NA
TIO
NA
L IN
} riT
uTE
OF
ED
UC
AT
ION
INS
TR
UC
TIO
NA
L M
AT
ER
IALS
RE
FE
RE
NC
E C
EN
TE
R F
OR
VIS
UA
LLY
HA
ND
ICA
PP
ED
CH
ILD
RE
N
NE
WE
R S
PE
CIA
L E
DU
CA
TIO
N IP
AC
/RP
AC
NE
TW
OR
K
CR
EA
TIV
E A
RT
S A
ND
CR
AF
TS
FO
R C
HIL
DR
EN
WIT
H V
ISU
AL
HA
ND
ICA
PS
By
Kim
C. S
ykes
, Ph.
D.
Gai
l Wat
son,
M.S
.
Ray
A. M
enze
, Ph.
D.
Inst
ruct
iona
l Mat
eria
ls R
efer
s:ic
e C
ente
rA
ME
RIC
AN
PR
INT
ING
HO
US
E F
OR
TH
E B
LIN
D18
39 F
rank
fort
Ave
nue
Loui
svill
e, K
entu
dcy
4020
6
1974
/Iit
is o
ur b
asic
phi
loso
phy
to d
evel
op in
eve
ry
Hum
an b
eing
his
upp
erm
ost p
oten
tial c
reat
ive
abili
ty
rega
rdle
ss o
f the
deg
ree
of h
andi
cap.
"
Vik
tor
Low
enfe
ld
Publ
ishe
d an
d di
stri
bute
dby
:
INS
TR
UC
TIO
NA
L M
AT
ER
iALS
RE
FE
RE
NC
E C
EN
TE
R F
OR
VIS
UA
LLY
HA
ND
ICA
PP
ED
CH
ILD
RE
NA
ME
RIC
AN
PR
INT
ING
HO
US
E F
OR
TH
E B
LIN
DF
inis
E. D
avis
, Vic
e P
resi
dent
& G
ener
al M
anag
erC
arl W
. Lap
pin,
IMR
C D
irect
or
EIP
I)LT
LTLT
LT L
TLT
LTLT
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LT
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LT
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LTLT
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LT00
00 00
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LTLT
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LTLT
--
LTLT
.-
..
In C
oope
ratio
n W
ith th
eB
urea
u of
Edu
catio
n fo
r th
e H
andi
capp
edU
. S. O
ffice
of E
duca
tion
Fun
ded
by: G
ran
t #0E
G-2
-6-0
6228
9-15
82P
roje
ct H
2289
3T
rans
actio
n 73
0E71
63Pu
blic
Law
88-1
64.. - . .. 00
00
00 . .. 00
OSWO
00 . . .. GO e 00 00
00 .. 00
00
we
00 Of
LTLT
LTLT
2
.0
04
00 *
O. ee
AC
KN
OW
LED
GM
EN
TS
We
are
inde
bted
to th
e st
uden
ts a
nd v
isua
lly h
andi
capp
ed c
hild
ren
of th
e cl
ass
"Pra
ctic
al a
nd C
reat
ive
Act
iviti
es fo
r V
isua
lly
Han
dica
pped
Chi
ldre
n,"
Sum
mer
Ter
m, 1
972,
Flo
rida
Sta
te U
nive
rsity
, and
to:
Mrs
. Pat
Cor
pent
e,,A
ssis
tant
Pro
fess
or, V
isua
l Dis
abili
ties,
F.S
.U.
Mr.
Dav
id F
reun
dlic
h, G
radu
ate
Ass
ista
nt, F
.S.U
.
for
thei
r he
lp in
the
prep
arat
ion
and
teac
hing
of t
his
clas
s.
Pho
togr
;:p;ts
: cou
rtes
y of
the
F.S
.U. O
ffice
of I
nfor
mat
ion
Ser
vice
s.
3
PRE
FAC
E
An
atte
mpt
is m
ade
in th
is b
ookl
et to
ful
fill
a ne
ed e
xpre
ssed
by
teac
hers
and
stu
dent
s fo
r a
prac
tical
res
ourc
e gu
ide
for
thos
eco
ncer
ned
with
the
teac
hing
of
arts
and
cra
fts
to v
isua
lly h
andi
capp
ed c
hild
ren.
Its
impe
tus
cam
e pr
imar
ily f
rom
a s
hort
cou
rse
offe
red
to s
tude
nts
in F
lori
da S
tate
Uni
vers
ity's
Vis
ual D
isab
ilitie
s Pr
ogra
m d
urin
g th
e su
mm
er te
rm, 1
972.
Stu
dent
s in
this
cou
rse
wer
e gi
ven
the
oppo
rtun
ity to
exp
erim
ent i
n bo
th s
imul
ated
and
act
ual s
ituat
ions
with
act
iviti
es in
the
area
s of
pai
ntin
g, p
rint
mak
ing,
colla
ge, s
culp
ture
and
fab
ric
desi
gn. V
isua
lly h
andi
capp
ed c
hild
ren
from
a lo
cal r
esou
rce
room
pro
gram
wer
e in
vite
d to
atte
nd th
ecb
sses
and
the
teac
her
trai
nees
wer
e ab
le to
put
into
pra
ctic
e th
eir
new
ly d
evel
oped
ski
lls d
urin
g th
e fi
nal p
hase
of
the
cour
se.
The
sam
ple
of a
ctiv
ities
incl
uded
in th
is g
uide
are
not
new
nor
incl
usiv
e; th
ey a
re s
tand
ard
arts
and
cra
fts
that
hav
e be
en a
dapt
ed f
orus
e w
ith b
oth
visu
ally
irnr
lirp4
and
blin
d ch
ildre
n. A
ll ar
e qu
ickl
y an
d ea
sily
com
plet
ed, a
nd th
ey u
tiliz
e to
the
full
all t
he c
hild
'sse
nsib
ilitie
s. I
n or
der
that
the
blin
d ch
ild m
ay p
artic
ipat
e in
thos
e ac
tiviti
es m
ore
suita
ble
for
the
child
with
res
idua
l vis
ion,
ada
pted
proc
edur
es a
re s
ugge
sted
The
aim
is to
incu
lcat
e a
love
of
"lea
rnin
g by
doi
ng"
as a
rel
ease
to th
e ha
ndic
appe
d ch
ild's
pow
ers
ofcr
eativ
ity a
nd f
ree
expr
essi
on. E
mph
asis
is to
war
ds a
ctiv
ities
that
giv
e fr
ee r
ein
to th
e ch
ild's
pow
ers
of s
elf-
expr
essi
on to
pro
vide
aba
luic
e w
ith th
e m
ore
form
al, t
radi
tiona
l cra
fts
that
hav
e ;e
nded
to p
lace
less
em
phas
is o
n cr
eativ
ity.
Han
dica
pped
chi
ldre
n, n
o le
ss th
an n
orm
al c
hild
ren,
nee
d op
port
uniti
e,: t
o de
velo
p th
ose
qual
ities
of
indi
vidu
ality
, ori
gina
lity,
flex
ibili
ty, s
ensi
ti vi
ty, a
nd in
depe
nden
ce. A
rt a
nd c
raft
edu
catio
n ca
n pr
ovid
e th
ese
oppo
rtun
ities
.
The
cre
ativ
e pr
oces
s ai
ds s
ocia
l-em
otio
nal g
row
th. T
hrou
gh e
xper
imen
tatio
n th
e ch
ild c
an id
entif
y w
ith h
is w
ork
and
play
out
his
inne
r st
rugg
les
to r
elea
se a
nd r
esol
ve th
em. M
otor
dev
elop
men
t (an
d vi
sual
-mot
or c
oord
inat
ion
for
thos
e w
ho h
ave
usef
ul r
esid
ual
visi
on)
is e
nhan
ced
thro
ugh
the
man
ipul
atio
n of
a w
ide
vari
ety
of p
leas
ing
tact
ual a
nd v
isua
l mat
eria
ls. T
he s
heer
var
iety
of
stim
uli
avai
labl
e in
Art
s an
d C
raft
s co
ntri
bute
s en
orm
ousl
y to
per
cept
ual a
nd c
ogni
tive
deve
lopm
ent.
Con
cept
s of
sha
pe, s
ize,
sca
le, s
truc
ture
and
dist
ance
so im
port
ant t
o th
e bl
ind
child
's d
evel
opm
ent o
f sp
atia
l con
cept
sca
n be
intr
oduc
ed a
nd d
evel
oped
. All
the
child
's.e
ases
are
dra
wn
into
pla
y: s
ight
, hea
ring
, sm
ell,
tast
e, to
uch,
and
mus
cula
r. A
esth
etic
and
cre
ativ
e gr
owth
gro
ws
apac
e th
roug
h th
isin
terp
lay
of th
e se
nses
that
lead
s to
war
ds th
e at
tain
men
t of
inte
grat
ed c
once
pts
of b
eaut
y. T
his
wea
lth o
f op
port
unity
ens
ures
that
inla
ter
Ef;
mea
ning
ful l
eisu
re p
ursu
its a
re r
eadi
ly a
t han
d.
