This resource is part of a collection of resources by Jan Miller called Teaching Art to Year Three.
After studying the work of contemporary artist Andrew Logan, pupils have fun playing with materials that glitter and sparkle, developing their design and making skills to produce personalised brooches, decorative images of celebrities and gorgeous treasure glitter boards. Finally, they explore portrait drawing, creating a sparkly ‘selfie’!
Jan Miller shares her processes for the projects which can be used with children aged 7 to 14 (any KS, 2, 3 children).
What child doesn’t like glitter? I try to avoid the ‘g’ word in my class, but very occasionally a project just calls for a little sparkle. A visit to the Andrew Logan Museum inspired the creation of some extremely ‘bling art’ and a very shiny response to portraiture.
- Take influence from an artist’s style
- Use sketchbooks to gather information
- Use decorative materials to add interest
- Explore the possibilities of decorative materials
- Produce an individual response, focussing on pattern, texture and shape
- Working spontaneously, with pace
- Develop several pieces of art, working on a theme
- Develop a project in which all abilities can feel a sense of achievement
Who are the sessions aimed at?
The sessions were run with children aged 11 in year 7. The resources below can be used with children aged 7 to 14 (any KS, 2, 3 children).
Which areas of exploration are covered?
- Drawing from observation
- Develop knowledge of portraiture
- Develop knowledge of ‘scaling up’
- Drawing and toning skills
- Exploring new materials for making art – exploring texture and layering using a full palette of colour
- Learning through play and experimentation
- Working spontaneously
How much time is needed?
Each of the five sessions took an hour with the whole class. If you were working with a smaller group of children the activities may take less time. If time is limited, you may just allocate one hour with one technique. The lessons progressively built on each other and the children developed an understanding of process and materials. If you followed all the sessions you would cover the areas of exploration listed. The teacher could complete more of the preparation – allocating materials in tubs on tables. Sketchbooks were available in all lessons to continue research drawing and making notes. The lesson could involve the children drawing their labelled plan of intentions first or spontaneous making.
Begin a collection box for unwanted or broken jewellery, beads, glass, buttons, bottle tops, small toys – ask children to bring in donations. We used a cheap pink wig for collage.
Where might the sessions be used?
- Classrooms (as part of art lessons or workshop)
- After school art club or AG&T group
- Community groups (i.e. Scouts and Guides)
- Gallery, Museum or Art Organisation workshop
Materials and Equipment Preparation
- Scissors, glue gun, PVA, spatulas, masking tape
- Sequins, glitter
- Patterned papers or recycled wallpaper books or samples
- Coloured tissue, cellophane, shredded paper
- Images of a celebrity to decorate
- Wood off-cut squares- you can use any size or alternatively – stiff grey board
- Tile adhesive
- Beads, buttons, glass, sequins
- Disposable rubber gloves/goggles – optional safety equipment
- A2 paper, pencils, erasers
- Plastic mirror or photo of each child
- Inks, paints, glitter, black paint, oil pastels
- Wooden base off-cut. Broken mirror, grey floor adhesive/grout, glitter ball, glitter, images of religious icons, plastic flowers, beer bottle tops
Week 1: Looking at Andrew Logan’s Work
We visited the Andrew Logan Museum – you could view his work in books or online. We saw his work in progress in his workshop and saw his workbench spilling with miniature obscure objects – toys, bottle tops etc. Drawers labelled with all his finds from many years of collecting were inspiring. Jars of every colour of glitter were piled up. The Museum alongside the studio displays Logan’s work from many years and provides lots of inspiration and sketchbook opportunities. The colour, ideas, stories, imagination were perfect for children to access. Nothing was safe from Logan to ‘glitter up’, even a toothbrush was part of the weird and wonderful display.
Week 2: Making a Brooch and Decorating a Celebrity
Basic heart shaped, coloured card was given to each, as well as an assortment of materials to add the ‘Logan’ effect. Sequins, glitter, coloured paper, foil, shiny and patterned papers, metallic jewellery wire, beads, foil sweet wrappers and cellophane etc. ‘Cool melt’ glue guns created instant results, but PVA could be used. They were glued to old badges and worn instantly. Tip: Safety pins could be taped to the back.
A photograph of the colourful Zandra Rhodes (Logan’s friend) was given to each student, given the instructions to use any of the materials to add glamour and glitz. It was interesting to see the children working quickly, spontaneously and the individual responses produced.
Tip: Any person or photograph could be given the same treatment.
Week 3: Making a Treasured Glitter Board
Off-cuts of MDF/thick grey board card were used as a base to build a glitter board to inspire the background of their portrait. Tubs were used to select materials of interest from the resources available. Glass, chain, earrings, beads, coins, plastic toys, bottle tops etc. All added a special trinket or memorable object to personalise the design.
Although 40 children were using glass together, we had no cut fingers as they were shown to handle the pieces carefully. Some did use disposable gloves. They planned part of their design on the board. Children considered colours, shapes, textures and patterns. When happy with the design, it was carefully slid onto card. A thick layer of tile adhesive was applied. Objects were pushed in, leaving only small gaps. Glitter was sprinkled, pushed in and excess brushed back in the pot. Edges were painted white to finish.
Pupils made a collaborative hinged board using black adhesive/grout. They used broken mirror, glitter ball, Christmas decorations, Indian garlands, glass beads, buttons, bottle tops and religious icon images.
Week 4: Portrait Drawing
Selfies were taken in front of the large glitter board. Some chose their own personal board, photographing it, then cutting their portrait and glued it onto the glitter image which created the background. The portrait was drawn by dividing the image, and their A2 paper, into four rectangles to help scale-up the image. Tone was then built using a couple of different tonal pencils for the portrait.
The background was added, inspired by their boards and drawings from the gallery. They used inks and salt as well as pastels before black ink was added around the shapes. Collage such as foil and sweet wrappers were added in small areas and small areas of glitter added as extra interest.
- Salt added to the wet inks create interesting effects.
Jan Miller shares a whole year’s worth of teaching for ages 7 to 8 in a collection of resources for AccessArt: Teaching Art to Year Three
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