Using Non-Traditional Materials to Create Art

Activities Developed and Contributed by

Susan Brasch http://www.susanjbrasch.com

With

A Link to a Dick Blick Copyrighted Lesson Plan

“Rhythm in Layers” Objectives: The participants will “think outside the box” to:

1. Explore non-traditional methods and materials for creating art 2. Look for ordinary materials and supplies that can be used to create art

Audiences: This activity can be enjoyed by all age groups. All that is required is a little imagination. Note to Facilitator: Keep your eyes open for unusual materials that can be used to create art. Don’t forget to check out the hardware store—building materials can be a great foundation for creating fabulous art! And don’t be afraid to ask stores or suppliers if they have any products that have been damaged, are on clearance or

have been overstocked—sometimes these “finds” can be the basis for a perfect art project!

Sculptures

Toothpick Sculptures When I was working with a class of school students, I learned of a truck full of toothpicks that had been involved in an accident. There was an abundance of toothpicks with no place to go. Armed with more toothpicks than most folks would know what to do with along with glue and imagination, I invited my students to get to work to create their own toothpick sculptures.

It didn’t take long for the students to get their “creative” on as they used these ordinary household materials to make their own sculptures.

This student used spray paint to finish off this work

The only limits for the students were their own imaginations.

Wood Block Sculptures If you have access to wood, cut it into blocks of all shapes and sizes yourself or ask someone else to get the job done for you. These blocks can offer some neat opportunities to create art and discuss community. In my work as a teacher and artist, I always emphasize the necessity for good preparation prior to beginning a project as well as clean-up at the conclusion. It’s an important work ethic I like to pass on to my students. For this project, the students will need to prepare the blocks by sanding the surfaces with sandpaper until they are smooth and free of splinters and rough edges. I’ll conduct an inspection to make sure the blocks have been sanded adequately and then ask the students to sweep up the dust and shavings before the artistic process begins. With the sanded blocks in front of them, I ask the students to play with them—stack them, line them up, see how they fit together, and use their imaginations. Once the students have a feel for how they want to proceed, I invite them to add color and decorate the blocks using oil pastels. Some students may take a great deal of time to make intricate designs and only finish a block or two. Others will “go to town” and turn out several blocks in the allotted time—it’s all good. Once the blocks have all received their color and designs and the pastels have set and dried, I invite the students to put their blocks together to make their own city (or cities if you have a large class). We don’t use any glue at this point—we’re just

stacking and arranging. After the class has “built” its city, I ask them to step back and tell me a little bit about their architecture, form and function. Where is this

city located—on the east coast, on an island, in a foreign country, etc.? I ask the students how the structures in this city are used—is there a mall, a playground, an amusement park, etc.? Next I ask them what kind of feeling someone visiting this city would experience—is this a happy place?--Would there be a lot to do here?

Once we have discussed the “city” the students built, I ask them to retrieve the blocks they have decorated and start to work to create their own individual sculptures using glue (a glue gun works well). And at the conclusion of the project I, of course, ask the students to follow through with a cleanup of their work stations. Here are some examples of the creative sculptures created during a recent class.

Silly Putty Sculptures

Using home-made silly putty can be a fun way to create your own sculptures. The putty is pliable and elastic for your use and when dried, presents a hard surface that can be painted. But be careful—if the putty gets into carpeting or clothing and dries, it is virtually impossible to get out. To make the putty combine equal parts of white school glue and Sta-Flo concentrated liquid starch. You can also add food coloring but if you’re going to paint the dried sculpture you won’t need the added color—your choice. Stir together the ingredients and then let them sit for five minutes.

Then “knead” the putty for several minutes and you’re ready to create. Your silly putty will bounce like a ball or can be used on newsprint to make a copy.

Image from http://lifehackery.com

Ask the students to create their sculptures. Once the sculptures are dry, they can be painted.

Sandpaper and Tar Paper and Art

Sandpaper Sandpaper is essential in getting the wood for the block sculptures ready, but it can also be an interesting medium to use for creating art. I have given my students squares of sandpaper (fine to coarse grain) and asked them to create designs on the paper using oil pastels.

When the students have finished their designs, they can transfer the design to either fabric or paper by

laying the sandpaper designs face down on the paper/fabric

using an iron at medium heat setting to press the back of the sandpaper to transfer the design (note: lay a thin towel on the back of the sandpaper sheet to protect the iron)

If the image is transferred onto fabric it can be “set” by applying white vinegar. Note: if paper is used for the transfer process, consider using a softer, porous paper (like construction paper) that will accept the transfer readily.

Tar Paper Tar paper is a construction material used on roofs as an underlayment for shingles. But tar paper can also be a neat medium to use in creating art.

