A2 n Treasure

from Trash
Blake’s Topic Bank

Draw, Paint and Create

Treasure
from Trash
by Tanya Dalgleish

This Topic Bank contains:

n Curriculum links
n Word lists
n 28 creative activities, including puppets and masks
n Recipes
 For all your teaching needs visit www.blake.com.au

Treasure from Trash hy use junk?

Students will have opportunities to develop:
/ creativity and imagination
/ self-esteem
/ gross and fine motor skills
/ hand-eye coordination
/ observation skills
/ concentration
/ ideas through experimentation
/ ability to respond to experiences through arts media
/ ability to manipulate various arts media
/ knowledge about the properties of various arts media
/ spatial awareness
/ their sense of touch (tactile abilities)
/ knowledge about the properties of objects including texture, colour, shape, size,
dimensions
/ knowledge of other mathematical concepts such as whether objects stack or
roll, and are two-dimensional or three-dimensional
/ ability to use mathematical terms such as surfaces, vertices, angles, faces,
sides, depth, mass, volume
/ decision-making and problem-solving abilities
/ attention to detail
/ respect for the artworks of others
/ understanding of themselves and others, and the world around them
/ social skills by working with others
/ independence and the ability to make decisions by working individually
/ confidence in taking risks and the ability to work towards goals
/ leadership skills when working in groups.

ow to use junk
Students can start with a goal in mind or allow the artwork to take
shape as they proceed. While using ‘trash’ or ‘junk’ in creating artworks,
however, suggest to students that they exploit the item’s properties or
peculiarities. For example egg cartons lend themselves to creating
caterpillars, crocodiles, dragons, dinosaurs, monsters, frogs’ eyes, and
eyes, ears and noses on puppets and masks.
Junk materials can be used to create abstract art, realistic
impressions, as well as two-dimensional and three-dimensional artworks.
Works can be created in response to the materials being used, or in
response to a theme or topic (for example insects), a story or poem, or
an emotion (for example sadness). Artworks can also depict concepts
such as transition, technology, metamorphosis, cooperation, assimilation
or apartheid. Upper primary students will be able to draw on what they
have learnt from the Society and Environment Learning Areas when
creating conceptual artworks.

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inks to the syllabus

Students will use junk materials to:
/ explore and develop ideas
/ make choices about arts elements and organise them in expressive ways
/ develop arts skills, techniques and processes
/ interact with others.
inks with English
Exploring text types
After some of the activities described, ask students to write:
/ an explanation of how the artworks were created
/ a procedural text to tell someone in another class how to create the same effects
/ a personal response to the experience of creating an artwork, or to the work of a famous artist
/ a description of the artwork and/or its properties (or the properties of the items used—
soft, flexible, spongy, springy, malleable, pliable)
/ an opinion text which tells whether or not the student likes an artwork, or whether they
enjoyed the experience of creating an artwork, giving reasons to support their opinions
/ a poem to tell the feelings or mood inspired by one of the works
/ script a drama or role-play involving masks.

hat the icons mean

A rating is given for each activity to indicate suggested year level suitability.
Lower primary Middle primary Upper primary

Use the following word lists as starting points for

compiling your own class word lists. ord ists
Actions
gluing bending cooperating
assembling folding threading
constructing hammering weaving
creating sawing commenting
designing nailing decorating
twisting attaching listening
squashing sticking collaborating
tearing inserting sharing
cutting experimenting persisting

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hat to use jewellery leather

