Category Archives: Art Tutorials

Henri Matisse and the Paper Cut-outs

Henri Matisse and the Paper Cut-outs

 “I have attained a form, filtered to the essentials.” Henri Matisse

Henri Matisse was one of the foremost artists of the twentieth century and along with Pablo Picasso and Marcel Duchamp, shaped the modern art movement. His method of painting, Fauvism, is “… a movement in painting typified by the work of Matisse and characterized by vivid colors, free treatment of form, and a resulting vibrant and decorative effect.” (Merriam- Webster Dictionary) He was primarily a painter and a sculptor but by the last decade of his life, paper cut-outs became the medium he used more than any other.

Art Nouveau and Symbolist Art influenced Matisse’s art. Like Art Nouveau and Symbolist Art,  image (which included the human figure) and decoration were central components to his painting and later, his paper cut-outs.

The paper cut-out technique was originally used to design commissions for the Ballet Russe, the Barnes Foundation and other patrons during the 1930s. Instead of sketching his ideas, he cut shapes out of paper.

After a serious operation left him bedridden in 1941, Matisse began to further develop the cut-out technique. Confined to a wheelchair during the last decade of his life, he unable to paint or sculpt and the cut-outs became the only medium for his art.

An assistant painted paper with gouache paints. Matisse would have an image in his mind reducing that image to its basic shape. He would cut that image put using quick motions with the scissors. Matisse called the technique “drawing with scissors” on colored paper instead of using pastels, pencils or charcoal on blank paper. The shapes were laid on geometric shapes (squares, rectangles) of another color or on a white background. The cut-outs looked like Matisse’s Fauvist paintings only the approach to the subject and the materials and tools were different.

Today, Matisse’s paper cut-outs are as highly regarded as his paintings and sculptures.

 

To read more about Matisse’s paper cut-outs:

http://www.nytimes.com/2014/10/10/arts/design/henri-matisse-the-cut-outs-a-victory-lap

http://wwww.latimes.com/entertainment/arts//a-etc-cm-knight-matisse-review-20141023

Elderfield, John. The Cut-outs of Henri Matisse. NY: George Braziller, Inc, 1978.

 

To make paper cut-outs like Matisse, try the following tutorial:

Paper Cut-outs

Materials:

White paper or white poster board

Colored papers

Embroidery scissors

Glue stick

  1. Think of a theme, i.e., My Garden, The Four Seasons, a folk tale like The Tortoise and the Hare, etc. Or use geometric or abstract organic shapes to create a composition. Matisse often created patterns with the cut-outs. What are the main shapes that come to mind for the theme? What are the colors of those shapes? How many shapes will you sue for the composition? Matisse used animal shapes, forms from nature and the human form as well as more abstract shapes.
  2. Do not draw them on the paper. Cut the shapes freehand using quick motions with the scissors like Matisse. Cut them in different sizes and in a variety of colored papers. Experiment.
  3. Arrange them in a composition or throw them up in the air and see how they land on the paper or poster board. If you are gluing some of the shapes on several pieces of paper, throw those up in the air and see where they land.
  4. Glue some of the shapes on pieces of contrasting colored paper and some on the white poster board or glue all the shapes on the white board.
  5. What will you do with your composition? Matisse used some of his cut-out compositions to decorate the walls of his home.
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Helen Keller, Humanitarian

Helen Keller, Humanitarian
Helen Keller

Helen Keller, Humanitarian

The most important day I remember in all my life is the one on which my Teacher, Anne Mansfield Sullivan, came to me.”

W-a-t-e-r. A stop at the pump for a drink of water changed Helen Keller’s understanding of the world. Her teacher, Anne Sullivan, poured water in Helen’s hand. Then she spelled the word using sign language in her other hand. When her teacher had spelled words to her before, Helen had not understood. In fact, she often fought her teacher, howling, kicking and biting her.

On that day at the pump, Helen’s face lit up in the realization the liquid flowing over her hand and the word she was signing meant the same thing.

Helen Keller was born on June 27, 1880 in Tuscumbia, Alabama. When she was 19 months old, she was so sick she almost died. She recovered from the fever but it left her deaf and blind. She still had her sense of touch and smell but she lived in a world of silence and darkness.

Helen was an unruly child who was allowed to do as she pleased. She grabbed food from the plates of others and threw temper tantrums when she didn’t get her way. She terrorized the family pets and the servants.

When she was six years old, her parents contacted the Perkins School for the Blind. They wanted a teacher to help their daughter. The school sent Anne Sullivan and their meeting changed Helen Keller’s life forever.

Helen learned to fold her napkin and eat with utensils from her plate. She learned obedience. She gradually learned sign language and Braille and attended various schools. Later, she graduated from Radcliffe College with degrees in German and English.

Galvanized by her struggle to triumph over her personal disabilities, she learned to speak. She became famous as an author and lecturer on issues for the disabled throughout her life.

She was a suffragist, a pacifist and an advocate for birth control. She lived during decades of significant social change: women fought for the right to vote, Margaret Sanger advocated for family planning and birth control and many social activists spoke out against the horrors of World War I. Workers were joining unions and fighting against child labor and for an eight-hour work day.

These social movements later brought significant changes in American society.

From 1909 to 1921, Helen joined the Socialist Party and campaigned for working class causes. She supported the Socialist Party candidate for President, Eugene V. Debs, in each of his campaigns for office. She visited workers in their homes, factories and sweatshops, learning about the conditions under which they lived and worked. She came to realize that better living and working conditions could prevent disease and poverty.

Many newspapers criticized her for her advocacy by pointing out her disabilities but Helen defended herself.

“[While others write that my political views spring out of the manifest limitations of my development] now that I have come out for socialism [the editor of the Brooklyn Eagle] reminds me and the public that I am blind and deaf and especially liable to error.”

She also joined the International Workers of the World (known as the I.W.W. or the “Wobblies”) in 1912 after she decided that parliamentary socialism was “sinking in the political bog.” She wrote for the I.W.W. from 1916 to 1918 stating that her motivation for her political activism was influenced by her concern about blindness and other disabilities.

“…blindness [was] a misfortune beyond human control [and I] found that too much of it was traceable to wrong industrial conditions, often caused by the selfishness and greed of employers…”

Helen also became a follower of the Swedish scientist, philosopher and mystic, Emanuel Swendenborg. His spiritual philosophy influenced her and reinforced her own belief in God and nature. She wrote about those beliefs in My Religion.

In the summer of 1936, Anne Sullivan collapsed from a stroke and died October 20, 1036. Devastated at the loss, Helen was determined to carry on her life’s work by lecturing in Japan, working for the American Foundation for the Blind and writing books including a biography of Anne Sullivan. Helen Keller never stopped caring for others who “have less than their rightful portion.”

