Lesson: Planters
By: Eric F. Avery & Esther Ouray
- Key ideas:
- • Water is essential to all life.
- • We are not merely individuals; we are part of a whole.
- Art outcomes:
- • Collaboration
- • Sponge painting technique
- • Creative movement
- Water outcomes:
- • Appreciation and honoring of water
- • Understanding our place within the ecosystem in relationship to water
- • Making conscious the use of water
- Materials:
- • Clay pots
- • Sponges
- • Acrylic paint
- • Tarp
- • Potting soil
- • Seeds/plants
- • Pitchers
- • Water
- • Paper plates (not paint containers)
- • 5 gallon bucket
- • Paint shirts
Preparation: Lie out a tarp and spread out the pots on it. Break sponges into palm-sized pieces. Select a palette of blues and additional accent color and put the paint on paper plates. As part of our design aesthetic we limited the number of colors to maximize contrast: we didn’t want color of the pots to turn out looking like a muddy mess. We also chose paper plates instead of small or deeper containers to allow for communal access to the paints: lots of kids can dip their sponges at the same time. Similarly, we utilized 5-gallon buckets as communal washing stations placed separately from the area where the paints are accessed.
In a separate area we prepared for the post painting planting. Soil was distributed into pitchers. Trays of plants were also set out in this area.
Execution: We began with everyone getting in a circle to introduce the activity and to bring to mind the importance of water. Over the course of the day repeat the word water as much as possible. Everyone gets paint shirts and a sponge.
To initiate the process we used our version of the game “Mother May I?” to engage the group in a collaborative pot painting effort. For instance, to 3 different groups of children: “You may hop on one leg to the paint, choose 1 color, and put paint onto 5 pots.” “You may walk backwards to the paint, dip in blue paint, and put two dabs on every pot.” “You may move in slow motion to the paint, choose your favorite color, and cover one pot with that color.” Know that some children will continue with the games while others will eventually engage in collective painting without the game.
Best techniques for collective sponge painting are to dip the sponge once in the shallow puddle of paint and dab paint onto pots with a light pressing motion, which should leave an imprint of sponge detail. Encourage participants to avoid smearing and excess paint. Complete coverage of each pot is accomplished as the dabbing of participants accumulates: no one pot is painted by one person. In between colors sponges are rinsed in the 5-gallon bucket of water. This accomplishes not only cleaning of the sponges, but also is a tactile experience with water.
Once pots are all covered or nearly covered take a break. During the break, check pots that might be in need of adjustments to their paint. This time will also afford the pots time to dry while the project leaders begin a discussion about the essential need of water for all living things.
With the dry pots moved to the planting area we began transplanting the plants into the clay pots. Once all were planted we commenced a watering ceremony. The projects leader stood up front with pitchers of water and would ask each participant “What is one way that we use water?” Participants respond and the leaders would echo the response and follow it up with “The Water of Life!” and then would water the participants plant.
Lesson: Fisk Mural Project
By: Aaron Marx
- Key ideas:
- • Help kids understand the historical, physiological, and spiritual importance of water in our lives.
- • Develop skills using acrylic paint, canvas, and a public art mural apparatus.
- Art outcomes:
- • Teach color theory, painting technique, and a general appreciation for art.
- • Inspire youth to use art as a means of exploring ideas.
- • Provide an example of using art to understand science.
- Water outcomes:
- • Connect youth to the scale of the Mississippi River.
- • Share knowledge about Minnesota’s geologic history.
- • Provide a means to discuss water quality, conservation, and preservation.
- Materials:
- • Acrylic paint
- • Brushes
- • Paint containers (paper cups)
- • (3) 24″ x 36″ canvas
- • (2) saw horses
- • 6′ 1×2 board
- • Drill
- • Screws
- • Paint shirts.
Preparation: Harold Fisk’s historic drawings of the geologic shifts of the Mississippi River Delta are the starting point for this exercise. Looking at these drawings could provide students with many opportunities to think and talk about our relationship to the river and how it has change over time. Many artistic opportunities exist within this exploration.
A Fisk drawing was projected and the canvas was pre-drawn with outlines of the Mississippi River. Easily broken down, these drawings were then transported to the site and reassembled.
Execution: The workshop began with a discussion of Fisk’s drawings, how the river has changed over time, and what it must have been like to travel up the river in 1850’s. Then paint was distributed with very little direction of instruction, only to fill in the shapes with color.
We choose to do this project as a one session 3 hour workshop. Using 2 saw horses turned end-to-end for the support system, a 1×2 was mounted across the back side of pre-stretched canvas. For this example, we used (3) 24×36″ canvas, but that could expand to many more.
Teaching art appreciation, best practices, and techniques happened throughout the activity. With that many opportunities presented themselves, to engage youth in conversations about water quality, conservation, and preservation of natural resources.
Lesson: Watercolor
By: Aaron Marx
- Key ideas:
- • Teach the basics of watercolor, including techniques of layering, color mixing, transparency, and abstraction
- • Have kids consider the mythological, biological, and spiritual nature of water.
- Art outcomes:
• Teach water color techniques (mixing, layering, light, dilution).
• Inspire youth to use art as a means of exploring ideas.
• Provide an example of using art to understand science.
- Water outcomes:
- • Use water to directly make art.
- • To recognize water as valuable natural resource
- • Teach about water systems and water collection.
- • Provide a means to discuss water quality, conservation, and preservation.
- Materials:
- • Large sheets of 80lb or greater watercolor paper 30″ x 42″ (Anchor Paper is a good supply source)
- • Watercolor sets (10)
- • Brushes
- • Large cups for water
- • Paper towels
- • Painter’s tape
Preparation: Set up tables into a square format, tape large sheets of paper to the table, fill cups with water, set up stations for students to share watercolor sets.