eggshells (dyed or plain) cotton
egg cartons
birdseed reels
wrapping paper
dried legumes fur
contact (clear and coloured)
paper plates or cups nuts
uncooked dried pasta
pipe cleaners spools
(dyed or plain)
corks carpet pieces
string
cork tiles rocks
ribbons
floor tiles plant pots
boxes or cartons
feathers jars
wood
dried rice aluminium foil
shells
cooked spaghetti picture frames
bark
socks cardboard cylinders
driftwood
hats and other old clothes clay
leaves
pantyhose and stockings playdough
flowers
pine cones coathangers
straw
twigs and branches bits from old televisions
iceblock sticks
wood and radios
matchsticks (used and
streamers old telephones
dyed)
hessian saucepans
doilies
hair plastic and metal bottle
paper bags
paint chart samples tops and jar lids
beads
glitter
sequins
aluminium foil
fabric (ask wallpaper and
hat else you’ll need
decorator shops for colour wood glue or PVA glue
charts and samples) clear lacquer or varnish (available in spray
felt cans)
raffia masking tape of various widths
sandpaper sticky tape
paper hammers
cardboard nails
crepe hole puncher
tissue paper rulers
magazines cotton thread and needles
newspapers paper clips
cotton wool stapler
cotton buds scissors
sponges pinking sheers
steel wool wool
old keys space to store ongoing work
old earrings and other

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usical
instruments
ctivities
Musical instru
ments can be
materials—an made from an
ything that m y number of ju
akes nk
instrument. so unds can be calle
d an
For example st
udents
 an empty tin cove can make the following:
 blocks of sand pa red with greaseproof paper becomes a
drum
 metal bottle tops per to rub together
 shakers (containernailed to wood to bang and rattle
 sticks for bangin s with seeds, nuts, legumes, rice, or st
 bottles containingg and tapping ones)
different amou
water to tap. nts of

ollage

You can specify which materials are to be used in collage or allow students free
choice of the range of materials available. Encourage students to consider aspects
of layout, design, balance, colour, line, pattern and shape when creating their
collage.
Provide students with a variety of background textures and colours such as bark,
cardboard, coloured paper, contact paper, aluminium foil or chipboard.
When you limit the number of items which students can use in their collage, you
will be able to assess their creativity and originality. For example give every
student a sheet of art paper, a square of aluminium foil, a circle of red paper, a
piece of string, a strip of black card such as corrugated card, scissors and glue. Ask
students to use some or all of the materials provided, in any way they wish, to
create an artwork. Advise students that they are not allowed to use any other
media.
Some students will attempt to represent familiar things such as a house and
flowers, while others will simply glue the shapes intact. Other students will cut and
paste and create patterns using line and colour and shape, or tear and wind and wrap
and paste part of each item, so that their constructions partially hang off the art
paper. The variety in students’ responses will amaze you.
Encourage students to experiment with tearing, folding, rolling, scrunching and
overlapping the elements in their collages. If students have unlimited access to
available materials, they may decide to use paint, magazine pictures and words, or
write words and poems onto their collages.
Display and discuss the results.

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ggshells
ash the
Collect eggshells. W
e them
eggshells and then dy
nt
ardboard cylinders in batches of differe
k
colours. When dry, as
students to glue the
Cardboard cylinders can be d in
used to make rocket ships.
Roll eggshells to cardboar
and staple a semicircle of .
cardboard into a cone sha
pe, and interesting patterns
attach to one end of the
cylinder. Attach red cellop
the other end to represent hane to
flames at the base of the
Variation: Make the cardb rocket.
oard cylinder into a spy or
Paint and decorate the cyl pirate telescope.
inder, and tape cellophane
over each end.
These cylinders are also use
ful for making animal bod
ies and limbs.

lacemat
Place a she
et of clear
students to contact on
arrange lea the table f
ves, petals or each stu
other mate , dent. Ask
rials on top g li tt e r, coloured p
another sh of the conta aper and
eet of clea ct. When f
r contact o in is h e d, place
Variation: ver the top
These conta .
insets whe ct flower a
n making g rrangemen
re e ting cards. ts can be u
half to mak sed as
e a card. C F o ld a piece of ca
the card. T ut a heart rdboard in
ape a piece shape out o
of the flow f th e f ro nt cover of
the front c er contact
over of the in s id e
the heart s c ard, so it is
hape. visible thro
ugh

ax paper flowers

Arrange flower petals and small leaves inside two pieces of wax
paper. Place a tea towel over the pieces of wax paper and iron. (Only
a teacher or other responsible adult should use the iron.) Wax
sheets will stick together to create effective wrapping paper
for a gift, or hang the floral paper in front of a window for a
pretty effect.