4
It is
impo
rtan
t tha
t a te
ache
r w
orki
ng w
ith a
vis
ually
han
dica
pped
chi
ld s
houl
d st
imul
ate
and
mot
ivat
e th
e ch
ild b
y in
trod
ucin
gac
tiviti
es a
ppro
pria
te to
his
indi
vidu
al n
eeds
. Tim
e an
d c,
c,po
rtun
ity m
ust b
e gi
ven
to a
llow
the
child
to th
orou
ghly
exp
lore
new
mat
eria
ls; d
emon
stra
tions
mus
t be
give
n in
divi
dual
ly, t
o en
able
the
child
to f
olio
w th
e pr
oced
ures
tact
ually
; and
exp
lana
tions
sho
uld
be b
rief
and
sim
ple,
util
izin
g an
alog
ies
to a
id in
the
form
atio
n of
app
ropr
iate
con
cept
s. T
he te
ache
r sh
ould
ens
ure
that
the
child
ren
are
able
to d
ispl
ay th
eir
wor
k an
d th
at s
uch
disp
lays
are
fre
quen
tly c
hang
ed in
ord
er th
at a
ll m
ay e
xper
ienc
e gr
atif
icat
ion
and
succ
ess.
Abo
ve a
ll, in
terf
eren
ce w
ith th
e ch
ild's
spo
ntan
eous
eff
orts
sho
uld
be a
void
ed f
or, a
s V
ikto
r L
owen
feld
so
beau
tiful
ly n
otes
:It
is
time
to r
ealiz
e th
at '.
.he
mos
t pri
miti
ve c
reat
ive
wor
k, b
orn
in th
e m
ind
of a
blin
d pe
rson
aia
i pro
duce
d w
ith h
is o
wn
hand
s is
of
grea
ter
valu
e th
an th
e m
ost e
ffec
tive
imita
tion.
"
K. C
. Syk
es
CO
NT
EN
TS
Pai
ntin
g:
Pag
e
Scu
lptu
re:
Pag
e
Tem
pera
Pai
ntin
g8
Mod
elin
g w
ith C
lay
24
Fin
ger
Pai
ntin
g10
Cer
amic
Cla
y M
odel
ing
25
Str
aw B
low
ing
12P
last
er C
arvi
ng27
Str
ing
Pai
ntin
g14
Pla
stic
Bag
Pla
ster
29
Cra
yon
Res
ist
15S
and
Cas
ting
31
Scr
ap W
ood
33
Pap
ier
Mac
he35
Wire
37
Col
lage
:P
uppe
ts38
Fab
ric17
Fab
ric D
esig
n:
Stit
cher
y41
Prin
tmak
ing:
Pap
er W
eavi
ng42
Obj
ect P
rintin
g19
Str
aw W
eavi
ng43
Rub
bing
2iC
ardb
oard
Wea
ving
44
Car
dboa
rd P
rintin
g22
God
's E
ye45
6
PA
INT
ING
Edu
catio
nal O
bjec
tive
To
prov
ide
tact
ual e
xper
ienc
es w
ith th
e fo
rces
of
line
(dir
ectio
n, le
ngth
and
wid
th),
sha
pe (
cont
our,
siz
e an
d di
rect
ion)
and
col
or(h
ue, v
alue
and
inte
nsity
), u
sing
a v
arie
ty o
f m
ater
ials
and
med
ia to
sho
w r
elat
ions
hips
of
thes
e fo
rces
and
the
idea
s w
ith th
e im
ages
of th
e ch
ildre
n.
The
stu
dent
pai
nts
in c
olor
, sha
pe, a
nd li
ne d
esig
n.
7
Tem
pera
Pai
ntin
g
Mat
eria
ls a
nd E
quip
men
t:
1. te
mpe
ra p
aint
(liq
uid
or m
ixed
dry
tem
pera
)
2. la
rge
man
ila o
r dr
awin
g pa
per
3. n
ewsp
aper
4. p
aint
bru
shes
(on
e in
ch e
asel
bru
sh)
5. c
onta
iner
s fo
r pa
int
Proc
edur
e:
1. C
hild
ren
shou
ld f
irst
be
taug
ht h
ow to
use
the
pain
t and
car
e fo
r th
e br
ushe
s. D
ip th
e br
ush
into
the
cont
aine
r an
d pu
ll it
acro
ss
the
top
edge
to r
emov
e ex
cess
pai
nt a
nd p
reve
nt r
unni
ng. W
ash
one
colo
r fr
om th
e br
ush
befo
re u
sing
ano
ther
col
or. W
hen
fini
shed
pai
ntin
g, th
e br
ush
mus
t be
was
hed
and
plac
ed in
the
brus
h co
ntai
ner,
han
dle
dow
n to
sav
e w
ear
on th
e br
istle
s.
2. E
lmer
s gl
ue a
nd s
and,
gro
und
coff
ee, e
tc. m
ay b
e ad
ded
to th
e pa
int t
o m
ake
the
fini
shed
pro
duct
tact
ually
mea
ning
ful f
or th
ose
blin
d ch
ildre
n w
ho e
xpre
ss a
wis
h to
exp
erim
ent w
ith p
aint
.
3. N
ewsp
aper
sho
uld
cove
r th
e ar
ea u
nder
the
pain
ting
so th
at th
e ch
ild f
eels
fre
e to
pai
nt to
the
edge
s of
his
pap
er.
4. T
o ac
hiev
e di
ffer
ent t
hick
ness
es o
f lin
e th
e br
ush
may
be
used
on
its f
lat s
ide
or it
s ed
ge.
5. T
he c
hild
sho
uld
be e
ncou
rage
d to
use
the
entir
e pa
per
to e
xpre
ss th
e su
bjec
t or
them
e of
his
pai
ntin
g.
8
Var
iatio
ns
Cot
ton
Pain
ting:
cot
ton
or s
pong
e ba
lls c
an b
e us
ed in
stea
d of
a b
rush
to f
orm
a b
ackg
roun
d fo
r ot
her
tech
niqu
es o
r as
the
mai
npa
intin
g to
ol.
Des
igns
to M
usic
: To
give
idea
s fo
r pa
intin
g, m
usic
can
be
play
ed a
nd li
nes
pain
ted
to s
how
the
rhyt
hm o
r m
ood
of th
e m
usic
.
The
act
ivity
sho
uld
chal
leng
e bo
th s
tude
nt a
nd te
ache
r to
pro
vide
a p
roce
ss fo
r pe
rson
al in
volv
emen
t.
9
Fing
er P
aint
ing
Mat
eria
ls a
nd E
quip
men
t:
I. f
inge
r pa
int
2. f
inge
r pa
int p
aper
or
any
glaz
ed p
aper
3. w
ater
for
wet
ting
pape
r4.
new
spap
er
Proc
edur
e:
1. T
he c
hild
ren
may
wet
the
fing
er p
aint
pap
er w
ith a
spo
nge
or d
ip it
into
a c
onta
iner
of
wat
er s
o th
at th
e su
rfac
e is
cove
red.
2. T
he w
et p
aper
is p
lace
d on
new
spap
er to
allo
w th
e ch
ildre
n fr
eedo
m to
pai
nt to
its
edge
s.
3. F
inge
r pa
int i
s th
en s
poon
ed o
r po
ured
on
the
wet
pap
er (
one
or m
ore
colo
rs).
Fin
ger
pain
t may
be
thic
kene
d to
mak
e m
ore
man
ipul
ativ
e by
add
ing
thic
k st
arch
, or
text
ure
may
be
achi
eved
by
addi
ng s
and.
4. T
he c
hild
ren
spre
ad th
eir
pain
t ove
r th
e pa
per
even
ly b
y us
ing
the
palm
s of
thei
r ha
nds.
5. W
orki
ng q
uick
ly th
e ot
her
part
s of
the
hand
(th
e fi
nger
s, th
e si
de o
f th
e ha
nd, t
he p
alm
, the
fis
t) a
re u
sed
to m
ake
desi
gns
in
the
pain
t.
6. W
hen
the
desi
gn is
fin
ishe
d, it
is s
et a
side
to d
ry. T
he e
xper
ienc
e le
nds
to d
iscu
ssio
n on
the
diff
eren
t des
igns
that
wer
e cr
eate
dby
the
diff
eren
t par
ts o
f th
e ha
nd; a
thin
line
with
the
fing
ers,
a w
ide
line
with
the
side
of
the
hand
, etc
. Whe
n th
ede
sign
isdr
y, th
e ch
ildre
n sh
ould
be
able
to f
eel t
he li
nes
they
mad
e an
d de
scri
be h
ow th
ey w
ere
mad
e.
