During my recent residency at Paul L. Dunbar Arts Academy, 2nd and 3rd grade scholars engaged in many conversations and much investigation into matter’s various states. After their investigations, scholars decided to build three-dimensional decoupaged dioramas to demonstrate their understanding. The class was divided into three groups: solid, liquid, and gas. Students brainstormed ideas within their categories and then ultimately selected their favorite liquid, solid, or gas to create a three-dimensional diorama. Some ideas were difficult to categorize, resulting in robust classroom discussion. For instance, oatmeal. Is it a solid or a liquid? And then there was basketball. Is it a solid filled with gas? How about ice? Is ice a liquid frozen into a solid state? The states of matter discussions, and the excitement for making a three-dimensional dioramas of their item generated a lot of enthusiasm.
With an idea in hand, students sketched in their diorama planners making sure they considered the background, middle ground, and foreground for their object’s environment. They drew their objects as the main figure within the space of their 3-dimensional dioramas.
Next was the most unexpectedly difficult portion of the project: tearing the tissue paper into pieces [without shredding, wadding, or other frustrated efforts]. This fine motor skill proved far more challenging for the students than anticipated by myself or the teacher. The victory of finally getting all five interior surfaces of the diorama boxes covered in thin layers of tissue was a major feat!
The figures within the dioramas were created on tabbed card stock, so they could stand and or hang from the space as desired. The students excelled at this construction method quickly after the greater learning curve of the technique of decoupage had been mastered. As we placed and adhered the finished objects into their created spaces, students were alit with accomplishment and the room was filled with the fervor of their excitement and pride.
Upon reflection, it continues to amaze me at how profoundly important even these seemingly simpler residency projects are. Students initially struggled at every technical interchange of the process: in creating small pieces of tissue paper, applying the right amount of adhesive, and in covering the surfaces with flat but overlapping thin layers. These struggles, however, paved the way for hands-on learning that was so rich, and ultimately provided the reward of successful projects. Seeing and coaching the students as they pushed through these challenges, turned out to be the most memorable aspect of this residency.
Students were absolutely beside themselves with pride, standing next to their brightly decoupaged boxes with wide smiles and sticky hands.