Variation: Paint the paper with liquid starch and arrange the petals
and leaves. Place a second sheet of wax paper on top. There is no
need to iron the sheets because the wax papers will stick
together as the liquid starch dries.

Variation: Press flowers between blotting paper sheets and place

under heavy books for approximately four to five weeks. Use to
make greeting cards, collage pictures, or arrange inside photo
frames for a gift.

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ecoupage

Have students cut

out pictures from
paper. Glue onto bo magazines or wrap
xes. Cover each bo ping
mixed with water, x wi th a co at of PVA glue
and let the coat dr
coats of the PVA y. Ap ply th ree more
mix, allowing time
to dry. The decoup for each coat
age forms both a
protective coating de co ra tive and
on the box.

and picture
with
red powder paints
Mix different-colou ‘draw’ a
ents to use glue to
dry sand. Ask stud a squeeze
r—squeezing from
design on art pape
kle the sand
bottle is best. Sprin
e. Shake off
mixture onto the glu
e. Allow to dry.
any excess mixtur

inner art
ate dinner
ea ch stu dent a pap er plate and have them cre
Give ble. Students
ver materials are availa
on the plate using whate er, with
using triangle shaped pap
might like to make pizzas t tomato and
crepe paper to represen
rolls of red and yellow ami. Students
se, and sm all cir cles of pink to represent sal
chee vegetables,
mburgers, roast meat and
may choose to make ha
vegetarian dishes.
spaghetti bolognaise or
to glue some
Students may even wish
plate.
plastic cutlery to their

rinting

Use a smooth styrofoam tray (available with some fruit and vegetable purchases) to create a
printing plate. Have students cut the curved edges off a tray to create a flat rectangular
surface. Ask students to use a felt-tip pen and sketch a design onto the smooth side. Carve the
sketched design by pressing firmly into the tray with a iceblock stick or biro.
Pour a small amount of ink into another container and coat a sponge roller (brayer) with
this ink. Roll the ink over the printing plate. Place a sheet of paper on top of the printing
plate and press smoothly over the surface. Carefully peel off the print.

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anterns
is
a piece of paper which
Measure and cut out jar.
e sides of a clean jam
sufficient to cover th
ke holes in the paper
Use a hole punch to ma
colour the paper. Glue
and decorate, paint or ce
outside of the jar. Pla
the paper around the r or
the jar. Only a teache
a small candle inside
ult should light the
other responsible ad e
effect created by th
candle. Observe the
the holes.
light shining through

ats
Make fan
cy dress
role-play hats, hat
, or hats s for dra
f o ma and
as Easter r s p e cial occas
, using ju ions such
hats, or m nk mater
ake hats ials. Deco
from car rate old
down car dboard a
tons and nd cut
are a goo boxes. W
d size to ine cask
fit stude c artons
you can c nts’ head
ut two ho s , and
hat, or c les for e
over it w y e s . P a int the
coloured ith colou
red conta
paper. At ct or
are appro tach dec
priate fo o r a t ions whic
r the hat h
ribbons, , s u c h as
cylinders
plates or , feather
jewellery s, paper
.

onstructions

Have students create model constructions of modern or historical places (such as

the Sydney Harbour Bridge, medieval castles or the Taj Mahal), places from
literature or fantasy places based on students’ imaginations. Encourage students
to use cartons, boxes, cardboard cylinders, cardboard, iceblock sticks,
matchsticks, masking tape and any other junk items available.
Students can assemble their constructions and then papier-mâche over the top
before painting and decorating. (Remind students to allow the final layer of paper to
dry completely before painting.) Ask students to explain their construction to others.
Encourage students to include details such as what they were attempting to create,
their method of working, whether students felt they achieved
their goals, any problems encountered and the solutions they
reached, and what they would do differently next time.