10
Var
iatio
ns:
Chi
nese
fin
ger
pain
ting:
Ins
tead
of
cove
ring
the
wet
pape
r w
ith p
aint
, use
dry
pap
er a
nd d
i-2
the
fing
ers
in th
e fi
nger
pain
t usi
ng a
diff
eren
t fin
ger
for
each
col
or. (
Eac
h co
lor
may
hav
e a
diff
eren
t tex
ture
.) P
ress
the
fing
ers
dow
n on
the
pape
r an
d us
e th
esi
de o
f th
e fi
nger
or
fing
erna
il to
mak
e lin
es o
f di
ffer
ent s
izes
.
11
Str
aw B
low
n P
aint
ing
Mat
eria
ls a
nd E
quip
men
t:
1. d
rink
ing
stra
ws
2. p
aper
3. te
mpe
ra p
aint
and
spo
on4.
new
spap
er
Proc
edur
e:
1. T
he c
hild
ren
shou
ld c
over
the
wor
k ar
ea w
ith n
ewsp
aper
so
that
they
fee
l fre
e to
blo
w in
all
dire
ctio
ns.
2. T
empe
ra p
aint
is d
ropp
ed w
ith a
spo
on o
n th
e pa
per
in s
mal
l qua
ntiti
es in
sev
eral
pla
ces.
3. T
he c
hild
ren
blow
thro
ugh
the
stra
ws
to m
ove
the
pain
t; th
e di
rect
ion
the
pain
t tak
es c
an b
e co
ntro
lled
by m
ovin
g th
e pa
per
or th
e ch
ild's
bod
y. D
esig
ns c
an b
e pl
anne
d, o
r af
ter
the
pict
ure
is d
ry th
e ch
ildre
n of
ten
find
str
ange
ani
mal
s or
spo
oky
tree
sin
thei
r pa
intin
gs.
12
In a
ny a
ct o
f exp
ress
ion,
esp
ecia
lly in
art
, the
stu
dent
pro
ject
s hi
mse
lf th
roug
h a
med
ium
. Exp
ress
ion
is a
pro
cess
of i
nter
actio
nbe
twee
n th
e cr
eativ
e te
ache
r, c
reat
ive
stud
ent,
and
mat
eria
ls.
13
Str
ing
Pai
ntin
g
Mat
eria
ls a
nd E
quip
men
t:1.
a p
iece
of
stri
ng
2. te
mpe
ra p
aint
3. f
olde
d pa
per
4. n
ewsp
aper
Proc
edur
e:
1. T
he w
ork
area
sho
uld
be c
over
ed w
ith n
ewsp
aper
.
2. T
he c
hild
ren
dip
thei
r st
ring
into
the
tem
pera
pai
nt c
over
ing
it.
3. T
he p
aint
ed s
trin
g is
then
pla
ced
betw
een
the
fold
ed p
aper
, with
par
ts o
verl
appi
ng f
orm
ing
loop
s to
mak
e a
mor
e in
tere
stin
gde
sign
.
4. T
he s
trin
g is
then
pul
led
out o
f th
e pa
per
to m
ake
a de
sign
.
5. T
his
proc
edur
e m
ay b
e re
peat
ed s
ever
al ti
mes
in d
iffe
rent
col
ors.
6. A
fter
the
desi
gn is
dry
, cha
lk o
r cr
ayon
can
be
adde
d to
giv
e em
phas
is, a
dd r
ealis
m o
r ba
ckgr
ound
that
the
child
ren
may
fee
lis
nee
ded.
7. F
or th
e to
tally
blin
d ch
ild, g
lue
can
be a
dded
to th
e pa
int o
r us
ed in
stea
d of
pai
nt a
nd th
e st
ring
may
be
twis
ted
and
curl
edar
ound
in a
des
ign
on th
e pa
per
and
left
in p
lace
to d
ry f
or a
tact
ually
inte
rest
ed p
rodu
ct.
14
Cra
yon
Res
ist
Mat
eria
ls a
nd E
quip
men
t:
wax
cra
vens
2. p
aper
3. th
in te
mpe
ra p
aint
4. la
rge
brus
hes
5. n
ewsp
rint
Proc
edur
e:
I. P
ress
ing
hard
on
thei
r cr
ayon
s th
e ch
ildre
n dr
aw a
pic
ture
on
thei
r pa
per
usin
g an
y co
lors
exc
ept t
he c
olor
of
the
pain
t.
2. W
hen
the
pict
ure
is c
ompl
eted
the
child
ren
plac
e th
eir
pape
r on
som
e ne
wsp
rint
and
pai
nt th
e th
inne
d te
mpe
ra p
aint
acr
oss
the
entir
e su
rfac
e of
thei
r pa
per,
cov
erin
g th
e cr
ayon
, too
.
3. T
he c
hild
ren
will
be
surp
rise
d to
fin
d th
at th
e cr
ayon
has
res
iste
d th
e pa
int a
nd th
e co
mbi
natio
n of
cra
yon
and
pain
t mak
esan
inte
rest
ing
pict
ure
whi
ch c
alls
for
tact
ual d
iscr
imin
atio
n.
Var
iatio
n:
Pape
r B
atik
The
pro
cedu
re is
the
sam
e ex
cept
that
bef
ore
the
draw
ing
is p
aint
ed it
is s
oake
d a
min
ute
in w
ater
and
car
eful
lycr
umpl
ed. T
hen
it is
sm
ooth
ed o
ut a
nd p
aint
ed. T
his
proj
ect c
an le
ad to
a d
iscu
ssio
n of
the
real
bat
ik f
abri
c de
sign
pro
cess
.
15
CO
LLA
GE
Edu
catio
nal O
bjec
tive:
To
prov
ide
tact
ual e
xper
ienc
es w
ith th
e qu
aliti
es o
f te
xtur
e, u
tiliz
ing
obje
cts
foun
d in
the
envi
ronm
ent i
n su
ch a
way
as
topr
omot
e an
und
erst
andi
ng o
f or
gani
zatio
n in
des
ign
(rep
etiti
on, c
ontr
ast,
emph
asis
, tra
nsiti
on te
nsio
n, a
nd s
pace
).
1/4
76
00'
The
cha
lleng
e in
a v
arie
tyof
text
ures
.
Fab
ric C
olla
ge
Mat
eria
ls a
nd E
quip
men
t:
1. c
ardb
oard
for
bac
kgro
und
glue
3. s
ciss
ors
4. a
var
iety
of
fabr
ic s
crap
s
Proc
edur
e:
1. S
ever
al d
iffe
rent
fab
ric
scra
ps a
re c
hose
n by
the
ckiid
ren
and
the
diff
eren
ces
and
sim
ilafi
ties
of te
xtur
e ar
e di
scus
sed.
2. T
he c
hild
ren
cut t
he s
crap
s in
to v
ario
us s
hape
s an
d fi
t the
m in
to a
ple
asin
g ar
rang
emen
t on
the
card
boar
d.
3. T
he s
hape
s ar
e th
en g
lued
dow
n to
the
card
boar
d, s
ome
over
lapp
ing.
4. T
he a
rran
gem
ent i
s di
scus
sed;
is it
a r
ealis
tic p
ictu
re o
r an
abs
trac
t arr
ange
men
t of
the
shap
es; a
re th
e te
xtur
es to
uchi
ng e
ach
othe
r al
ike
or d
iffe
rent
?
Var
iatio
ns:
Follo
win
g th
e sa
me
proc
edur
e, c
olla
ges
may
als
o be
mad
e fr
om: (
1) w
ood
scra
ps; (
2) b
eans
and
dri
ed f
oods
; (3)
yar
n; (
4) p
aper
;(5
) na
ture
obj
ects
; (6)
fou
nd o
bjec
ts, "
Junk
."
77
PR
INT
MA
KIN
G
Edu
catio
nal O
bjec
tive:
To
prov
ide
tact
ual e
xper
ienc
es w
ith th
epr
oces
s of
pri
ntin
g us
ing
obje
cts
from
env
iron
men
t as
a m
eans
of
conv
ey;n
gun
ders
tand
ing
of th
e pr
intin
g th
at h
e re
ads
(pri
nt o
r br
aille
) as
a r
epro
duct
ion
of s
ymbo
ls o
r im
ages
for
com
mun
icat
ion
of id
eas_
The
Gra
tific
atio
n of
Dis
play
ed W
ork
18
Obj
ect P
rint
ing
Mat
eria
ls a
nd E
quip
men
t:
1. g
ak.ly
ets:
bot
tle c
aps,
spo
nges
, spo
ols,
stic
ks, w
ood
scra
ps, j
ar li
ds, e
rase
rs. n
uts
and
bolts
, clo
thes
pins
, pap
er c
lips.
etc
.2.
thkk
tem
pera
pai
nt3.
spo
nges
or
wet
pap
er to
wel
s in
sm
all c
onta
iner
s fo
r pa
int
4. p
aper
for
pri
ntin
g5.
new
spap
er to
cov
er w
ork
area
Proc
edur
e:
1T
he te
mpe
ra p
aint
is p
oure
d in
to th
e pa
d m
ade
by th
e sp
onge
s or
wet
pap
er to
wel
s. T
hese
pad
s al
low
the
child
ren
to g
et a
nev
en a
mou
nt o
f pa
int o
n th
e ga
dget
s fo
r be
tter
prin
ting.