On June 1, 1968, Helen Keller died. Her ashes are interred with those of her beloved Teacher in the National Cathedral in Washington, DC.

To learn more about Helen Keller:

Adams, Colleen. The Courage of Helen Keller. NY: Rosen Publishing Group, 2003.

Dubois, Muriel. Helen Keller. Mankato, Minn: Bridgestone Books, 2003.

Garrett, Leslie. Helen Keller. NY: DK Publishing, 2004.

Graff, Stewart and Polly Anne. Helen Keller, Crusader for the Blind and Deaf.NY: Bantam Doubleday Dell Books for Young Readers, 1965.

Hurwitz, Johanna. Helen Keller, Courage in the Dark. NY: Random House, 1997.

Nicholson, Lois P. Great Achievers: Lives of the Physically Challenged: Helen Keller, Humanitarian. Ny: Chelsea House Publishers, 1996.

Woodhouse, Hayne. Helen Keller. Chicago: Heinemann Library, 2001.

 

To learn more about the Perkins School for the Blind, visit their website:

www.perkins.org

 

SEWING CARDS

Sewing cards taught skills to young children.

Materials: Poster Board Awl for poking holes (Young children should let adults use the awl) Pencil/eraser Templates, cookie cutters or stencils Blunt tapestry needle Yarn or string Scissors

  1. Cut the poster board to 3” x 5” or 4” x 6.” You can make as many as sewing cards as you like.
  2. Trace the template or cookie cutter or stencil on the poster board with the pencil.
  3. Ask and adult to poke holes at intervals of ½” around the pattern you traced.
  4. Cut a long piece of string or yarn and knot it at the end. Lace the other end through the eye of the tapestry needle and begin to sew in and out of the holes. Look at the samples above.
  5. If you run out of yarn, make a knot in the back and start with a new piece of string or yarn. Sew in and out of the holes until you finish sewing in and out of every hole. Make a knot in the back of the poster board.
  6. Optional: Close your eyes and feel the holes with your finger tips as you sew. How does it feel to sew this way?
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Catherine: Not a Typical Teenager

Catherine: Not a Typical Teenager
Catherine the Great

Catherine the Great

 

The word “teenager” didn’t exist in the eighteenth century but even if it did, it wouldn’t apply to Princess Sophie of Anhalt-Zerbst.

At the age of fourteen, Princess Sophie and her mother, and Princess Johanne Elizabeth of Holstein-Gottrop embarked on a trip to Russia. Princess Sophie hoped to marry the future czar* of Russia, the Grand Duke Peter, and eventually become the czarina of Russia. Even back then, most princesses were not likely to marry a czar! Clearly, she was not a typical “teenager.”

Princess Sophie was born May 2, 1729 in Stettin (now part of northwest Poland) which housed her father’s regiment.  She was a minor princess, the daughter of Prince Christian August of Anhalt-Zerbst and Princess Johanne Elizabeth of Holstein-Gottrop. Her parents named her Sophie Augusta Fredericka.

From the age of six, a French governess, Babette Cardell, a Huguenot refugee, tutored Sophie and taught her reading, spelling, French and the manners of the French court. Additional tutors taught her dancing and other skills important for a young woman of her class. A minister taught her Lutheranism, her family’s faith.

When she was 7, Sophie became seriously ill probably with pneumonia. Her parents were not overly sensitive to her condition and took away her toys and dolls. There were no televisions, radios, i-pods, cell phones, etc. for her to use while she was bedridden. She wasn’t a typical child, either. Sophie was intelligent, adventurous and very imaginative which she used while she was an invalid.

When she finally felt better, her parents discovered that her upper body and spine had become misshapen. This was due to a deficiency in Vitamin D, an ailment that also affected her younger brother, Frederick Auguste. The local bone setter fashioned the brace which she wore for almost four years. Her ordeal taught her patience and fortitude and gave her the will to fight to survive, skills that she would later put to good use.

In 1736, Sophie visited the German state of Brunswick-Wolfenbuttel with her mother. Princess Johanna Elizabeth had grown up there, raised by the Grand Duchess who was also her godmother and aunt. Court life fascinated Sophie and was happy to watch members of royal and aristocratic families at balls and other events with a chaperone. Her experiences at court taught her about the world outside of Stettin.

Like so many girls of her class, Sophie movements were carefully supervised. She was not allowed to hang out or go to the theatre with her friends or kick a soccer ball around in the park.

Johanna Elizabeth’s family was the ruling family of Holstein-Gottorp and their relatives were the imperial family of Russia. In 1727, Duke Karl-Frederick of Holstein-Gottorp married Anna Petrovna, the daughter of Czar Peter I known as Peter the Great. A year later, Anna gave birth to a son, Karl Peter Ulrich.

When Peter the Great of Russia died in 1725 without an heir, his second daughter, Elizabeth Petrovna, took over as ruler. Empress Elizabeth had no children of her own so in 1742, she chose her nephew, Karl Peter Ulrich, Duke of Holstein-Gottorp, to become czar upon her death. Elizabeth had a secondary motive: she didn’t want Karl Peter to inherit the throne of Sweden, Russia’s enemy. Karl Peter had a good claim to Sweden’s throne because his paternal great-uncle was Sweden’s King Charles XII.

In 1743, Karl Peter became the Grand Duke, heir to the imperial throne of Russia. He unwillingly converted to the Russian Orthodox faith and was given a new name, Peter.

Today, most people are free to choose who they want to marry but it was different for members of royalty in the eighteenth century. The expectation for young women of Sophie’s class was to marry as a way of forming political and economic alliances between royal families. Sophie’s mother lobbied to arrange a marriage between her daughter and Peter. So did the mothers of other princesses.

As a way for Empress Elizabeth to see the list of candidates for Peter’s wife, eager young princesses had their portraits painted and sent to Russia for her review. Sophie had her portrait painted by an artist chosen by the empress.

Months later, Elizabeth sent emissaries to look Sophie over and requested a second portrait. They interviewed her and her mother. More time passed but Sophie received the letter she was waiting for: a request for an interview with Empress Elizabeth of Russia.

Elizabeth selected Sophie as a candidate for Peter’s future wife especially because of her Holstein-Gottorp ancestry. But Elizabeth wanted Sophie and her parents to meet with King Frederick of Prussia first. Sophie passed the King’s test. Sophie said goodbye to her father who returned to Stettin making his daughter promise to never abandon her Lutheran faith. She never saw her father again.

In 1744, Sophie and her mother set off for Russia. It was the middle of winter. No fourteen-year-old would have enjoyed or easily endured the trip but Sophie’s goal was to reach Russia and be chosen as Peter’s future wife.