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ewellery

There are a number

of simple ways to
1. Simply thread create jewellery fr
old beads, or piece om junk:
s from broken jewe
string or wool to cr llery, on a piece of
eate a new necklac
e.
2. Cut a shape suita
ble for a brooch, fo
one side of the sh r example an oval,
ape and attach a br from cardboard. De
ooch pin to the ot corate
brooch pins from cr he r sid e. (Y ou can buy
aft supply stores.)
sides of the shape, Alternatively, deco
punch a hole in the ra te bo th
string or raffia to top and thread with
create a necklace. wool,
3. Thread dyed pa
sta tubes onto a le
ngth of wool for a
pasta with leaves, necklace. Alternat
patty pans and colou e
variety. re d/shiny card board shapes for
4. Create papier-mâ
che beads by wind
glue around a knitt ing strips of thin pa
ing needle. Make su per covered with PV
re the end of the A
securely glued, th paper is
en pull out the knitt
dry, paint and thre ing needle. When be
ad onto leather st ads are
rip or wool to make
5. Create a papier- a necklace.
mâche bangle by cu
Make sure that it tting a cardboard
will fit over the wr strip to length for
ist a wrist.
together. Put layer , then st aple the ends of the ca
s of your papier-mâ rdboard
water), onto the ba che mixture (paper
ngle. Use plain tissu , glue an d
layer and then coat e or toilet paper fo
with PVA glue. Allow r the final
to dry and then de
corate.

ewellery box
the box.
ellery box. Paint the outside of
Turn an unwanted box into a jew et—cut to
with a plush fabric such as velv
Cover the inside floor of the box ds and
lid of the box with sequins, bea
size and glue down. Decorate the y gold or
ta and then spray-paint in shin
glitter, or cover with dried pas
silver.
be used for recycling old photo
Variation: The same method can
frames.

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ollage
eggs
Stick a pin or needle into each end of
a raw egg to create two holes. Gently
blow the contents of the egg out
through one of the holes into a clean
yed eggs
container. (You can use the egg for
cooking.) Decorate the egg in various
ways. Empty an egg of its contents using
 Spray-paint the egg and attach the method described in the
sequins, beads from old jewellery, Collage eggs activity. Mix
feathers or glitter to the egg. containers of different coloured
 Dye the egg, then cover with glue dyes.
and sprinkle glitter. Cut out a few small pieces of
 Glue pasta and rice to the egg masking tape and stick to the
using PVA glue and then spray- eggshell. (The masking tape will
paint in gold, bronze or silver. protect the parts it covers from
Catalogues, such as Franklin Mint, can absorbing dye.) Place in the
also provide ideas for egg decoration. container with the palest coloured
Students can use examples such as dye, for example yellow. Allow the
the Faberge shell to absorb enough colour.
collection for Remove the eggshell and dab dry.
inspiration. Attach a few more small pieces
of masking tape to exposed parts of
the eggshell. Repeat the dyeing and
drying process, choosing a darker
colour each time. When finished,
remove all the masking
tape, and there is a
multi-coloured egg!

iorama
s so that the viewer
es by turning them on their side
Create miniature scences in box the scene being
insi de of the box . Pain t the inside walls of the box to suit
looks into the e collected junk
suc h as an und erw ate r sce ne, a forest, or the planet Mars. Glu
created, es, sand, rocks and twigs
s to the insi de wal ls and floo r of the box. For example leav
item to populate the scene.
ke small animals or characters
would suit a forest setting. Ma d
h clear cellophane, or use coloure
Cover the opening of the box wit
blue-green for an underwater
cellophane to add atmosphere—
rs.
scene, or red for the planet Ma
museum
to use the dioramas as science
Extension: Encourage students .
l the elements in their exhibit
exhibits. Ask students to labe

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teel can ho
lders
Use aluminiu
m and steel
holders, plan cans for penc
t pots, and st il
eaving containers. D
on’t use any
or ag e
sharp edges. cans with
Cover edges
Make an old sh or felt for e with contact
oebox into a xtra safety.
Create a war weaving loom cans in any of Decorate th
p by punching . e
ei ght holes in the
each end of th ways already
e shoebox, an
eight pieces d threading suggested.
of wool from
a ball of wool, end to end. U
weave it under sing
warp to crea an d ov er the
te the weft.
weave with st Students can
rips of fabric, also
green twigs an raffia, straw
d nylon. ,
Variation: T
wo tree branc
of driftwood hes or two le
can replace th ngths
eight rows of e shoebox. T
fabric betwee ie
pieces of woo n the
d to make a w
arp.

e
ree snak
a snake.
r e e b r a n c h look like
Make a t rs. Use a
u s in g e a rthy colou
Paint it al
ed on a re
design bas w
reate a ne
snake or c
ern.
snake patt

obiles

Glue pieces of fabric onto plastic lids. A teacher or another responsible adult can pierce a
hole in each lid. Thread together to create mobiles.