San
d or
oth
er te
xtur
es c
an b
e ad
ded
to m
ake
the
fini
shed
pri
nt m
ore
disc
erni
ble.
2. T
he c
hild
take
s on
e ga
dget
, pre
sses
it in
the
pad
of th
e co
lor
he w
ants
and
then
pre
sses
it o
n hi
s pa
per.
3.It
is e
asy
to m
ake
a re
peat
ed p
atte
rn b
y pr
essi
ng th
e ga
dget
ove
r an
d ov
er a
gain
, occ
asio
nally
ref
resh
ing
the
pain
t.
4. A
noth
er g
adge
t is
sele
cted
and
the
proc
ess
is r
epea
ted
addi
ng to
the
desi
gn. A
s m
any
diff
eren
t gad
gets
may
be
used
as
the
child
ren
wis
h.
5. W
hen
the
desi
gn is
dry
the
child
ren
shou
ld b
e ab
le to
fee
l the
dif
fere
nt m
arks
left
by
the
gadg
ets
and
tell
whi
ch g
adge
t lef
tw
hich
mar
k.
Var
iatio
ns:
1. V
eget
able
Pri
ntin
g: T
he s
ame
proc
edur
e is
fol
low
ed u
sing
a v
arie
ty o
f ve
geta
bles
suc
h as
pot
atoe
s, c
arro
ts c
eler
y, o
nion
s,ca
ulif
low
er, e
tc. T
he v
eget
able
s ar
e cu
t int
o pi
eces
by
the
teac
her.
The
n de
sign
s ca
n be
cut
into
the
flat
veg
etab
les
with
abo
bbyp
in o
r ki
tche
n kn
ife
to m
ake
the
over
all d
esig
n m
ore
inte
rest
ing.
19
2. W
ood
Prin
ting:
The
sam
e pr
oced
ure
is f
ollo
wed
usi
ng d
iffe
rent
scr
aps
of w
ood
on th
e si
des
and
ends
to g
et th
e ef
fect
of
tt e
woo
d ga
in.
3. C
lay
Prin
ting:
The
sam
e pr
oced
ure
is f
ollo
wed
usi
ng m
odel
ing
clay
whi
ch h
as b
een
pres
sed
flat
and
then
impr
inte
d w
ithva
riou
s ga
dget
s to
cre
ate
a de
sign
to b
e pr
inte
d.
4. L
eaf
Prin
ting:
The
sam
e pr
oced
ure
is f
ollo
wed
usi
ng th
e ba
ck o
f a
vari
ety
of d
iffe
rent
leav
es a
nd f
erns
. The
leav
es m
ay a
lso
he p
aint
ed d
irec
tly w
ith a
bru
sh in
stea
d of
usi
ng th
e pa
d.
5. S
pong
e Pr
intin
g: T
he s
ame
proc
edur
e is
fol
low
ed u
sing
dif
fere
nt s
ized
and
sha
ped
spon
ges
to m
ake
the
prin
ts. T
his
time
the
spon
ges
are
pres
sed
into
the
pain
t ins
tead
of
the
pad.
20
Rub
bing
Cra
yon
Und
erpr
iiitin
g
Mat
eria
ls a
nd E
quip
men
t:
1. T
extu
red
obje
cts:
nat
ural
obj
ects
leav
es, s
ticks
, gra
ss; p
aper
ssa
nd p
aper
, cor
ruga
ted
card
boar
d; f
abri
csco
rdur
oy, f
ur,
woo
l; fo
und
obje
cts
butto
ns, c
ombs
, fea
ther
s, b
ottle
cap
s, e
tc.
2. n
ewsp
rint
pap
er3.
cra
yons
Proc
edur
e:
I. L
et e
ach
child
cho
ose
seve
ral o
f th
e te
xtur
ed o
bjec
ts.
2. T
he c
hild
ren
then
pla
ce th
e ne
wsp
rint
on
top
of th
e ob
ject
s an
d fe
el to
fin
d th
e ob
ject
s un
dern
eath
.
3. T
he c
hild
ren
rub
thei
r cr
ayon
s ov
er th
e to
p of
the
pape
r an
d th
e ob
ject
s th
ey h
ave
foun
d w
ith th
eir
fing
ers.
4. T
he im
pres
sion
of
the
obje
cts,
the
ridg
es o
f th
e co
mb,
the
vein
s of
the
leaf
, will
be
left
on
the
pape
r in
cra
yon.
5. D
iscu
ss w
hat t
he c
hild
ren
have
don
e, h
ow th
e ob
ject
s fe
el o
n th
eir
pape
r no
w, t
he w
ords
to d
escr
ibe
the
text
ures
.
24-
Car
dboa
rd P
rintin
g
Mat
eria
ls a
nd E
quip
men
t:
1. tw
o pi
eces
of
card
boar
d2.
glu
e3.
sci
ssor
s4.
pri
nter
's in
k on
gla
ss o
r fo
rmic
a su
rfac
e or
tem
pera
pai
nt o
n sp
onge
pad
5. b
raye
rs6.
pap
er f
or p
rint
ing
Proc
edur
e:
1. T
he c
hild
ren
cut o
ut s
hape
s fr
om o
ne p
iece
of
card
boar
d. T
hese
may
be
abst
ract
or
real
istic
but
it is
impo
rtan
t to
rem
embe
rth
at b
ecau
se th
is is
rel
ief
prin
ting
the
desi
gn w
ill b
e ba
ckw
ard
on th
e pr
int.
The
refo
re, i
f an
y le
tters
or
num
bers
are
cut
out
they
hav
e to
be
cut b
ackw
ards
to c
ome
out c
orre
ctly
.
2. T
he s
hape
s cu
t out
by
the
child
ren
are
then
glu
ed to
the
seco
nd p
iece
of
card
boar
d.
3. W
hen
the
glue
is d
ry th
e br
ayer
is r
olle
d ov
er th
e in
k or
pai
nt a
nd th
en r
olle
d ov
er th
e ca
rdbo
ard
plat
e.
4. T
hen
a pi
ece
of p
aper
is p
lace
d ov
er th
e w
et p
late
and
the
back
of
the
pape
r is
rub
bed
to m
ake
sure
all
ofth
e pi
ctur
e to
uche
sth
e pa
per.
5. T
he c
hild
ren
can
pull
the
pape
r of
f an
d re
peat
the
proc
ess
for
anot
her
prin
t of
the
sam
e pl
ate.
6. A
goo
d di
scus
sion
of
how
new
spap
ers
and
book
s ar
e pr
inte
d an
d ev
en h
ow th
e br
aille
r m
akes
the
brai
lle d
ots
on th
e pa
per
can
be b
roug
ht a
bout
as
a fo
llow
-up
to th
is le
sson
.
Var
iatio
ns:
Stri
ng P
rint
ing:
Ver
y m
uch
the
sam
e pr
oced
ure
is f
ollo
wed
usi
ng s
trin
g to
mak
e th
e de
sign
inst
ead
of c
uttin
g sh
apes
fro
mca
rdbo
ard.
The
str
ing
is g
lued
to th
e ca
rdbo
ard
back
ing
and
the
prin
ting
proc
ess
is th
e sa
me
SC
ULP
TU
RE
Edu
catio
nal O
bjec
tive:
To
prov
ide
tact
ual e
xper
ienc
es w
ith a
var
iety
of
mat
eria
ls in
cre
atin
g3-
dim
ensi
onal
for
ms
in s
uch
a w
ay th
at u
nder
stan
ding
of
the
spat
ial e
lem
ents
(po
sitiv
e an
d ne
gativ
e) a
nd te
xtur
al a
nd li
nequ
aliti
es is
pro
mot
ed.
Fol
low
ing
a .n
sit
to a
zoo
Mod
elin
g w
ith C
lay
Mat
eria
ls a
nd E
quip
men
t:
1. o
ily c
lay
(non
-har
deni
ng)
Proc
edur
e:
1. E
ach
child
sel
ects
a g
ood
hand
ful o
f cl
ay a
nd g
ets
the
feel
of
it by
man
ipul
atin
g it.