The hard uncomfortable journey took almost a month before they reached Riga, a Russian city on the Baltic Sea. The empress’ representative met them there and gave them a sledge to continue their journey. The sledge was warm and comfortable with furs, a bed and an escort. Along the road they traveled, crowds lined the streets to see their carriage go by. They stopped first in Moscow then continued to St. Petersburg. Johanna’s goal was to arrive there on or before Feb. 10th  which was Peter’s birthday and help him celebrate it.

They arrived in St. Petersburg on February 7, 1744,  royal court greeted them warmly. Sophie met the empress and became acquainted again with Peter who she met years earlier on one of her visits to the German court. He was immature and obsessed with his toy soldiers then. Childlike and sickly when Sophie and Peter first met, Peter still loved his toys and playing soldier. He was a disappointment to the empress but Sophie humored him. Her future lay with becoming Peter’s wife.

She and her mother attended balls and banquets and the empress lavished Sophie with expensive gifts. But Sophie wasn’t interested in the frivolities of her age group. She learned Russian, the dances of the Russian court and the tenets of the Russian Orthodox Church. She endeared herself to the empress who wanted a strong person to become Peter’s wife.

She contracted pleurisy during this period but neither the illness nor her mother’s efforts at spying on the court for King Frederick of Prussia lessened her chances to become Peter’s wife. Her time spent at Brunswick-Wolfenbuttel taught her about royal intrigues and her new experiences at Elizabeth’s court confirmed what she already knew.

Sophie converted to the Russia Orthodox faith on June 28, 1733. Her new name was Ekaterina Alexeyevna or Catherine Alexandra. The next day, she became officially engaged to the Grand Duke Peter Ulrich. Her efforts to become Russian had paid off for the minor princess from Anhalt-Zerbst.

Catherine and Peter’s wedding took place on August 21, 1745 at the Church of the Virgin of Kazan in St. Petersburg and she became the Grand Duchess Catherine Alexeyevna.

She was only 17 years old.

*Czar means emperor or king; a derivative of the Roman Caesar; also tsar or tzar

To read more about Catherine the Great:

Gregory, Kristiana. The Princess Diaries, Catherine the Great, Journey. NY: Scholastic, 2005

Hatt, Christine. Catherine the Great. Milwaukee: World Almanac Library, 2004.

Rounding, Virginia. Catherine the Great, Love, Sex, and Power. New York: St. Martin’s Press, 2006.

_________ Catherine the Great. Virginia: PBS Home Video, 2006.

Vincent, Zu. A Wicked History, Catherine the Great, Empress of Russia. NY: Scholastic, 2009

Whitelaw, Nancy. Catherine the Great and the Enlightenment in Russia. Greensboro, NC: Morgan Reynolds, 2005

 

KHOKLOMA

Khokhloma

Khokhloma – background color

 

Khokhloma

Khokhloma – gold and black on red background

Khokhloma, a traditional Russian folk craft, is a form of wood painting utilizing floral and fruit patterns and red, gold and black colors. Below is a simple version for you to make at home. For more information on  khokhloma visit: http://allnewsvideos.com/2014/09/14/khokhloma-painting/

Materials:

Wooden object such as an egg or ball

red craft paint

black craft paint

gold craft paint

brown or white craft paint for priming the wood

Acrylic paint brushes

container for water

clean cloth

pencil/eraser

varnish (optional)

1. Wipe the surface of the wood with a clean cloth.

2. Determine your design. Use your imagination and create your own floral or fruit designs instead of tracing a pattern. If necessary, use stencils. Sketch it on a piece of drawing paper first and then on the wood with a pencil. Place the design on both sides of the egg  or ball.

3. Prime the wood with brown or white paint using a broad brush. The under paint will determine the darkness or lightness of the painted background and designs. Carefully paint around your design. You will need a narrower brush to paint around the design.

4. Paint the background gold or red. You will probably need two coats of paint. Let each coat dry thoroughly before applying the next coat.

5. Paint the design with a narrow brush using red and black on the gold background or gold and black on the red background. Apply two coats if necessary.

6. Wen the paint is dry, apply varnish to give the surface a shiny coat. Allow the varnish to dry and display the khokhloma.

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Louisa May Alcott, A Career Woman of the 19th Century

Louisa May Alcott, A Career Woman of the 19th Century
Louisa May Alcott

Louisa May Alcott, Author of Little Women

 “…I’d rather be a free spirit and paddle my own canoe.”

Louisa May Alcott’s father, Bronson Alcott, was a teacher, Transcendentalist philosopher, craftsman, farmer, lecturer, and dreamer. His idealistic view of life, however, didn’t make him a very good provider for his wife and four daughters, Anna, Louisa May, Betty and Abba May.

Bronson Alcott established a progressive school in Massachusetts which failed partly because he taught a form of sex education and partly because he attempted to teach African-American students alongside white students. He later established an idealist farming community with two of his friends. Bronson named the community the Consociate Family, and the farm, Fruitlands. Louisa, her mother and her sisters also lived there, tilling the land and following a strict vegetarian diet. The communal experiment at Fruitlands failed, too.

Louisa and her family moved many times from New Hampshire to several towns in Massachusetts including Boston and Concord, relying on the financial generosity of friends and family. Louisa learned that it was important to support her mother and sisters because she realized her idealistic father could not.

She loved to write and kept a journal at an early age. Her first piece of writing was a poem.

To The First Robin

Welcome, welcome, little stranger,

Fear no harm, and fear no danger;

We are glad to see you here

For you sing, “Sweet Spring is near.”

 

Now the white snow melts away;

Now the flowers blossom gay;

Come dear bird and build your nest,

For we love our robin best.

When she turned sixteen, she began to write articles and stories to earn money. During the day, she worked as a governess, teacher, seamstress and housemaid and wrote at night.

The Saturday Evening Gazette published Louisa’s first stories under the pseudonym Flora Fairfield. She published her first book when she was twenty-two in 1854 and earned $22 for a series of short stories she had written  for her friend Ellen Emerson, Flower Fables.

Her sister, Anna, and their mother, Abba also went to work while the two younger children went to school. Abba Alcott was one of the first social workers in New England. Their experiences taught Louisa independence and self-reliance. She believed that it was important for women to earn a living.

Up until 1859, she continued to write “foolish stories”, largely for the Saturday Evening Gazette. The publication paid between $15 and $20 for the stories. Her story, “Mark Field’s Mistake,” earned her $30. The Atlantic Monthly published “Love” and “Self-Love” in 1860 and paid her $50. These were large sums of money for the Louisa. She also started writing her first novel, Moods, a project which lasted four years.