Make spiders from egg cartons. Paint the carton, and include two eyes. Staple eight pipe-
cleaner legs to carton. You or another responsible adult should make a hole in the centre of
the carton. Thread thin elastic or string through hole and attach to carton with a staple.
Hang spiders from scary places.

Cut bird shapes from cardboard. Colour in eyes, beaks and body feathers. Make a slot in the
body of the bird to insert folded decorated paper fans for wings. Make a small
hole near the top of the bird and thread string through the hole. Hang birds from
sticks.

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uppets

Puppets can be used for drama, puppet theatre, role-play, storytelling, play building, poetry
recitals and other language activities. Students can create puppets for characters in literature
(for example ‘wild things’ for Maurice Sendak’s Where the Wild Things Are), or they can create
puppets for their own stories and plays.
Have students construct puppet theatres or stages using upturned tables, with a sheet covering
the legs acting as the backdrop.

Sock puppets
Place old socks over students’ hands. Decide where the puppet’s mouth will be and have partners
stitch or safety pin the corners of the mouth together, so that the mouth becomes an obvious
feature. Sew on buttons for eyes, beads for animal noses, felt or fabric ears and
woollen hair. Ask students to name their puppets, and introduce them to other
puppets and puppeteers.

Scarecrows and mascots

Have students make some life-sized people and scarecrows for your classroom. Stuff old
clothes with newspapers or rags to create the body. Stuff a pillow case for the head.
(Remember to secure the stuffing so that it can’t fall out.) Paint the face and put a hat on top
of the head. Name each character, and prop in a corner of the classroom as
the class mascots. Students may wish to re-create a person from literature
or make up an entirely ‘new’ character.

Shadow puppets
Use cardboard or paper plates mounted on a stick/ruler to make shadow puppets. Create a
shadow puppet theatre by using an overhead projector as the light source. Place a white sheet
in front of the projector. Use the puppets by placing them between the
projector and the white sheet. The puppets will cast their shadow onto the
sheet. Perform a show for an audience.

Snake puppets
Obtain paper bags with square and rectangular bases (craft suppliers sell coloured versions), and
use the bases as the puppet mouths. Have students form the mouth by inserting their arm in the
paper bag and pressing the base together, in a opening and shutting motion. Glue in a
forked tongue. Glue on eyes and some shiny cellophane scales and students have a
simple, yet effective, snake puppet.

Finger puppets
Cut out a cardboard circle about 10 cm in diameter. Cut two holes at the edge of
the circle, so that two fingers can fit through and operate as the puppets. Decorate
the fingers as puppet characters.

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asks
to:
Making masks can be linked mples of masks from
cultures. Show students exa
the investigation of other et. Discuss why
tur es, usi ng libr ary boo ks, CD-ROMs or the intern
various cul
they are used.
cultures have masks, and how and poetry.
literature, nursery rhymes
drama, historical and other
dance and music. mple a harvest
fol low ing ma sks acc ord ing to their purpose. For exa
Decorate the orated with leaves,
on ma sk can be pai nte d in earth colours and then dec
celebrati
twigs, seeds and nuts.

Paper plate masks o cardboard.