Ask
him
to p
ush,
pul
l, tw
ist,
roll,
the
clay
to s
ee h
ow it
can
be
mov
ed a
nd w
orke
d w
ith.
2. T
he c
hild
ren
shou
ld th
en tr
y to
mod
el s
omet
hing
fro
m th
e cl
ay. A
nim
als
are
an e
asy
way
to b
egin
. Try
to h
ave
the
child
ren
mak
e th
eir
anim
al b
y us
ing
the
who
le p
iece
of
clay
not
pin
chin
g of
f pi
eces
for
ear
s an
..1 le
gs b
ut p
ullin
g th
e cl
ay o
ut in
stea
d.
3. T
extu
res
can
be a
dded
to th
e fi
nish
ed s
culp
ture
s w
ith a
pen
cil o
r na
il or
com
b, e
tc. t
o gi
ve th
e im
pres
sion
of
fur
or s
kin.
Var
iatio
ns:
Salt
and
Flou
r C
lay:
The
sam
e pr
oced
ure
is f
ollo
wed
usi
ng th
e fo
llow
ing
reci
pe: 1
tabl
espo
on s
alt t
o 1
cup
flou
r an
d en
ough
wat
er to
moi
sten
. Dry
tem
pera
may
be
adde
d to
giv
e co
lor.
Thi
s sh
ould
be
mul
tiplie
d by
hal
f as
man
y as
the
clas
s to
tal a
s it
mak
es a
larg
e ha
ndfu
l of
clay
. Aft
er th
e cl
ay is
mod
eled
the
fini
shed
pro
duct
mus
t be
bake
d at
abo
ut 3
00 d
egre
es f
or a
bout
an h
our
and
a ha
lf. S
pray
with
var
nish
on
fron
t and
bac
k to
pro
tect
and
giv
e la
stin
g fi
nish
.
24
Mod
elin
g w
ith C
eram
ic C
lay
Mat
eria
ls a
nd E
quip
men
t:
1. w
edge
d ce
ram
ic c
lay
2. c
lay
tool
s; p
enci
l, or
ange
stic
ks, p
opsi
cle
stic
ks, r
ollin
g pi
n, e
tc.
3. k
iln4.
pai
nt, s
hoe
polis
h or
gla
ze
Proc
edur
e:
1. P
inch
pot
a. U
sing
a p
iece
of
clay
, han
d si
ze, t
he c
hild
ren
will
wor
k it
into
a b
all.
b. T
hen
they
will
pre
ss th
e th
umb
into
the
cent
er o
f th
e ba
ll an
d be
gin
to w
iden
the
open
ing
by p
ress
ing
from
the
insi
dew
ith b
oth
thum
bs, h
oldi
ng th
e ou
tsid
e fi
rmly
with
the
fing
ers.
The
pot
is tu
rned
as
they
wor
k to
mak
e it
even
. Aft
erdr
ying
, the
pie
ce is
fir
ed.
2. S
lab
met
hod
a. T
he c
hild
ren
roll
the
clay
with
the
rolli
ng p
in to
an
even
thic
knes
s of
bet
wee
n 1/
2 an
d 1/
4 in
ch O
ise
1/4"
thic
k pi
eces
of
woo
d as
gui
des)
.b.
The
cla
y is
then
cut
to th
e sh
ape
desi
red
for
the
botto
m o
f th
e po
t and
str
ips
are
cut f
or th
e si
des
of th
epo
t.c.
The
sid
es a
rc jo
ined
to th
e bo
ttom
by
mak
ing
mar
ks o
n th
e ed
ges
that
will
touc
h ea
ch o
ther
(sc
orin
g) a
nd w
ater
or
very
wet
cla
y (s
lip)
is u
sed
to m
oist
en th
e ed
ges.
The
n w
ith th
e ed
ges
join
ed, t
he c
lay
is m
ashe
d to
geth
er c
over
ing
the
edge
s to
seal
the
join
t. T
he s
ame
met
hod
is u
sed
to jo
in th
e si
des
to e
ach
othe
r.d.
Aft
er th
e po
t is
dry,
it is
fir
ed in
the
kiln
then
gla
zed
and
refi
red
or p
aint
ed o
r sh
oe p
olis
hed.
3. C
oil M
etho
da.
The
chi
ldre
n ro
ll th
e cl
ay a
s in
sla
b w
ork
to a
bout
1/2
or
1/4
inch
thic
k al
l ove
r.b.
The
n th
ey c
ut th
e bo
ttom
of
thei
r po
ttery
.c.
A s
mal
l pie
ce o
f cl
ay is
then
rol
led
in th
eir
hand
s to
mak
e a
coil.
The
coi
l sho
uld
be a
s un
ifor
m a
s po
ssib
le.
d. S
core
, as
in th
e sl
ab m
etho
d, th
e ed
ges
of th
e ba
se a
nd th
e bo
ttom
of
the
coil
whe
re th
ey a
re to
be
join
ed.
c. M
oist
en th
e ed
ges
with
slip
and
join
the
coil
and
the
base
toge
ther
, ove
rlap
the
ends
of
the
coil,
and
sea
l the
insi
de.
1.R
epea
t sm
ooth
ing
the
insi
des
of th
e co
ils to
pre
vent
them
fro
m s
epar
atin
g. T
he o
utsi
de m
ay b
e le
ft w
ith th
e co
ils s
how
ing
or s
moo
thed
als
o.g.
The
n th
e po
t is
drie
d, ti
red
and
glaz
ed o
r fi
nish
ed w
ith p
aint
or
shoe
pol
ish.
Var
iatio
ns:
The
pin
ch m
etho
d m
ay b
e us
ed f
or a
ll ki
nds
of o
bjec
ts in
add
iton
to th
e pi
nch
pot.
For
all a
ges,
ani
mal
s, p
eopl
e, e
tc. a
reco
mm
on s
ubje
cts
for
mod
elin
g.
The
fin
al a
rt f
orm
that
is p
rodu
ced
pres
ents
an
inve
stig
atio
n an
d di
scov
ery
acco
rdin
g to
the
stud
ent's
abi
litie
s an
d in
tere
sts.
26
Pla
ster
Car
ving
Mat
eria
ls a
nd E
quip
men
t:
1. p
last
er o
f Pa
ris
2. w
ater
3. c
onta
iner
for
mix
ing
plas
ter
(milk
car
ton,
etc
.)-I
wax
ed c
ardb
oard
car
ton
for
pour
ing
form
5. k
nife
for
car
ving
6. n
ewsp
aper
to c
atch
was
te f
rom
car
ving
7. v
erm
icul
ite
Proc
edur
e:
For
Mix
ing
Plas
ter:
(L
et th
e ch
ildre
n m
ix th
eir
own
plas
ter.
)
1. P
our
the
card
boar
d ca
rton
ful
l of
wat
er in
to th
e m
ixin
g co
ntai
ner.
2. P
our
in p
last
er u
ntil
peak
s be
gin
to r
ise
abov
e th
e w
ater
.
3. M
ix th
e pl
aste
r an
d w
ater
with
you
r ha
nd u
ntil
it be
gins
to th
icke
n.
4. T
hen
pour
it in
to th
e ca
rton
for
m.
5. T
he p
last
er is
set
or
read
y to
car
ve a
fter
it b
ecom
es v
ery
war
m a
nd th
en s
tart
s to
coo
l aga
in. R
emov
e th
e ca
rton
and
car
ve.
6. V
erm
icul
ite m
ay b
e ad
ded
to th
e pl
aste
r to
add
text
ure.
For
Car
ving
:
I. T
he c
hild
ren
mus
t rea
lize
that
the
carv
ing
will
be
3-di
men
sion
al, i
.e.,
the
carv
ing
mus
t be
done
so
that
whi
ch e
ver
side
isfa
cing
fro
nt w
ill b
e in
tere
stin
g an
d ha
ve a
mea
ning
ful s
hape
(no
t jus
t the
sha
pe o
f th
e ca
rton
).
27
2. T
he p
lace
s th
at th
e ch
ildre
n w
ish
to c
arve
aw
ay m
ay b
e dr
awn
on th
e ha
rden
ed p
last
er o
r ca
rvin
g m
ay b
e do
ne f
ree
hand
_
3. S
mal
l are
as m
ust b
e gr
adua
lly s
crap
ed a
way
to p
reve
nt la
rge
chun
ks f
rom
bre
akin
g of
f.
4. T
he c
hild
ren
shou
ld w
ork
from
sid
e to
sid
e ro
undi
ng th
e ed
ges
to b
ring
out
the
form
.
5. T
hz f
inis
hed
scul
ptur
e m
ay b
e le
ft it
s na
tura
l col
or o
r pa
inte
d an
d va
rnis
hed.
