Circus ABC

Arts & Activities, Dec, 2004 by Thais Wright

From Agile Acrobat to Zany Zebra, with a Cavorting Clown, Daunting Daredevil, Portly Peanut-vendor, Sinuous Snake-charmer and Wily Wire-walker thrown in for good measure, my sixth graders created a circus alphabet using applique and stitchery. This colorful lesson linked the visual arts with the language arts.

The unit began with a traditional figure drawing lesson. Students had learned in fifth grade how to draw figures in a full-face and profile view using proportions based on the size of a head. In sixth grade, we concentrated on action figures in a front view. Three axis lines, spine, shoulder and hips were drawn first. The body contour was then added to this "skeleton." Once the students were comfortable drawing a variety of action poses, we moved on to the circus.

Circus posters, prints by artists who used the circus theme and circus books were put on display in the art room. These provided the motivation and research tools for the circus alphabet. In order to ensure a complete alphabet, I made index cards lettered from A-Z. Students then drew a card. This letter provided the inspiration for the circus performer--which was the emphasis of the applique--to be created. Animals and objects could be included to give the letter meaning, such as a Kicking Kangaroo boxing with a clown (action figure). Students could use the reference materials or brainstorm with peers to decide on their performer.

Students began with a sketch on 9" x 12" manila paper. The performer had to show action and fill the compositional space, thus showing balance. This sketch included any animals or props. The sketch would be the template for the finished design. The sixth-graders chose a 9" x 12" piece of colored burlap for the background. Each student received a piece of 9" x 12" tracing paper to use as a pattern for cutting the felt. The sixth-graders also made a paper portfolio from 12" x 18" manila paper. These folders were used to store the sketch, tracing paper, felt, burlap and any other work in progress for the length of this lesson. These portfolios later proved to be a good tool for students to assess their work at the end of the unit. They were able to see how they made drafts, revised their ideas and edited the final project.

The second class period began with vocabulary, definitions and examples of appliques. A demonstration was presented on the applique procedure. Using the tracing paper and a pencil, students traced the furthest back part of the performer's costume. I used the analogy of thinking how you get dressed. What goes on first? This will help you decide what piece to trace first. This traced piece was cut and then transferred to felt using chalk. Chalk eventually wears away and doesn't leave an outline on the finished applique. The felt was then cut and glued to the burlap in the same position as the original sketch. The students continued to "dress" their figures by tracing, cutting and gluing. A variety of felt colors were used for the main parts of the performer's costumes.

Once the main parts of the figure were completed in felt, an assortment of ribbons, lace trim, rickrack, buttons, sequins and feathers were added to decorate the circus performers.

Now it was time to add linear details with stitchery. Many students have never sewn before, so I showed examples of stitchery, pointing out the variety of stitches. I demonstrated how to thread the blunt tapestry needle, where to place the knot and how to hold and move the needle when stitching. We started with the running stitch. I told my students to think of the needle as a marker and the yarn as the line that follows wherever you place the needle. This really helped them to visualize the process.

I showed them how to keep the needle only on top of the burlap, to use the table top for support and to always start and stop on the back side of the burlap. I demonstrated a row of running stitches that were a half-inch long, using a thumbnail as a measurement guide. To make the running stitch seem like a continuous line, only two burlap threads should be picked up with the needle as it "ran" only along the top side of the burlap. I also showed how to curve the running stitch and to make it zigzag. I then asked them for ideas on where to use the stitches. Frames or outlining the figure were some ideas, while other students suggested making the circus ring, tent, tightrope or lion tamer's whip. I also gave them a preview of the next two stitches they would be using so they could plan ahead.

Each student was given a small practice square of old burlap. They had to show me at least five "good" running stitches, stitches that were the same length. They also had to do a curved line and a zigzag line. Once they gained confidence in their sewing ability, they moved on to their appliques using many colors of yarn.

Each day the sixth-graders came to class, a new stitch was learned and then practiced. Students learned the satin, cross-stitch and lazy daisy stitch. Some students were shown individually the chain and blanket stitch. Students had to use at least three different stitches on their appliques. Some made balloons, stage lights, hair, trapeze swings and even words. It was great fun for all to see how my students took this traditional craft and made it their own.