Louisa lived in an atmosphere of progressive social, educational and spiritual thinking. Her teachers and mentors were her father, Ralph Waldo Emerson and Henry David Thoreau who lived as well as preached their Transcendentalist beliefs. Although she later became critical of Transcendentalism and the hardship it brought to her family, she was clearly influenced by it.

Transcendentalists embraced the progressive social movements of nineteenth century America including Universal Suffrage for Women and the Abolition of Slavery. Many helped slaves from the South escape through the Underground Railroad.*

Louisa May Alcott’s mother came from a family of Abolitionists who helped slaves escape to freedom and the Alcotts hid slaves during the years before the outbreak of the Civil War.

New England Transcendentalists supported the Abolitionist John Brown, and raised money for his cause. When John Brown was hanged after the raid on Harper’s Ferry, his daughters, Anne and Sarah, enrolled in a school run by the Transcendentalist educator, Frank Sanborn. Louisa and her sisters befriended the girls.

When the Civil War began in 1861, Louisa applied to work as an army nurse. She reported to the Union Hotel Hospital in Washington, D.C. late in 1862. Union Hotel Hospital was a makeshift facility with rudimentary sleeping quarters for the nurses. The hours were long and Louisa contracted typhoid pneumonia. Bronson brought her home when she was strong enough to travel to Concord but she took many weeks to recover.

She never completely regained her health because the cure for typhoid, calomel, contained mercury which poisoned her system. She endured the aftereffects for the rest of her life.

Commonwealth magazine printed the letters Louisa sent home describing her experiences in an army hospital. After she recovered from typhoid, she reworked the letters, changing names and revising events into a book, Hospital Sketches, published by Redpath Publishers. The book was very popular with the reading public.

Louisa earned more and more money from her writing as more and more magazines and newspapers accepted her stories for adults: “The Skeleton in the Closet,” “The Skeleton in the Dark” and “Pauline’s Passion.” Her thrillers, published in Frank Leslie’s Illustrated Weekly and The Flag of our Union, were popular and paid well. Louisa wasn’t proud of them but they helped her support her family. She worked during an era when most women of her class didn’t work outside of the home.

Louisa believed that women should have the same educational opportunities as men and be paid the same as men for the same kind of work. Louisa did not believe that a woman’s only role in life was to be a wife and mother. “As if it (marriage) was the only end and aim of a woman’s life,” she once said. (pp.76, Warrick)  Her working mother and the progressive beliefs of her parents and their friends were her greatest influences.

In 1867, Louisa became the editor of Merry’s Museum, an Illustrated Magazine for Boys and Girls which introduced her to the world of children’s literature.

Thomas Niles of Roberts Brothers, Publishers, asked her to write a story for girls. In May, 1868, she began to write Little Women, basing the story on her sisters and their experiences. It was so popular that she immediately wrote a sequel. She resisted her fans requests to have Jo marry Laurie but finally relented and created the character of Mr. Bhaer as Jo’s future spouse. The two volumes were eventually merged into the version the reading public has come to know.

Little Women made its author famous, sought after for interviews and autographs. The fan mail she received was sometimes so overwhelming that her sisters helped her answer it.

Success brought her and her family financial security but it also made her a celebrity. Louisa hated being famous. Fans stopped by her home to say hello and meet her. To avoid the attention, she often posed as the family servant. Louisa loved to write and often left home for another refuge where she could write in solitude.

In 1869, Roberts Brothers gave her a royalty check for $8500. She paid off every debt her family owed and provided every comfort for her family including art courses for May. “My dream was beginning to come true,” (Pp.85. Warrick) she said.

Louisa and her family also supported women’s rights, especially the right to vote.

She actively spoke on behalf of universal suffrage. On March 29, 881, The Concord School held its committee elections. Twenty women, including Louisa, cast their first votes. She continued her volunteer work, too.

Success also brought heart ache. Her sister, Betty, died, followed by Anna’s husband, John Pratt, then May who died giving birth, Abba,her mother, and finally, Bronson. May left her newborn daughter, Louisa May Nericker, or Lulu, in Louisa’s care.

Louisa continued to write and published An Old-Fashioned Girl on April, 1, 1870. In 1871, she wrote and published Little Men and The Christian Union published Work based on her experiences as a working woman. Aunt Jo’s Scrap Bag, another collection of  stories, came out in 1872, followed by Shawl Straps for “The Independent.

She published Lulu’s Library, based on the antics of her niece. Her last novel, Jo’s Boys, was published in 1886. Already ill, she slipped into a coma and died two days after Bronson on March 6, 1888.

* The Underground Railroad was a loosely organized system run by black and white volunteers who helped fugitive slaves reach the North. Thousands of men and women followed the Underground Railroad between 1840 and 1860.

 

To read more about Louisa May Alcott:

Aller, Susan Bivin. Beyond Little Women: A Story about Louisa May Alcott. Minneapolis: Carolrhoda Books, 2004.

Anderson, William. The World of Louisa May Alcott. NY: Harper Collins, 1992

Ditchfield, Christin. Louisa May Alcott: Author of Little Women. New York: Franklin Watts, 2005.

Shealy, Daniel. Alcott in her own time: A Biographical Chronicle of her Life, Drawn from Recollections, Interviews, and Memoirs by Family, Friends and Associates. Iowa City: University of Iowa Press, 2005.

Warrick, Karen Clemens. Louisa May Alcott, Author of Little Women. Berkley Heights, New Jersey, Enslow Publishers, Inc: 2000.

Another Healthy Apple Salad

The Alcott family named their home in Concord Orchard House because of the apple orchard that stood behind it. Apples were a favorite fruit of Louisa May Alcott and her family. When Bronson Alcott opened Fruitlands, apples were a staple of the residents’ vegetarian diet.

2  cups Romaine (or greens of choice)

1 – 2 unpeeled red apples, diced

1/2 cup diced celery

1/4 cup craisins (or raisins)

1/4 cup chopped walnuts (or slivered almonds)

For dressing:

1/2 cup light mayonnaise

2 Tablespoons pineapple juice

1 Tablespoon sugar

In a large salad bowl, toss lettuce, apples, celery, craisins and walnuts. In a small bowl, mix the ingredients for the dressing. (Or use a salad dressing of your choice.) Pour over the salad and toss.

Take to a picnic or serve with grilled food.

Serve immediately.

 

 

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Marie Curie, Reluctant Feminist?

Marie Curie, Reluctant Feminist?
Marie Curie

Marie Curie in her lab

When the World’s Fair opened in 1899, the Eiffel Tower stood at its entrance announcing peace and prosperity for France. This was the Belle Époque Era when the visual arts, music, theatre, dance, literature, and filmmaking prospered.

Marya Sklodowska arrived from Poland during this period of creativity and scientific and technological innovation.