Var
iatio
ns:
Soap
Car
ving
: The
sam
e pr
oced
ures
for
car
ving
are
fol
low
ed u
sing
soa
p (I
vory
is r
ecom
men
ded)
to c
arve
on.
Aft
er th
e ca
rvin
g is
fini
shed
the
soap
is a
llow
ed to
dry
for
sev
eral
day
s an
d th
en p
olis
hed
with
a s
oft c
loth
.
Yy
191r
.,004
741b
"."
Tra
inee
teac
hers
try
thei
r ha
nds
....
28
Plas
tic B
ag P
last
er S
culp
ture
Mat
eria
ls a
nd E
quip
men
t:
I. p
last
er o
f Pa
ris
2. w
ater
3. c
onta
iner
for
mix
ing
4. v
erm
icul
ite5.
dou
bled
pla
stic
bag
s6.
tem
pera
i_ li
nt o
r dy
e7.
car
ving
tool
s, k
nife
, spo
on8.
new
spap
er to
cov
er w
ork
area
Proc
edur
e:
1. T
he c
hild
pou
rs a
bout
4 c
ups
of w
ater
into
the
cont
aine
r an
d ad
ds th
e pl
aste
r un
til p
eaks
beg
in to
ris
e ab
ove
the
wat
er.
2. V
erm
icul
ite, a
bout
2 o
r 3
hand
fulls
may
be
adde
d fo
r te
xtur
e an
d to
kee
p th
e pl
aste
r fr
om h
arde
ning
too
fast
. Tem
pera
pai
nt,
dye,
or
food
col
orin
g m
ay a
lso
be a
dded
at t
his
time
for
colo
r.
3. T
his
mix
ture
is s
tirre
d by
han
d un
til th
ick
and
crea
:ny.
The
n it
is p
oure
d in
to th
e do
uble
d pl
astic
bag
s an
d sh
aped
by
the
fing
ers
or b
y pu
shin
g an
d m
oldi
ng th
e ba
g. I
t may
als
o be
pla
ced
on a
n in
tere
stin
g sh
aped
obj
ect t
o m
ake
an u
nusu
al f
orm
.
4. T
he p
last
er is
allo
wed
to s
et, a
fter
it h
as h
eate
d an
d th
en c
oole
d ag
ain,
abo
ut 1
0-15
min
utes
.
5. T
hen
the
child
ren
can
peel
the
plas
tic b
ags
off
the
plas
ter
and
exam
ine
the
stat
ue f
rom
all
side
s to
dec
ide
wha
t par
t is
the
base
and
wha
t par
ts n
eed
to b
e ca
rved
.
6. I
f th
e ch
ild w
ishe
s to
car
ve o
ut s
ome
area
s, a
kitc
hen
knif
e or
spo
on w
ill w
ork.
29
7. A
fter
the
stat
ue is
com
plet
ely
dry,
it m
ay b
e pa
inte
d, v
arni
shed
, or
coat
ed w
ith a
cryl
ic f
loor
wax
for
a s
hiny
fin
ish,
or
it m
aybe
left
just
as
it is
.
8. T
he f
inis
hed
scul
ptur
e ca
n be
dis
cuss
ed a
s to
the
posi
tive
and
nega
tive
spac
es th
at w
ere
crea
ted,
the
text
ures
, the
sha
pes,
and
over
all f
eelin
g ac
hiev
ed b
y th
e w
ork.
Tot
al in
volv
emen
t!
30
San
d C
astin
g (B
as-R
elie
f)
Mat
eria
ls a
nd E
quip
men
t:
I. p
last
er o
f Pa
ris
and
cont
aine
r fo
r m
ixin
g2.
wat
er3.
dam
pene
d sa
nd4.
con
tain
er f
or s
and
(alu
min
um p
an, s
hoe
box,
etc
.)5.
wir
e fo
r ha
nger
or
woo
d to
mou
nt c
astin
g on
6. g
adge
ts to
mak
e im
Nes
sion
s in
san
d (s
hells
, but
tons
, bot
tle c
aps,
etc
.)7.
new
spap
er to
cov
er w
ork
area
Proc
edur
e:
I. T
he c
hild
put
s th
e da
mp
sand
in th
e bo
x ci
pan
abo
ut 1
to 2
inch
es th
ick
smoo
thin
g th
e sa
nd e
venl
y on
the
botto
m.
2. H
e th
en p
ress
es th
e ga
dget
s in
to th
e sa
nd u
ntil
he is
sat
isfi
ed w
ith th
e de
sign
. Som
e ob
ject
s ca
n be
left
in th
e sa
nd to
beco
me
a pa
rt o
f th
e ca
stin
g if
he
wis
hes.
3. T
he p
last
er is
then
mix
ed b
y po
urin
g w
ater
into
the
mix
ing
cont
aine
r, s
low
ly a
ddin
g pl
aste
r un
til p
eaks
beg
in to
sho
w a
bove
the
wat
er. T
he c
hild
ren
shou
ld m
ix th
e pl
aste
r w
ith th
eir
hang
s un
til it
thic
kens
.
4. T
he p
last
er is
qui
ckly
pou
red
into
the
sand
mol
d so
that
the
mix
ture
is a
bout
I -
thic
k. T
he w
ire
mus
t be
plac
ed a
tth
e ba
ckof
the
plas
ter
if it
is to
be
hung
.
5. W
hen
the
plas
ter
hard
ens
the
extr
a sa
nd c
an b
e br
ushe
d of
f w
ith a
stif
f br
ush.
6. I
f w
ire
for
hang
ing
was
not
use
d, th
e ca
stin
g ca
n be
mou
nted
with
cem
ent g
lue
on a
pie
ce o
f w
ood
and
then
hun
g.
7. T
he f
inis
hed
cast
ing
has
prot
rudi
ng a
reas
whe
re g
adge
ts w
ere
pres
sed
and
is r
ough
to to
uch;
thes
e le
ad to
dis
cuss
ion
of"r
elie
f- s
culp
ture
and
text
ured
scu
lptu
re.
31
Var
iatio
ns:
Plas
ter
Cas
ting
from
a C
lay
Mol
d: T
o al
low
the
blin
d st
uden
t mor
e co
ntro
l ove
r hi
s de
sign
. mod
elin
g cl
ay c
an b
e us
ed in
stea
d of
sand
. The
gad
gets
are
pre
ssed
into
the
flat
tene
d cl
ay a
nd a
fir
mer
des
ign
is le
ft f
or th
e ch
ild to
fee
l. T
he r
est o
f th
e pr
oced
ure
is th
e sa
me.
r
Coo
pera
tive
ende
avor
s ar
e of
ten
the
best
!
32
Woo
d S
crap
Scu
lptu
re (
Bas
-Rel
ief)
Mat
eria
l and
Equ
ipm
ent:
1. w
ood
scra
ps c
olle
cted
by
the
child
ren
(bra
nche
s an
d ba
rk f
rom
tree
s, lu
mbe
r sc
raps
fro
m a
lum
ber
yard
)2.
a la
rger
fla
t pie
ce o
f w
ood
for
base
3. s
and
pape
r4.
glu
eS.
var
nish
Proc
edur
e:
1. T
he c
hild
ren
choo
se th
e w
ood
for
the
base
and
the
woo
d sc
raps
they
wou
ld li
ke to
wor
k w
ith.
2. M
etho
ds f
or s
andi
ng th
e ro
ugh
edge
s ar
e ex
plai
ned
and
the
child
ren
sand
all
the
piec
es th
ey th
ink
need
it.
3. T
he c
hild
ren
then
exp
el m
eat w
ith th
e sc
raps
of
woo
d th
ey h
ave
chos
en to
see
how
they
can
be
arra
nged
on
thei
r ba
ses.
Dis
cuss
ion
of w
oodg
rain
dif
fere
nces
and
con
tras
of
size
s an
d sh
apes
can
hel
p th
e ch
ildre
n un
ders
tand
how
to m
ake
anin
tere
stin
g ar
rang
emen
t of
thei
r w
ood.
4. W
hen
a sa
tisfa
ctor
y ar
rang
emen
t is
foun
d th
e ch
ildre
n th
en g
lue
the
piec
es d
own
to th
e ba
se, o
ne p
iece
at a
tim
e so
that
the
arra
ngem
ent i
s no
t dis
turb
ed o
r fo
rgot
ten.
S. W
hen
the
glue
has
dri
ed, a
coa
t of
varn
ish
is a
pplie
d to
giv
e it
a lo
ng la
stin
g fi
nish
_
6. T
he f
inis
hed
relie
f sc
ulpt
ure
is f
un to
fee
l bec
ause
of
the
vary
ing
size
s an
d sh
apes
and
pro
vide
s an
inte
rest
ing
wal
l han
ging
.