Execution: Talk to students about watercolor as an artistic medium, what makes it different from other types of painting, how water allows transparency, the importance of layering, and various wash techniques, and mixing colors on the paper rather than in the sets.
Many themes are available for this workshop, I am particularly interested in abstraction and encouraged students to approach this project through that lens. Other options could be to have them paint the landscape of their surroundings, or another place from an image. For more advanced students, one could talk about atmospheric perspective, and developing composition from a grid.
Physically interacting with water allows the teacher to have discussions about where water comes from, where it goes, and why it matters.
Lesson: Felted Jewelry: Water + Wool
By: Sarah Nassif
- Key Ideas:
- • Water transforms things.
- • Wool is a natural fiber (sheep “hair”). It is like a smooth straw covered in fish scales. When it is dry, you can pull it apart and see the individual fibers easily.
- • When wool gets wet, the scales open up and interlock with each other, becoming matted and difficult to pull apart. This process is called “felting”.
- • Agitating (rolling around) the wool helps the felting progress faster. Felting is a simple fiber art technique that uses water and wool to create soft sculpture
- Outcomes:
• Kids will have an introduction to fiber art
• Kids will recognize water as a change agent
Adults needed: At least 2, extra volunteers are great for helping kids individually.
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- Materials:
• Tubs for holding warm soapy water (wash basins are good)
• Hot water supply (thermos with hot water can be mixed with hose water)
• Felting trays (cookie sheets or similar) with a sheet of small size bubble wrap in the bottom, bumps up
• Small and large towels for drying hands and mopping up
• Dye- and scent-free liquid dish soap
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- Preparation: Set up 1 dry table and as many wet tables as needed for the group size.
Dry table: One adult will hand out wool roving to kids. Kids can choose from an array of colors. Hands must be dry when handling the dry wool.
Wet tables: Each table will need a basin of warm water with a drop or two of plain dish soap, felting trays, dry towels as needed.
Finished project area: Have kids write their names on a paper towel or box to place their finished work into. Felted projects can be hard to tell apart after they are finished.
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- Execution: Begin with students in circle to talk about the project theme “Water Transforms Things”.
Ask who knows what a “fiber” is? Point out we have fiber growing on our heads! Our clothes are made of fiber (cotton, wool, synthetic…). Most fibers need to be changed in some way by water to make them into something useful. Water can be used to color fiber, make it softer, cleaner, etc. Felting uses water to change separate fibers into solid “fabric.”
Fiber art is an art form that uses fibers, cloth and techniques like sewing, weaving, knitting and felting to create art works. Art works might be something familiar, like a sweater or rug, or a unique sculpture. (Optional: Show examples)
Sitting in a circle, hand out dry wool roving samples for kids to handle and examine. Ask kids to describe the properties of the dry wool. Point out how there are separate long fibers that can be pulled apart easily. Hand out felted objects and compare with dry wool.Ask kids to describe the properties of the felted wool. How is similar or different to dry wool?Point out how the fibers are matted together into a fabric (felt) and can’t be pulled apart easily.
Demonstrate basic felting by making a ball the size of a large marble. First prepare your wool – begin with small chunk of wool roving twice the size of the desired final size. It’s easier to felt something small than something large. You can use more than one color. “Wake up” the fibers by pulling and fluffing them up well. Layer colors or swirl in.
Wet the wool by creating a balloon shape the size of a cotton ball, and pinch together at the bottom with one hand. Use other hand to drizzle warm soapy water over it. Don’t dunk the wool into the basin.
Agitate the wool and start to roll the wool in your hands as if rolling a ball. Begin with gentle movements and almost no pressure, as if you are petting baby kitten. As the wool begins to felt together, you can roll with more vigor. You can roll it around on the bubble wrap. This takes time! Add drops of soapy water as needed if it dries out.
A few minutes later, as the ball firms up, you can roll it between your hands until the desired hardness is achieved. It can take 10-15 minutes to felt a ball.
Other shapes can be made by rolling a snake, or just playing around. Shapes can be strung together with a tapestry needle and thread.
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- Suggested rules for the project:
- 1. Adults will provide roving to kids with dry hands (wool begins to felt as soon as it touches water)
- 2. Use small amounts of water at a time – don’t dunk
- 3. Put finished project into your box/ on your paper towel with your name on it
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- Project steps for kids:
- 1. Choose wool colors
- 2. Wake up fibers, fluff into a shape
- 3. Using a small amount of soapy water, start felting. Use gentle touch at first.
- 4. As wool begins to felt, use more pressure. Add water as needed if it dries out.
- 5. When your project feels as firm as you want, dip in cold water to rinse.
- 6. Use a needle and thread to string shapes together into necklaces, bracelets, key rings.
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- Project Variation: Flat Felting
- Flat felting is done by layering flattened bits of wool roving to create a design. Begin with dry roving, fluff out fibers into a flat shape (circle, square, etc.). Lay onto bubble wrap and add soapy water.
Add bits of wool in different colors to create a design. Massage wool with fingertips to get fibers to mat together. Rub mat around on bubble wrap, flipping a few times. When finished, blot dry with a towel and lay aside to dry.
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- Conversation Starters:
- These are ideas of impromptu conversations to strike up while kids work on their projects.
- • What are some other things water transforms? (e.g. steel turns to rust, sugar dissolves, dirt turns to mud, rocks erode, etc.)
- • How do you think felting was discovered? (They say it was wool in the shoes of early people that was wetted and agitated as they walked, becoming felt)
- • How is water used to change other fibers? (think about tie-dye, printing processes, creating textures like wrinkles)
Resources:
Textile Center of Minnesota – has wool roving in the shop in multicolor packs.
https://www.weircrafts.com/ — home spun carded wool is easiest to felt.