She was born in Warsaw in 1867 during the Russian occupation of Poland. She was the youngest in a family that included four sisters and one brother. Her parents were Polish patriots and teachers who encouraged their children’s academic studies. When Marya was 11, her oldest sister of died of typhus and a shortly after, her mother died of tuberculosis.

Marya became depressed after her mother’s death but managed to attend the Floating University, a secret school unknown to the Russian government. The Floating University allowed women to study unlike many European universities like Warsaw University. When she was 17, Marya left home to work as a governess, supporting her sister financially through medical school. But after a failed romance with the oldest son of the household, she left Poland for Paris.

Marya was one of 23 female students in a student body of 1800 studying at the Faculty of Sciences at the Sorbonne. She lived during a time in history when few women attended high school let alone college. Marya lived in a garret that was very cold in the winter and studied so hard that she sometimes fainted because she forgot or couldn’t afford to eat.

In spite of the fact that she was poor, she grew to love Paris and all it had to offer. She changed her name to Marie.

She met Pierre Curie when she asked for space in his laboratory so she could study the magnetic properties of steel. They fell in love and married, forming a scientific partnership.

Marie continued her research influenced by Henri Becquerel who developed the x-ray and Wilhelm Roentgen who discovered that the x-ray could travel through the human body and be used to take pictures of human bones. Marie used their ideas as the basis of her doctorate.

Marie Curie  achieved many “firsts” in fields dominated by men. For starters, she became the first woman in France to earn a doctorate. (Later, she became the first woman whose daughter also became a Nobel Prize recipient.)

France became her adopted country but many Frenchmen disliked foreigners and Marie Curie was often the object of their hatred. Many fellow scientists resented the fact that Marie was a prominent scientist and she often had to defend herself against their attacks. Hers was like the life of the modern woman we know today yet Marie Curie didn’t see herself as a role model for other women. She was not a suffragette or a pioneer for women’s rights although she once signed a petition protesting the arrest of certain leaders of the movement.

Perhaps she was not consciously a feminist but much of what she accomplished indicated otherwise. She never sought to “succeed in a male-dominated arena” according to her granddaughter. Rather “she simply loved science above everything else.” (Emling, pp. xi, Marie Curie and Her Daughters)

Although her research consumed her time and despite poor health, Marie gave birth to two daughters, Eve and Irene. She juggled motherhood and her career. “I have been frequently questioned especially by women, how I could reconcile family life with a scientific career. Well, it has not been easy,” she once said. (Redneiss, pp. 76, Radioactive)

In 1903, she was the first woman awarded the Nobel Prize for Physics which she shared with Pierre Curie and Henri Becquerel. She was not invited to speak at the acceptance ceremony because she was a woman.

Science was her passion. Marie discovered that radiation came from the interior of an atom. She called her discovery radioactivity. Radioactivity occurs when some types of matter give off rays of energy. She also discovered two new elements, polonium (named after the country of her birth) and radium.

One Thursday in 1906, Pierre Curie, limping in pain, was hit by a carriage while crossing the Pont Neuf and died. Years later, there was speculation that the limp was result of exposure to radiation.

After his death, the Sorbonne asked Marie to assume Pierre’s place as professor. She became the first woman to teach there, a position she accepted because she needed a paycheck to raise her daughters. Marie continued Pierre’s research on radiation and gravity and radiation’s effects on various substances. She also established a lab in honor of Pierre’s memory at the university.

Four years after Pierre’s death, she began an affair with Paul Langevin, a family friend and former student of Pierre’s. Unhappily married, Langevin’s wife made the affair public on Nov.4, 1910, while Marie and Langevin attended the International Solway Conference in Belgium. Three days after the conference, the Nobel committee announced that she won the Nobel Prize for Chemistry for discovering new elements and separating a sample of radium. She was the first woman to win a second Nobel Prize in a second field.

The  press in France scorned and criticized Marie once the affair with Langevin became public knowledge. They more interested in her private life than in her accomplishments. The French were not alone in their hostility. Before the acceptance ceremony, several Nobel committee members asked Marie to avoid attending the ceremony and embarrassing the Royal family of Sweden and the Nobel Committee.

On Dec. 5th, Marie wrote to the Nobel committee: “The steps that you advise seem to me a grave error…There is no connection between my scientific work and the facts of a private life.” (Pp.134. Redniss) Marie accepted in person anyway. The affair with Langevin was over by then.

Many believed that the press and others criticized Marie because she was a woman. Her friend Marguerite Borel noted that “none of this would have happened if Marie were a man.” (Pp.9 Emiling, Marie Curie and her Daughters.)

When Marie returned to Paris from Sweden, she entered the Family of Saint Marie convent where doctors operated to remove lesions from her kidneys. She lost weight and wrote her will. Lingering rumors and the need to recuperate, compelled her to leave Paris for the countryside and later, the south of England.

World War I broke out in 1914. She returned to France and established military field radiological (x-ray) centers for wounded French soldiers. She converted her savings into war bonds and managed to take her radium supply to Bordeaux where the French government had established itself in exile.

After the war, she worked for the Radium Institute studying the uses of radioactivity in medicine. Pierre Curie had guessed that radium could be used to treat cancer but after his death, scientists found out that too much radioactivity could cause cancer, too.

On a visit to America, the reluctant feminist became aware of her influence when she met young women who aspired to study math and science. She also achieved her goal for coming to the United States: she was given a gram of radium bought by donations from Americans from all walks of life. She also raised funds to set up research and treatment centers at the Radium Institutes of Paris and Warsaw. In 1922, she was the first woman elected to the Academy of Medicine.

For most of her life, her love of science made her oblivious to the effects of radiation on her health. Doctors and others began to realize that radiation could do bad as well as good to the human body but Marie Curie refused to accept the facts. She never stopped working until the end when she felt so ill that she finally agreed to enter a clinic.

Marie Curie died there on July 4, 1934 of “aplastic pernicious anemia.”

ADDITIONAL FACTS: Pierre and Marie Curie were laid in the Pantheon in Paris. The Pantheon is a mausoleum which also houses the remains of Voltaire, Zola, Rousseau, Hugo and Langevin. Marie is the only woman interred in the Pantheon based on her own merits. The Bibliotheque Nationale continues to store the Curie’s laboratory notebooks where they are still radioactive 100 years later. Stamps and coins the world over feature their profiles and countless schools, streets, subway stops and even holidays bear the Curie name. There is even a Marie Curie crater on Mars and the Asteroid 7000 Curie orbits inside the asteroid belt between Mars and Jupiter.

