Hand Made Paper Casts

Hand Made Clay Molds & Hand Made Paper Casts
Submitted by: Ned Fox, art teacher at Northwood Jr, High.
Level: 7th-12th

Leg Cast Paper by Frank Gallo

Procedure

This is a great project to teach all types of skills. I start the class showing students embossed paper and explain how the paper is made. We then start to draw things that we want to transfer to hand made paper. Now the real fun starts - The students start to carve their picture into the clay, smoothing the edges where they want a smooth flow. Shapes that are carved out of the clay will stand out on the hand made paper. Shapes that are not carved give the illusion of going back in space.

After the Moist Clay is dried, it is fired and then painted with 4 coats of Deft Clear Wood Finish (let dry between coats), then they are ready to receive the hand made paper which is pressed in semi-wet sheets onto their ceramic molds. After they dry completely, the paper can be removed from the molds. We have great RESULTS with this project. Good luck and experiment with other ideas beyond this.

Resources

Papermaking Kit with DVD - Arnold Grummer shows how to make paper using a simple dip handmold, then demonstrates three easy decorative techniques — embossing, pulp painting, and paper layering.

NOTE: This lesson was submitted in the early days of IAD when teachers had no scanners or digital cameras to take pictures of student work.

Eating Fruit Pastel Drawing

Submitted by: Jenny Thomas, art teacher at
Toorak College Mt. Eliza, Victoria, Australia

Grade Level: Early high school, Drawing, Year Levels 8-10

Background

This is a popular lesson with most students because they get to eat while creating a work of Art. Students start by folding a large piece of cartridge paper* into six or nine squares (depending on how much time you have). I then ask students to select a piece of fruit from a central table. Of course you need to purchase a variety of fruit beforehand. I find that various types of apples work well and so do peaches, pears and bananas.

After some discussion on ways of representing form and proportions the students start to record as accurately as possible, the entire fruit. They love using Pastels but any media would be suitable. Students need to start this first drawing in the top left hand square. The next step is to take a bite or two and record the fruit again in the next square of paper. The exercise continues in this manner until all that is left is the core or a few pips. The students always get great results and the completed works of the entire class make a fantastic display.

* Cartridge paper or drawing cartridge, are terms used by countries in the UK and Australia for very heavy drawing paper. It is usually available in 90 gsm and 125 gsm. Heavy quality drawing paper - Bristol Board or any similar paper is a good substitute. Stonehenge also comes in similar weights to cartridge paper.

NOTE: This lesson was submitted in the early days of IAD when teachers had no scanners or digital cameras to take pictures of student work.

Progressive Rhythm Drawing

Submitted by: Carole Neff, art teacher at
Unioto High, Chillicothe, Ohio.
Level: 9th-12th

Procedure:

When teaching types of rhythm, I use this lesson for progressive rhythm. Cut small pictures from catalogs (small appliances, cameras, shoes, toys, etc) and staple in the upper corner of 12" x 18" (30.5 x 46 cm) paper. Divide the paper into 12 to 16 squares. Students draw the object as seen in the first box. They are then to gradually transform the object into another recognizable object by allowing that object to stretch, shrink, lose parts, move parts. (This is called morphing when done digitally) The key is a gradual transformation. The last box will be reserved for the final object. To make the lesson more challenging, the last item could have some relationship to the first.

Materials:

• 12" X 18" (30.5 x 46 cm) Drawing Paper

• Catalogs or old magazines

• Drawing Pencils

• Chosen media for color (Colored Pencils or Oil Pastels is a possibility)

NOTE: This lesson was submitted in the early days of IAD when teachers had no scanners or digital cameras to take pictures of student work.