33
Var
iatio
ns:
Woo
d sc
ulpt
ure:
The
sam
e m
ater
ials
with
the
addi
tion
of h
amm
er a
nd n
ails
can
bui
ld a
fre
e st
andi
ng s
culp
ture
fol
low
ing
muc
hth
e sa
me
proc
edur
es a
s ab
ove.
The
woo
d pi
eces
are
exp
erim
ente
d w
ith to
fin
d an
inte
rest
ing
3-di
men
sion
al f
orm
and
then
naile
d or
glu
ed f
or ih
eir
fina
l pos
ition
, in
the
scul
ptur
e. A
goo
d di
scus
sion
abo
ut th
e di
ffer
ence
s be
twee
n re
lief
and
free
stan
ding
scu
lptu
re c
an r
esul
t
34
Mat
eria
ls a
nd E
quip
men
t:
For
Mak
ing
the
Form
:
I. b
allo
ons
2. n
ewsp
aper
3. s
trin
g4.
box
es o
r ca
rdbo
ard
tube
s5.
ligh
tbul
bs, w
ire
6. ta
pe o
r st
aple
r
For
Cov
erin
g th
e Fo
rm:
I. n
ewsp
aper
str
ips
2.-e
at p
aste
3. c
onta
iner
for
pas
te
For
Dec
orat
ing
and
Fini
shin
g th
e Fo
rm:
1. te
mpe
ra p
aint
2. v
arni
shfe
lt4.
but
tons
5. y
arn
6. c
loth
7. o
ther
fou
nd o
bjec
ts n
eede
d
Proc
edur
e:
Papi
er M
ache
A jo
b fo
r ge
ntle
littl
e fi
nger
s.
I. T
he c
hild
mus
t dec
ide
wha
t he
wis
hes
to m
ake:
an
anim
al, a
mas
k, a
pup
pet,
a do
ll, e
tc.,
and
wha
t mat
eria
ls h
e w
ill n
eed
tofo
rm th
e ba
sic
stru
ctur
e.
35
2. T
he b
asic
scu
lptu
re m
ust b
e pu
t tog
ethe
r se
cure
ly s
o th
at th
e pa
rts
will
not
fal
l apa
rt w
hen
the
wet
new
spap
er is
app
lied.
3. T
he n
ewsp
aper
str
ips
are
soak
ed in
the
mix
ed w
heat
pas
te f
or a
min
ute
or s
o an
d ca
refu
lly p
lace
d on
the
form
unt
il it
isco
mpl
etel
y co
vere
r. T
his
proc
ess
is r
epea
ted
until
4 o
r 5
laye
rs c
over
the
form
.
4. T
he f
orm
is a
llow
ed to
dry
. Thi
s m
ay ta
ke a
s lo
ng a
s a
wee
k in
larg
er p
roje
cts.
5. T
he f
orm
is th
en r
eady
to p
aint
and
dec
orat
e w
ith a
ppro
pria
te g
adge
ts to
giv
e it
the
char
acte
rist
ics
it re
quir
es. E
xam
ple:
card
boar
d ea
rs a
nd a
yar
n m
ane
and
tail
for
a ho
rse,
with
but
tons
for
eye
s.
Var
iatio
ns:
Pari
scra
ft, a
com
mer
cial
ly a
vaila
ble
fabr
ic b
ased
med
ium
(pl
aste
r-ca
st b
anda
ge, i
n fa
ct),
is v
ery
sim
ilar
to th
e pa
pier
mac
hepr
oces
s. N
o gl
ue is
nee
ded
as w
ater
will
mak
e th
e Pa
risc
raft
stic
ky a
nd it
will
adh
ere
to a
ny b
asic
for
m. T
he s
ame
proc
edur
eof
bui
ldin
g la
yers
is f
ollo
wed
and
whe
n dr
y, w
hich
onl
y ta
kes
mir
,ites
, it i
s re
ady
for
deco
ratio
n.
36
Wire
Scu
lptu
re
Mat
eria
ls a
nd E
quip
men
t:
I. w
ire
of v
ario
us g
auge
s.
plie
rs3.
wir
e cu
tters
4. w
oo b
ase
5. s
mal
l nai
ls o
r gl
ue
Proc
edur
e:
I. E
ach
child
sel
ects
sev
eral
pie
ces
of d
iffe
rent
gau
ged
wir
e to
exp
erim
ent w
ith. L
et h
im g
et th
e fe
el o
f th
e w
ire
by b
endi
ng a
ndsh
apin
g it.
2. S
how
eac
h ch
ild h
ow to
use
the
plie
rs to
twis
t and
ben
d th
e w
ire
and
help
him
cut
cor
rect
ly a
nd s
afel
y w
ith th
e w
ire
cutte
rs.
3. N
ow th
at th
e ch
ildre
n ar
e ac
quai
nted
with
the
mat
eria
ls a
nd to
ols
they
can
try
to b
uild
the
form
or
shap
e th
ey d
esir
e.
4. D
iscu
ssio
n ab
out h
ow th
eir
shap
es f
eel,
whe
re th
ere
is e
mpt
y sp
ace
and
whe
re th
e sp
ace
is f
illed
, wha
t bal
ance
is. e
tc. c
anhe
lp th
e ch
ildre
n un
ders
tand
wha
t scu
lptu
re is
and
how
they
are
cre
atin
g sc
ulpt
ure
with
thei
r w
ire.
5. T
he f
inis
hed
form
may
be
fast
ened
to a
woo
den
base
with
nai
ls o
r gl
ue o
r m
ay b
e hu
ng a
s a
mob
ile f
rom
wir
e or
stri
ng.
37
Pupp
ets
1. P
aper
Bag
Pup
pet:
Mat
eria
ls a
nd E
quip
men
t:
1. s
mal
l pap
er b
ag, f
ittin
g ov
er th
e ch
ild's
han
d2.
tem
pera
pai
nt3.
col
ored
con
stru
ctio
n pa
per
scra
ps4.
yar
n an
d cl
oth
scra
ps5.
sci
ssor
s an
d pa
ste
Proc
edur
e:
1. T
he c
hild
pla
ces
the
pape
r ba
g ov
er h
is h
and
so th
at th
e fl
at b
otto
m f
its o
ver
the
fing
ertip
s an
d kn
uckl
es. T
his
beco
mes
the
ace
allo
win
g th
e m
outh
to o
pen
and
clos
e as
the
child
talk
s.
2. T
he f
ace
is p
aint
ed o
n or
cut
fro
m th
e co
lore
d pa
per,
pla
ced
unde
r th
e fl
ap w
ith th
e lip
s sh
owin
g on
the
flap
and
whe
reit
mee
ts th
e bo
dy s
o th
at w
hen
the
mou
th is
ope
n fo
r ta
lkin
g it
can
be s
een.
3. A
rms,
legs
and
clo
thin
g m
ay b
e cu
t fro
m th
e co
lore
d pa
per
and
clot
h an
d pa
sted
to th
e bo
dy. T
he y
arn
may
be
used
for
hair
or
deco
ratio
n.
Var
iatio
n:
A p
aper
bag
pup
pet c
an b
e m
ade
by s
tuff
ing
the
botto
m o
f th
e ba
g w
ith n
ewsp
aper
and
tyin
g th
e ba
g on
a s
tick.
Pai
nt, y
arn,
pape
r sc
raps
, clo
th, e
tc. m
ay b
e us
ed to
dec
orat
e th
e pu
ppet
.
38
2. F
inge
r Pu
ppet
:
Mat
eria
ls a
nd E
quip
men
t:
I. s
tiff
pape
r or
car
dboa
rd2.
tape
3.
colo
red
pape
r4.
tem
pera
pai
nt o
r cr
ayon
s5.
sci
ssor
s
Proc
edur
e:
Fron
t
1. A
sm
all f
igur
e is
cut
fro
m th
e ca
rdbo
ard
and
deco
rate
d w
ith p
aint
, pap
er, c
rayo
ns, e
t-.
Bac
k
2. A
thin
rec
epta
cle
is c
ut f
rom
the
card
boar
d an
d lo
oped
to f
it th
e ch
ild's
fin
ger.
It i
s th
enat
tach
ed w
ith ta
pe to
the
back
of th
e fi
gure
mad
e by
the
child
so
that
he
can
put h
is f
inge
r in
it to
mov
e th
e pu
ppet
.
Var
iatio
n: S
tick
pupp
ets
The
sam
e pr
oced
ure
is f
ollo
wed
to m
ake
the
figu
re, b
ut a
stic
k, r
uler
or
dow
el is
tape
d to
the
back
of
the
figu
re to
mov
e it.