TO LEARN MORE ABOUT MARIE CURIE: Emiling, Shelley. Marie Curie and Her Daughters. NY: Palgrave Macmillan, 2012. Lin, Yoming S. The Curies and Radioactivity. NY: PowerKids Press, 2012 Meltzer, Brad. Heroes for My Daughter. NY: Forty-Four Steps, 2012 Redniss, Lauren. Radioactive. NY: It Books, 2012 ART PROJECT:

WYCINANKI: POLISH CUT-OUTS

Paper Cut-out: Heart

Wycinanki or Paper Cut-out: Heart

Wycinanki is a craft popular in Poland. The complex designs, cut out of thin paper, included plants, animals and people. When completed, the cut-outs looked like delicate lace. Traditionally, women and children made the paper cut-outs in the spring when the walls of homes were freshly white-washed. They would then glue the wycinanki high on the wall where it met the ceiling.

Pattern: Heart for Paper Cut-out

Wycinanki are still popular today and made for the tourist trade and collectors.

Materials: Pattern for the heart cut-out

Colored paper – light-weight is best

Soft pencil like a No. 2 or an HB pencil

Paper clips

Embroidery scissors

Masking tape

Tracing paper

Spray adhesive or glue stick

  1. Anchor the pattern on a flat surface with masking tape.
  2. Place tracing paper over the pattern; tape the corners of the paper down and trace the design carefully.
  3. Measure the design. Double the size. Measure and cut the colored paper to that size and fold the paper in half.
  4. Flip the tracing paper and blacken the back of it with the pencil. Wash your hands of pencil smears.
  5. Flip the tracing paper again so that the original tracing is on top. Place it on the colored paper. Align the fold of the colored paper and the left side of the design. (See diagram above.) Tape all four sides of the tracing and colored paper on the board. Or clip everything together with paper clips. Maintain margins of about ½” on the other three sides.
  6. Trace again and press hard so that the lines of the design show on the colored paper.
  7. Remove tracing paper. Clip or tape the sides of the folded paper and cut. Look at the design carefully when cutting.
  8. Carefully unfold the wycinanki and press it as flat as possible. Using spray adhesive or glue sticks, mount the cut out on a piece of contrasting colored paper. Frame it and hang it in your room.

Below is a Wycinanki for advanced cut-out artists with pattern:

Traditional Wycinanki

Traditional Wycinanki – for advanced paper cut-out artists

Paper Cut-out Pattern

Wycinanki Pattern

 

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Autumn Votive Candle Holder

Autumn Votive Candle Holder

 

Autumn Votive Craft

Autumn Votive Craft

Welcome the fall season with a fun craft project! Use the Autumn Votive Candle Holder as a decoration for autumn or Halloween or Thanksgiving! Super easy and cheap to make too!

 

Materials:

Large clear vase with a neck (See photo)

*Pine cones in different sizes

Strand of beads in various colors (sample in photo utilizes gold, black and red)

Small votive/candle holder (make sure that fits into the opening of the vase)

Small candle that fits into the votive holder or tea light; use autumn fragrances, of course

*Apples and pears

Artificial leaves in various colors

Potpourri in fall fragrances and colors

Candle for votive or candle holder

Optional: Ribbon (the size of the neck of the vase determines the width of the ribbon) in orange, brown, dark red, green, gold or dark yellow

*Craft and dollar stores sell real or artificial pine cones and similar fall items.

 

1. Wash and dry the vase and candle holder/votive so that they shine. Refer to the photo of the finished craft if necessary. You will be layering the objects listed above in the vase.

2. Fill about a half to an inch of the bottom of the vase with potpourri. Leave room for the other objects.

3. Let the shape of the vase dictate where and how to place the pine cones, apples and pears.

If the vase is narrow at the bottom, and widens just below the neck, place the small ones first. Don’t fill up more than a half to one inch of the vase with apples, pears and pine cones. Mix everything with your hand

4. Intertwine one strand of beads.

5. Add some leaves and potpourri. Mix again.

6. Place the larger pine cones, apples and pears next and then intertwine another strand of beads.

4. Finally, arrange the medium objects on top. Add the last strand of pearls and a handful of leaves and finish with potpourri. Mix. Make sure there is enough room for the candle holder/votive which should protrude above the neck of the vase just enough so that it is noticeable.

5. Optional: Tie a bow around the neck of the vase

Variations:

Substitute for the vase:

Tiny pumpkins or squash

Twigs

Small pieces of artificial straw of grass

Fall or Halloween stickers; place randomly on the outside of the vase

Mix it up!

Substitute for the candle:

Fall flower buds

Tiny beads in fall colors

Colored water

 

 

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The Early Life of Alexander the Great

The Early Life of Alexander the Great
Alexander the Great

Alexander the Great

Alexander the Great was born in Pella, in the city-state of Macedonia on July 20, 356 BC and died under mysterious circumstances in 323 BC in Babylon.

Alexander was the product of a dysfunctional family. His father was King Phillip of Macedonia. His mother was Olympias, daughter of the King of Epirus, a city-state in northern Greece. She was a beautiful eccentric woman who did odd things like worship snakes. She also sought power in her own right and was willing to use her son to get it. Olympias would tell Alexander that the great warrior Achilles who died fighting in the Trojan War was his ancestor and Alexander believed her.

His parents’ conflicts with each other placed a strain on Alexander and taxed his loyalties. Alexander was a mama’s boy yet he was also influenced by his father who was a brilliant warrior, scholar and statesman.

Alexander showed his genius at a very early age so Phillip hired the best teachers to tutor him. Leonidas, a relative of Olympias’, taught Alexander, who was a natural athlete, physical endurance. Lysimachus taught him reading and writing. The great Greek philosopher Aristotle taught Alexander a love for the Greek playwrights, law, medicine, natural and physical science, philosophy, and more importantly, how to think critically.

When Alexander was ten, Phillip took him to see war horses offered for sale. One particular horse was very wild and his owner wanted a lot of money for him. Phillip was furious that anyone would think he would want to buy such a horse but Alexander was confident that he could tame it.

Alexander noticed that the animal was afraid of his own shadow. He took the bridle and turned the horse to face the sun. He stroked it to calm its fears, mounted it and rode the horse down the length of the field. Phillip and the owner looked on nervously until Alexander and the horse returned.

“My boy,” Phillip said, “you must find a kingdom big enough for your ambitions. Macedonia is too small for you.” Alexander named the horse Bucephalus (“Ox head”) and Alexander rode him through most of his military campaigns. Bucephalus became one of Alexander’s best friends.

When Alexander was sixteen, Phillip appointed him as regent in his absence. During this time, Phillip and the Macedonian army fought one Greek city-state after the other. When Phillip’s attempts to defeat the rebellious cities in southern Thrace were not doing well, he summoned Alexander who successfully beat them. Phillip’s confidence in his son’s abilities grew so much that he sent Alexander back to Macedonia to continue to rule as regent.

