Painted weaving collage

Arts & Activities, Dec, 2004 by Cissy Hamilton

The idea for these painted weaving collages began with the weavings themselves. Several years ago, when my third-graders created some weavings, they seemed to be too plain and similar. This was a concern because I like to display work in our fine-arts wing that serves to show off our students' uniqueness and creativity. These weavings just weren't up to par.

After asking the students for ideas on how to spice things up, this project evolved. While yarn and paint are not typically found in the same art lesson, this project has proven to be a success for many reasons. Paper plates provided a simple support for the weaving and the students easily caught on to the process.

Weaving in a circular manner was a new concept for these students. Incorporating the weaving into a painting stretched their imaginations and added a three-dimensional, textural effect. Using two distinctly different mediums, the students were able to communicate very interesting and diverse ideas.

We began by choosing several pieces of yarn, about 15 inches long. I suggested they choose either warm or cool colors. Each student was given a paper plate with an odd number of slits evenly cut from the outside edge toward the middle (not all the way to the center!). I found that nine is a good number to use.

After securing the yarn underneath the middle of the plate with tape, we were ready to begin weaving. I demonstrated how to pull the yarn gently over and under each section, while advancing in a circular motion. As the yarn is being woven, it should be pulled taut so that the paper plate does not show under the yarn.

When the students finished with the first piece of yarn, I showed them how to tie the next piece to it underneath the plate. They could continue with the same color or try a new one. All the students easily wove about 2 inches.

I tried to encourage them to go to the edge but many tired of weaving after a while. Because they work at different speeds, I didn't feel it was necessary for them to fill the plate. As they worked, I told them that we would be doing something special with the weaving--but gave no details.

When all were finished, I held up one weaving and asked for suggestions on what this round object might become if placed on a background or as a part of something else. The students' ideas came quickly. One of the most obvious was a flower or sun. While this is acceptable, I tried to limit the students from doing the same as someone else and to stretch their imaginations.

I like to emphasize originality. It may take some a little longer to come up with an idea, but they all do eventually. I explained that they would be incorporating the weaving into a large painting. The size of the paper plate causes students to work boldly and it becomes the focal point for the painting.

They chose an 18" x 24" colored construction paper background. Some requested to paint the white edges of the plate or to cut them off entirely. I went around the class to hot-glue the weaving after it was placed in the desired position on the paper. With pencils, the students sketched their composition. Finally, they painted their shapes with tempera. The project took about four, 40-minute class periods.

The variety of images from this project was truly amazing. All the students achieved success with the resulting work demonstrating a perfect example of young imaginations.

These artworks, we proudly displayed in the fine-arts wing.

LEARNING OBJECTIVES

Students will ...

* learn how to weave on a circular structure.

* use imagination to create an original composition using a round weaving as a focal point.

* use their drawing and painting skills to illustrate their ideas in an interesting composition.

MATERIALS

* Yarn pieces, about 15 inches long

* Paper plates

* Scissors, tape

* Tempera paint, water containers, mixing trays, paint brushes

* Pencils

* Assorted colors of 18" x 24" construction paper

NATIONAL VISUAL ARTS STANDARD

Students will use different media, techniques and processes to communicate ideas, experiences and stories.

Cissy Hamilton is the grade 3-5 art teacher at The Lexington School in Lexington, Kentucky.