39
FA
BR
IC D
ES
IGN
Edu
catio
nal O
bjec
tive:
To
prov
ide
the
tact
ual e
xper
ienc
es o
f m
akin
g an
d de
cora
ting
clot
h th
roug
h w
eavi
ng a
nd s
titch
ery
tech
niqu
es a
s a
mea
ns o
fre
latin
g th
e fo
rces
of
line,
sha
pe, s
urfa
ce a
nd c
olor
to th
e cl
othi
ng a
nd f
abri
cs in
the
child
ren'
s en
viro
nmen
t.
ip4.
: 7
A b
oy fi
nds
stitc
hery
can
be
fun!
40
Stitc
hery
Mat
eria
ls a
nd E
quip
men
t:
1. b
urla
p or
a lo
ose
wov
en f
abri
c2.
col
ored
yar
n3.
stit
cher
y or
tape
stry
nee
dles
4. f
abri
c sc
raps
for
app
lique
s
Proc
edur
e:
1. T
he c
hild
sho
uld
be s
how
n ho
w to
mak
e se
vera
l bas
ic s
titch
es (
see
draw
ings
bel
ow)
on a
pra
ctic
e fa
bric
so
he c
an v
ary
the
desi
gn h
e cr
eate
s on
his
fin
ishe
d pi
ece.
2. T
he d
esig
n m
ay b
e dr
awn
on th
e bu
rlap
bef
ore
he b
egin
s or
the
child
may
wor
k fr
eely
as
he g
oes
alon
g.
3. T
he d
esig
n is
stit
ched
with
col
orfu
l yar
ns a
nd a
var
iety
of
stitc
hes.
It m
ay b
e a
real
istic
pic
ture
or
an a
bstr
act d
esig
n; s
ome
area
s m
ay b
e fi
lled
in w
ith y
arn
whi
le o
ther
s ar
e le
ft o
pen
to m
ake
a ba
lanc
ed d
esig
n.
4. S
mal
l fab
ric
scra
ps c
an b
e ap
pliq
ued
on to
p of
the
burl
ap to
add
inte
rest
ing
text
ures
.
5. W
hen
the
stitc
hery
is c
ompl
eted
it s
houl
d be
mou
nted
as
a w
all h
angi
ng o
r se
wn
to a
noth
er p
iece
of
fabr
ic f
or a
pur
se o
rot
her
usef
ul g
arm
ent.
Run
ning
Stit
ch.
Stra
ight
Stit
ch,
Satin
Stit
ch
41
Par
Wea
ving
Mat
eria
ls a
nd E
quip
men
t:
1. 2
pie
ces
of c
onst
ruct
ion
pape
r of
con
tras
ting
colo
rs,l
arge
r si
zes
easi
er to
wor
k w
ith f
or b
egin
ners
, 12
x 18
.
2. s
ciss
ors
3. g
lue
Proc
edur
e:
1. T
he c
hild
fol
ds o
ne s
heet
of
pape
r in
hal
f an
d cu
ts f
rom
the
fold
, mak
ing
I in
ch s
lits,
but
leav
ing
a 1
inch
con
nect
ing
mar
gin
at th
e to
p.
2. H
e cu
ts th
e se
cond
she
et o
f pa
per
acro
ss in
to 1
inch
str
ips
(12
inch
es lo
ng).
3. H
e th
en w
eave
s th
e st
rips
into
the
slits
of
the
firs
t pap
er, o
vera
nd u
nder
the
firs
t tim
e th
en a
ltern
atin
g un
der
and
over
with
the
next
and
con
tinui
ng u
ntil
the
pape
r is
wov
en.
1.
42
3.
(Int
rodu
ce te
rms:
war
p, w
eft,
woo
f, lo
om)
Str
aw W
eavi
ng
Mat
eria
ls a
nd E
quip
men
t:
1. d
rink
ing
stra
ws
(the
num
ber
vari
es a
ccor
ding
to th
e w
idth
des
ired
)2.
str
ing
and
a pi
ece
of w
ire,
long
er th
an th
e fi
nish
ed p
iece
3. y
arn
Proc
edur
e:
1. T
he c
hild
cut
s pi
eces
of
stri
ng a
littl
e lo
nger
than
the
fini
shed
pie
ce is
to b
e. T
he s
trin
gs a
re h
ooke
d to
the
piec
e of
wir
e an
dpu
lled
thro
ugh
the
stra
ws,
kno
tting
them
at t
he to
p so
that
they
will
not
slip
thro
ugh
the
stra
ws.
The
wir
e is
dis
card
ed w
hen
all t
he s
traw
s ha
ve b
een
stru
ng.
2. N
ext,
the
child
wea
ves
over
and
und
er th
e st
raw
s, to
the
one
side
and
then
bac
k to
the
othe
r si
de u
ntil
the
stra
ws
are
full.
3. T
he c
hild
then
slid
es th
e w
oven
sec
tion
off
onto
the
stri
ng a
nd c
ontin
ues
to w
eave
unt
il th
e en
tire
leng
th o
f th
e <
:..ri
ng h
asbe
en f
illed
, slid
ing
each
sec
tion
as it
is f
illed
.
4. I
f th
e st
ring
s ar
e lo
ng e
noug
h a
be!:
may
be
wov
en, o
r w
ith s
hort
er o
nes
a ne
ckla
ce o
r he
adba
nd m
ight
be
mad
e.
1.w
ire
strin
g
2.
43
Car
dboa
rd W
eavi
ng
Mat
eria
ls a
nd E
quip
men
t:
1. c
ardb
oard
2. s
ciss
ors
3. w
arp
stri
ng4.
yar
n
Proc
edur
e:
I. T
he c
hild
cut
s no
tche
s at
the
top
and
botto
m o
f th
e pi
ece
of c
ardb
oard
at e
ven
inte
rval
s. (
It is
not
nece
ssar
y th
at th
ese
alw
ays
be d
one
at f
ixed
inte
rval
s.)
2. T
akin
g th
e st
ring
for
the
war
p (o
r le
ngth
wis
e th
read
s; th
e ch
ild a
ttach
es it
to th
e fi
rst t
op n
otch
and
bri
ngs
it do
wn
to th
ebo
ttom
not
ch. H
e ho
oks
it ar
ound
the
botto
m n
otch
and
brin
gs it
bac
k to
the
top
repe
atin
g th
is p
roce
dure
(on
one
sid
e on
ly)
until
the
card
boar
d is
fill
ed.
3. W
eavi
ng m
ay b
e be
gun
at th
eto
p or
bot
tom
whi
ch e
ver
is m
ost c
omfo
rtab
le f
or th
e ch
ild. T
o m
ake
the
wea
ving
eas
ier
a"s
huttl
e" c
an b
e m
ade
by n
otch
ing
a sm
all r
ecta
ngle
of
card
boar
d an
d w
rapp
ing
the
yarn
aro
und
it so
it c
an b
e sl
ippe
d ov
eran
d un
der
the
stri
ng e
asily
.
4. W
hen
the
wea
ving
is f
inis
hed
the
war
p st
ring
s ca
n be
slip
ped
off
the
card
boar
d an
d a
poth
olde
rty
pe w
eavi
ng is
pro
duce
d.
1.
44
3.
"God
's E
ye"
Mat
eria
ls a
nd E
quip
men
t:
1. tw
o or
mor
e st
icks
, tw
igs,
pop
sicl
e st
icks
, etc
.2.
yar
ns 'o
f di
ffer
ent c
olor
s
Proc
edur
e:
I. T
he s
ticks
are
cro
ssed
and
the
child
beg
ins
to w
ind
the
yarn
aro
und
the
cent
er o
f th
e cr
oss,
wea
ving
ove
r an
d un
der
the
stic
ksun
til th
ey a
re s
ecur
ed in
pla
ce.
2. T
hen
the
yarn
is w
oven
ove
r th
e st
ick
each
tim
e an
d lo
oped
aro
und
the
stic
k to
sec
ure
it. T
his
proc
edur
e is
beg
un in
the
cent
er a
nd p
rogr
esse
s ou
twar
d.
3. T
he c
olor
s m
ay b
e ch
ange
d by
sim
ply
leav
ing
the
end
of th
e fi
rst c
olor
at t
he b
ack
of th
e w
eavi
ng. B
egin
the
seco
nd c
olor
onth
e st
ick
that
the
firs
t col
or w
rapp
ed a
roun
d la
st.
1. 2.
-+
s".."
Ala
45
The
cre
ativ
e te
ache
r w
ill u
se th
is te
xt a
s a
sour
ce o
f ide
as n
ot a
s a
cook
book
of r
ecip
es; h
e w
ilt g
o be
yond
the
sugg
este
d id
eas
and
utili
ze d
iffer
ent m
ater
ials
, in
diffe
rent
way
s, fo
r di
ffere
nt s
tude
nts.