But Alexander never stopped aiding his father in his campaign to conquer Greece. Phillip, emboldened by his victories, marched south toward his last opponent, Athens. Phillip extended an offer of peace to the city. The city rejected the offer. The two armies squared off. Although their armies were equal in strength, the Greeks had no important generals. Macedonia had Phillip and Alexander. Phillip divided his army into three sections with Alexander on his left and the Macedonian army on his right; in the center were his allies. The formation worked and Alexander and Phillip marched into Athens victorious.

Thus in 338 BC, Phillip achieved his dream of conquering Greece with the help of his eighteen-year-old son. But Phillip’s victory celebration wouldn’t last long. Shortly after his conquest of Greece, he married a Macedonian noble woman named Cleopatra. (Phillip had many wives in addition to Olympias.) This caused a rift in Alexander’s relationship with Phillip. When Cleopatra gave birth to a son, Caranus, Alexander felt even more isolated from his father.

Phillip’s next goal was to conquer Persia. He sent his generals ahead to plan this next invasion while he celebrated the wedding of Alexander’s sister. But on the second day of the wedding festivities, a Macedonian nobleman, Pausanias, murdered Phillip. Alexander inherited the throne as his father’s rightful heir but he first eliminated anyone who posed a threat to him including Caranus.

These events molded Alexander’s later life and character. They lay the ground work for his later leadership of Greece and his conquest of the known world. His greatest battles lay ahead.  

To read more about Alexander:

Doherty, Paul. The Death of Alexander the Great. Carroll and Graf Publishers, NY, 2004.

Hammond, N. G. L. The Genius of Alexander the Great. University of North Carolina Press, Chapel Hill, 1997.

Lamb, Harold. Alexander of Macedon, The Journey to the World’s End. Doubleday and Company, Garden City, NY, 1946.

Macdonald, Fiona. The World in the time of Alexander the Great. Chelsea House Publishers, London, 2001. ,

Tsouras, Pete G. Alexander, Invincible King of Macedonia. Brassey’s, Inc., Dulles, VA, 2004

 

ART PROJECT

Alexander the Great of Macedonia and Greece

Alexander the Great of Macedonia and Greece

 

 

 

 

 

 

 

 

One of the few known images of Alexander the Great is his profile on a gold coin. Other images include statues, busts and mosaics. Do you think those images are correct? What do you think he really looked like? Use a search engine to see the existing images of him and draw a portrait of him.

For more help in drawing faces, here are links with tutorials on drawing faces:

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The Life and Death of Joan of Arc

The Life and Death of Joan of Arc
Joan of Arc

Joan of Arc

Joan of Arc grew up during a difficult time in French history. The Hundred Year’s War with England, which began in 1337 as a dispute over the French throne, destroyed the country’s economy. England occupied much of France and the part it didn’t occupy was frequently at war.

Joan was born in Domremy, France in 1412. She was one of five children. Her parents, Jacques D’Arc and Isabelle Romee, were peasants who owned a 50-acre farm. Her father was also a minor official who collected taxes and headed the local watch.

Life for Joan followed the same pattern as that of her parents and grandparents. The center of that life revolved around hard work, family and the Roman Catholic church.  Society expected young women to marry but Joan had resisted her parents’ attempts to arrange a marriage for her when she was sixteen.

Joan was about twelve-years old when she started to hear voices. These voices instructed her to defeat the English army and crown Charles VII king. After the death of his father and four brothers, Charles, known as the Dauphin, became the uncrowned king of France. By this time Joan was sixteen. French tradition dictated that the King of France be crowned at the Cathedral of Reims but the English occupied Reims. Charles and his court, instead, lived in Chinon, located 226 miles away.

Joan asked her cousin, Durand Lassois, to escort her to nearby Vaucouleurs so she could ask the garrison commander, Count Robert de Baudricourt, for permission to visit the French court at Chinon. Single young women like Joan were not allowed to travel alone. The count said no. The next January, she had a second interview with Baudricourt where she made a remarkable prediction about a military victory in Orléans.

When news from the front confirmed her prediction, Baudricourt provided her with an escort to visit Chinon. She traveled through hostile territory in male disguise. When she arrived at the royal court she impressed Charles VII during a private meeting revealing something to him that no one else could know.

Charles granted Joan permission to travel with the army and wear the armor and carry the equipment that knights carried.

Her habits as a soldier were eccentric. Once she became a French soldier, Joan no longer wore dresses. She decided she was too young to marry and would stay a virgin, calling herself The Maid or Jehanne la Pucelle. On the battlefield, Joan ate very little food and her periods stopped.

Joan didn’t care that no one understood her because she had a single vision: to crown the Dauphin king of France.

Joan led the army at Orléans riding a white horse and carrying her personal banner decorated with the fleur-de-lis*. Joan never used her sword which she found at the shrine of St. Catherine, and didn’t wear a helmet. She hated killing and instead preferred to encourage the soldiers to fight hard.

The English army surrounded Orléans. The only way into the city was across the Loire River and through a gate in the wall of the fortress. Joan sustained a wound in Orléans but she stayed on the battle field. This act inspired the French army and after an all-out attack, Orléans was finally in French hands.

Joan tried unsuccessfully to persuade the Dauphin to go to Reims for his coronation as King of France. Hoping to influence him, Joan fought a series of battles around Reims which she won and he was finally persuaded. Charles wore gold robes to his coronation at the beautiful Cathedral as the crowds outside cheered. Joan stood next to him wearing her armor and carrying her banner.

But Joan’s work was not finished.

Joan asked the king permission to capture Paris next but King Charles preferred to negotiate a compromise with the English. Disheartened, Joan stopped listening to her voices. She lost one battle after the other even breaking the sword of St. Catherine.

The King again declared that he wanted to make a truce with England and disbanded the army. According to her voices, Joan only had a year to save France.

In the spring of 1430, Joan defiantly moved the fighting north. Joan marched on to Compeigne but the battle there did not go well. Her soldiers fled and enemy soldiers captured Joan.

The French people begged the King to pay for her ransom but Charles refused.

Her English captors charged Joan with the crimes of witchcraft and heresy, punishable by burning at the stake. The English moved Joan to a prison in Rouen, the center of English power in France. They shackled her and guarded her day and night.

Joan’s trial was held at the Great Justice Hall at Rouen. One of the 200 judges facing her questioned why she wore men’s clothing. Joan responded that it was for her safety, and that it was better if the soldiers didn’t think of her as a woman.

“Besides,” she added, “my voices commanded it.”

Another judge asked why saints would speak to an illiterate peasant girl. These voices must surely come from the devil. Joan insisted that they were heavenly because they brought her comfort and courage. The judges were furious at her stubbornness and threatened her with torture and death.