, or use a dinner plate as a template and trace it ont
Use paper plates positions of eyes and
ts hold the pap er ma sk to their faces to mark the
Have studen their mask. Ask
out the eyes and mouth in
mouths. Help students cut el to the back of
er, straw or length of dow
students to tape a stick, rul front of their face.
s prop to hold the mask in
the card. Students use thi

Carton masks in half and drawing the

pla te for a ma sk by fol ding a large piece of paper
Make a tem
line of an eye in the
line of hal f a mo uth on the paper fold. Draw the out
out the two layers of paper.
the mouth and eye through
appropriate position. Cut out ner of a carton
see the wh ole fac e. Pla ce this template around the cor
Open out to uld have a solid top, so
tha t the fol d is on the box corner. (The mask sho
or box, so
across the top of the box,
box ma y nee d to be tur ned upside down.) Draw a line
the the mask out of the box.
s of the mask template. Cut
joining the two top corner through the
on eac h sid e of the ma sk and thread elastic or string
Make a hole
ce.
holes to hold the mask in pla

issue paper flowers

Layer 12 to 16 pieces of tissue paper, either in a single colour or variety of colours.

Trace a circle template onto the top layer of tissue paper and, cutting through all the
layers, cut out the circle. Pierce the centre with a piece of wire and loop the end of the
wire so that the tissue paper will not fall off the wire.
Using green paper, cut a base (calyx) for the flower and glue to the centre at back of
the tissue paper flower, also securing it to the wire if possible. Wrap green strips
of tissue or crepe paper around the wire stem and secure with glue. Gently fan out
the petals of the flower by pulling the layers of tissue paper around the loop.

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apier-mâche

Materials required
for papier-mâche
cartons, newspape are balloons, cardbo
r, tissue paper or ard cylinders, egg
scissors and mask toile t paper, PVA glue, wallpaper
ing tape. glue mixture,
Use an inflated ba
lloon for the basic
egg carton pieces shape. Collect cylin
for noses, or fash ders for arms and
ion paper shapes an legs,
masking tape. Cove d at tach to balloon with
r with three or fo
wallpaper glue and ur layers of the pa
water. (Leave a sm pier-mâche mix—pa
all per,
the balloon will ne ga p near the ba se
ed to be removed of the balloon because
and PVA glue for th later.) Use plain to
ilet paper or tissu
e final layer. (This e paper
paint.) When the pa gives a clear, smoo
pier-mâche is comp th finish that is ea
letely dry, paint th sier to
balloon with a pin e shape. Put a hole
and remove balloon in the
through gap.
Make monsters, pig
gy banks, dinosaur
Attach paper stre s or bird bodies.
amers and crepe pa
per for tails.

oodwork
r
ould not allow younge
fo r all st ud ents, although you sh
Woodwork is su ita ble of hammers and
ng er ou s to ols su ch as saws, and the use
re da
students access to mo
carefully supervised. e,
nails will need to be ers, clamps, wood glu
mm er s, na ils , sc rews, saws, screwdriv
Students will need ha d felt-tip
blo ck s fo r ea se of use), rulers, pencils an
to wooden
sandpaper (attached
as available.
pens, and junk items as softwood or hardwo
od, plywood,
us ty pe s of wo od su ch
Use offcuts of vario es.
d, chipboard or branch her junk items
driftwood, firewoo ce s to gether and add any ot
glue vario us wo od pie
Students can nail or at they will
. Students can plan wh
to their constructions to dictate how
uc t, or th ey ca n all ow the pieces of wood
constr
e.
the artwork will evolv

epicting a concept
Students can be challenged to create an artwork, using
whatever materials they can find, to depict a concept.
Brainstorm the meaning of particular concepts with
students. Create a concept map or semantic web on
chart paper to help students understand the
meaning of the concept and its implications.

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ecipes
You may wish to make these
paint recipes as part of a
classroom activity. Only
teachers or other responsible
adults, however, should add
boiling water to recipes!

lay dough (uncooked)

Ingredients
4 cups plain flour
2 cups salt
8 tablespoons cream of tartar
4 cups boiling water
4 tablespoons cooking oil
powder paint
glitter
Method Store in fridge.
ingr edie nts together and wor k into a smooth and pliable dough.
Mix
/or glitter.
Add powder paint for colour and

oop

Ingredien
ts
2 cups co
rnflour
1 cup salt
dye
water
Method
Mix ingre
dients an
stick to a d use inst
ll surface antly bec
s ause it wil
enjoy the a s s oon as it l harden a
texture o is left to nd
f goop. d r y . NB: Stu
dents

15 © Blake Education—Draw, Paint and Create: Treasure from Trash

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