Project One: Tar Paper, Templates and colored pencils For this activity, provide:

Pieces of tar paper in various sizes and shapes (cut or torn)

Templates of various shapes and sizes, letters of the alphabet, etc. You can also use lids, hands, or any other objects you have on hand for the students can trace around

Colored pencils Using the “non-lined” side of the tar paper, I invite the students to trace around the templates (or “freelance” if they so desire) to make interesting designs. Using templates is great for those students who don’t have confidence to draw free hand. When using their colored pencils, I encourage the students to use more pressure directly on the traced lines and then less pressure as they move outward. This process will give the design a glowing effect.

If you’d like to show the contrast between paper backgrounds, you can repeat the project using white paper—this will make for an interesting, contrasting display. Artwork can be framed with a corresponding color or a border can be drawn.

Project Two: Group Art with Tar Paper For this project, I break my students into groups of three, four or five (depending upon the class size). I give each group a sheet of 3’ x 3’ tar paper and ask them to divide it up so each member of their group receives a piece—it’s up to the group to decide how to make the divisions:

Above are some ways the paper can be divided, but allow the students to use their imaginations—they may even opt for a “jigsaw puzzle piece” effect. Provide the students with colored pencils, paints and templates to use in creating their individual designs on their pieces of tar paper. It’s great to have the group talk and consult about the colors and designs they will be using to see if there will be any common elements that will run through all the designs. After the group members have completed their art, have them put their pieces back together to display the 3’ x 3’ art creation for the group.

An adapation of this project would be to use the above format and provide pieces of tar paper for the group members to create their own city scape. Don’t pass up the opportunity for a rich class discussion, encouraging the students to use their imaginations as they describe their work and how they relate to it.

Plexi-Glass

Since plexi-glass is not necessarily an inexpensive medium, keep your eyes open for a good buy. Plexi-glass sheets can be cut into strips of various lengths with a hole drilled in the top for hanging. The students are then invited to use permanent markers (with enough pigment to show up on the plexi-glass) to create their designs, giving a stained-glass effect. If a mistake is made, a dab of rubbing alcohol should help remedy the problem. Once the designs are finished,

suspend them (away from the walls). A light source will really enhance the display.

Hollow-Core Door Murals

Check at your local big box hardware store (Lowe’s, Home Depot, Menards) to see if they have any damaged or dinged-up hollow core interior doors—you should be able to get them for free or at a drastically reduced price. The doors can be

hinged to together to make an interesting 3-D display for the art, hung separately or displayed as a unit. Invite your students to plan out and draw designs using the doors as their “canvas”. If you have small groups working together, encourage them to brainstorm and plan together so their doors will have some continuity.

Using oil pastels or paint, the students can add color to make their designs pop. Once the pastels have dried completely, they can be sprayed with with Kamar varnish to preserve the finish.

Once they have dried, the doors can be combined to make a mural such as this

or each door/panel can be displayed by itself.

Adaptions and Extensions: Building on Susan’s plan for creating sculptures from wood blocks, check out Dick Blick’s lesson, “Rhythm in Layers” www.dickblick.com/lesson-plans/rhythm-in-layers/ . This lesson involves low relief sculptures with design in mind and uses wood blocks, dowel rods and sticks. Layer by layer, piece by piece, this three-dimensional collage is assembled with repetitious shapes and elements, illustrating the principles of rhythm, balance and movement.

**************************************** Special thanks to Susan Brasch for sharing this series of activities. Susan has

created artwork consistently since childhood and her art is owned and displayed in several corporate collections, art museums, art galleries and private collections.

Susan is an artist-in-residence in the schools and communities through the Nebraska Arts Council. She is also a professional workshop facilitator in

conducting “Trusting Your Process” workshops using symbols and learning styles as keys to self-development, creativity, self-expression and communication. To

learn more about Susan, please visit http://www.susanjbrasch.com .

Special Thanks to Dick Blick for graciously allowing Hildegard Center to link to DB lesson plans in conjunction with its “Art Bridges” Project. Dick Blick’s commitment to the educational community extends far beyond providing high-quality products at low prices. DB offers art lesson plans created for all ages and skill levels. Every

project also meets several National Standards for Visual Arts education. PDF downloads and videos of these original lessons are available free of charge. Visit www.dickblick.com to see the many ways DB support schools, communities and art education and make DB your one-stop shopping destination for art supplies.

If you have used this lesson plan, we’d love to hear from you! Please send

questions or comments through our website www.hildegardcenter.org .

Hildegard Center for the Arts is a 501(c)3 Non-Profit Arts Organization whose mission is to unite people of all beliefs, cultures and traditions to inspire humanity

through the Arts.

Donations to further our mission are always appreciated! P.O. Box 5304, Lincoln, NE 68505

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