Joan eventually broke down under the pressure and confessed that her voices were from the devil. She expected her captors to free her if she signed the confession but was disheartened when she found out that her punishment would be life imprisonment. The soldiers shaved off her hair and forced her to wear a dress.

Her voices told her how wrong she had been to confess a lie. So Joan tore off her dress and put on the boys’ clothes that had been left in her cell. This action guaranteed that Joan would be burned at the stake. The head judge visited her in prison when he learned about what she had done. Joan admitted that she had signed the confession out of fear and that her voices really had been from God.

On May 30, 1431, ten thousand people watched in silence as the soldiers tied Joan to the stake. A kind English soldier gave her a crude cross made of two sticks which Joan stuck inside her dress. Then the fire was lit, quickly engulfing her. Joan called out, “Jesus! Jesus!” Nineteen-year-old Joan of Arc was dead within minutes.

After Joan’s death, the English began to lose ground on the battlefield and eventually, lost all their French possessions. Later, a guilt-ridden Charles sent for a copy of Joan’s trial. When he saw how one-sided it had been, he ordered a re-trial. The church cleared Joan of witchcraft and heresy.

In 1920, the Pope decreed Joan of Arc a saint of the Catholic Church.

* The fleur-de-lis or “flower of the lily” is a symbol used in heraldry.

* Don’t forget to do the art project below!

To learn more about Joan of Arc:

___________ Medieval World, Vol. 5 House and Home, Joan of Arc. Danbury, CT: Grolier, 2000

Bull, Angela, Joan of Arc. NY: Dorling Kindersley Publishing, Inc. 2000.

Fraioli, Deborah. A. Joan of Arc and the Hundred Years War. Westport, CT: Greenwood Press, 2005.

Spoto, Donald. Joan: the Mysterious Life of the Heretic who became a Saint. San Francisco: HarperSanFrancisco, 2007

Tompert, Ann. Joan of Arc: Heroine of France. Honesdale, PA: Boyds Mills Press, 2003.

 

ART PROJECT

JOAN OF ARC BANNER

Fleur de lis

“I loved my banner forty times better than my sword.” Joan of Arc

Joan of Arc’s banner depicted a fleur-de-lis pattern. The standard was made of white boucassin which is a material similar to bucrum, and fringed in silk. The words “Jesus Maria” were written on it. Banners come in three shapes: banner, standard and pennon. Joan of Arc’s banner was a standard banner. Refer to the photographs below.

Banner with fleur de lis design

Banner with fleur de lis design

Materials:

Paper such as sketch paper, bond paper, watercolor paper (any size)

Watercolors

Water/container for water/soft bristle brushes

Colored pencils

Markers

Pastels

Dowel rod

 

1) Joan of Arc’s banner symbolized the fight of the French people for their country’s independence from British rule. Make your own banner design for your team, school, scout troop or club.

2) Utilize designs that symbolize your team, troop, etc. Go to  a search engine like Google or Yahoo and research banner shapes. Decide if the banner will be a pennon, banner or standard and draw an outline first.

3) Draw the designs on the banner and color it  using any combination of materials.

 

For more information on fleur-de-lis designs:

http://www.shutterstock.com/s/fleur-de-lis/search.html

http://www.canstockphoto.com/illustration/fleur-de-lis.html

http://www.sharefaith.com/category/fleur-d-lis.html

http://www.thegrahicsfairy.com/vintage-clip-art-feur-d-lis-3-options

 

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Our Imaginations! Camp for Kids! Fence Weaving Part II

Our Imaginations! Camp for Kids! Fence Weaving Part II

Materials:

Chain link fence

Paper – solid colored paper, patterned paper, crêpe paper, tissue paper, rice paper, construction paper, newspaper, etc. as long as the paper is pliable

Fabric scraps

Ribbon

Foil

Anything that you can use to decorate a fence

Scissors

Wire or pipe cleaners or string for attaching various elements of the design

Tape

Markers, pencils, rub down lettering or crayons for writing messages

 

A chain link fence works best. Please get permission to use it first.

Colorful, funny, serious, or informative designs can cover the entire fence or a part of it. Decorate the fence alone or with friends. Think about celebrating the project with a “weaving” party! Each of your friends could design their personal section of the fence.

Themes are popular: nature, animals, the zodiac, outer space, the sea/ocean, beach, transportation, abstract art, etc.

You can take down your fence “weaving” if you don’t like it and start again.

Weave your design vertically, horizontally or diagonally!

Use your imagination!

If you are not allowed to leave the fence “weaving’ up for a long time, take a photo of all the designs and post them on Facebook or tweet the photos to your friends and family.

Fence "Weaving"

Fence “weaving” design made of two kinds of fabric

Chain link fence banner

I Love Summer! Banner

Fence "Weaving"

Fence “Weaving”

Fence "Weaving"

Fence “Weaving”

 

Fence "Weaving" Paper Loops

Fence “Weaving” Paper Loops

 

 

 

 

 

 

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Our Imaginations! Camp for Kids: Papier Mache Dragon

Our Imaginations! Camp for Kids: Papier Mache Dragon

The craft PAPIER MACHE DRAGON is an adaption of the project “Two Masks” found in  the Reinhold Book of Arts and Crafts Techniques and published by Van Nostrand Reinhold Company, a division of Litton Education Publishing, Inc. in 1976.

Materials:

Newspaper, cut into strips

Scissors

Wall paper paste or white glue slightly thinned (Home improvement stores and wall paper stores sell wall paper paste.)

Containers for water and paste

½ egg carton

4 – 6 oz paper cup

Masking tape

Bond or construction paper

Green acrylic or poster paint or any color you choose for your dragon

Glitter, buttons, tissue paper, wiggle eyes, foil, etc

Paint brushes

Paper towels

  1. Cover your work space with newspaper. Cut a carton for a dozen eggs in half and tape it shut. Tape the paper cup to one end of the carton. (This will be the head of the dragon.) Make a long tube with the construction paper and tape it to the other end of the carton. (This will be the tail of the dragon.)
  2. Cut newspaper into strips.
  3. Read the directions on the label for using wallpaper paste. Mix wallpaper paste with water and stir. Pour into container.
  4. Dip strips into paste mixture. Allow excess paste to drip off into container. Apply to the dragon mock-up. Apply two or three layers. Allow to dry. To add more layers, apply them when the first three layers are dry. Dry thoroughly.
  5. Paint the dragon with acrylic or poster paint. Allow the paint to dry.
  6. Decorate the papier mache dragon with a variety of embellishments. Use your imagination!
Papier Mache Dragon

Papier Mache Dragon

 

Papier Mache Dragon

Papier Mache Dragon

Papier Mache Dragon

Papier Mache Dragon

 

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