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
Treasure from Trash
For all your teaching needs visit www.blake.com.au
hy use junk?
Students will have opportunities to develop:
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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.
ists
ord
Actions
gluing
assembling
constructing
creating
designing
twisting
squashing
tearing
cutting
bending
folding
hammering
sawing
nailing
attaching
sticking
inserting
experimenting
cooperating
threading
weaving
commenting
decorating
listening
collaborating
sharing
persisting
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hat to use
egg cartons
wrapping paper
contact (clear and coloured)
uncooked dried pasta
(dyed or plain)
string
ribbons
boxes or cartons
wood
shells
bark
driftwood
leaves
flowers
straw
iceblock sticks
matchsticks (used and
dyed)
doilies
paper bags
beads
glitter
sequins
aluminium foil
fabric (ask wallpaper and
decorator shops for colour
charts and samples)
felt
raffia
sandpaper
paper
cardboard
crepe
tissue paper
magazines
newspapers
cotton wool
cotton buds
sponges
steel wool
old keys
old earrings and other
jewellery
eggshells (dyed or plain)
birdseed
dried legumes
paper plates or cups
pipe cleaners
corks
cork tiles
floor tiles
feathers
dried rice
cooked spaghetti
socks
hats and other old clothes
pantyhose and stockings
pine cones
twigs and branches
wood
streamers
hessian
hair
paint chart samples
leather
cotton
reels
fur
nuts
spools
carpet pieces
rocks
plant pots
jars
aluminium foil
picture frames
cardboard cylinders
clay
playdough
coathangers
bits from old televisions
and radios
old telephones
saucepans
plastic and metal bottle
tops and jar lids
hat else you’ll need
wood glue or PVA glue
clear lacquer or varnish (available in spray
cans)
masking tape of various widths
sticky tape
hammers
nails
hole puncher
rulers
cotton thread and needles
paper clips
stapler
scissors
pinking sheers
wool
space to store ongoing work
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usical
instruments
ctivities
Musical instru
ments can be
made from an
materials—an
y number of ju
ything that m
nk
ak
es
so
un
ds can be calle
instrument.
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
ones)
bottles containingg and tapping
different amou
nts of
water to tap.
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
ardboard cylinders
ash the
Collect eggshells. W
e them
eggshells and then dy
nt
in batches of differe
k
colours. When dry, as
students to glue the
d in
eggshells to cardboar
.
interesting patterns
Cardboard cylinders can be
used to make rocket ships.
Roll
and staple a semicircle of
cardboard into a cone sha
pe, and
attach to one end of the
cylinder. Attach red cellop
hane to
the other end to represent
flames at the base of the
rocket.
Variation: Make the cardb
oard cylinder into a spy or
pirate telescope.
Paint and decorate the cyl
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
contact on
students to
the table f
arrange lea
or each stu
ves, petals
dent. Ask
other mate
,
g
li
tt
e
r,
rials on top
coloured p
aper and
of the conta
another sh
ct. When f
eet of clea
in
is
h
e
d, place
r contact o
Variation:
ver the top
These conta
.
ct flower a
insets whe
rrangemen
n making g
ts can be u
re
e
ting cards.
sed as
half to mak
F
o
ld
a
e a card. C
piece of ca
ut a heart
rdboard in
the card. T
shape out o
ape a piece
f
th
e
f
ro
nt cover of
of the flow
the front c
er contact
over of the
in
s
id
e
c
ard, so it is
the heart s
visible thro
hape.
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
magazines or wrap
paper. Glue onto bo
ping
xes. Cover each bo
x
wi
th
a
co
at of PVA glue
mixed with water,
and let the coat dr
y.
Ap
ply
th
re
e more
coats of the PVA
mix, allowing time
fo
r
ea
ch coat
to dry. The decoup
age forms both a
de
co
ra
tive and
protective coating
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
plate and have them cre
er
pap
a
nt
de
stu
ch
ea
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
of pink to represent sal
s
cle
cir
all
sm
and
se,
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
hats, hat
role-play
s for dra
, or hats
ma and
f
o
r
s
p
e
cial occas
as Easter
ions such
, using ju
nk mater
hats, or m
ials. Deco
ake hats
rate old
from car
down car
dboard a
tons and
nd cut
boxes. W
are a goo
ine cask
d size to
c
artons
fit stude
you can c
nts’ head
ut two ho
s
, and
les for e
hat, or c
y
e
s
.
P
a
int the
over it w
ith colou
coloured
red conta
paper. At
ct or
tach dec
are appro
o
r
a
t
ions whic
priate fo
h
r the hat
ribbons,
,
s
u
c
h as
cylinders
, feather
plates or
s, paper
jewellery
.
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
create jewellery fr
1. Simply thread
om junk:
old beads, or piece
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
r example an oval,
one side of the sh
from cardboard. De
ape and attach a br
corate
ooch pin to the ot
brooch pins from cr
he
r
sid
e.
(Y
ou
can buy
aft supply stores.)
Alternatively, deco
sides of the shape,
ra
te
bo
th
punch a hole in the
top and thread with
string or raffia to
wool,
create a necklace.
3. Thread dyed pa
sta tubes onto a le
ngth of wool for a
necklace. Alternat
pasta with leaves,
e
patty pans and colou
re
d/
sh
iny
ca
rd
variety.
board shapes for
4. Create papier-mâ
che beads by wind
ing strips of thin pa
glue around a knitt
per covered with PV
ing needle. Make su
A
re the end of the
securely glued, th
paper is
en pull out the knitt
ing needle. When be
dry, paint and thre
ads are
ad onto leather st
rip or wool to make
a necklace.
5. Create a papiermâche bangle by cu
tting a cardboard
Make sure that it
strip to length for
will fit over the wr
a wrist.
ist
,
th
en
st
ap
le
the ends of the ca
together. Put layer
rdboard
s of your papier-mâ
che mixture (paper
water), onto the ba
,
glu
e
an
d
ngle. Use plain tissu
e or toilet paper fo
layer and then coat
r the final
with PVA glue. Allow
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
container. (You can use the egg for
cooking.) Decorate the egg in various
ways.
Spray-paint the egg and attach
sequins, beads from old jewellery,
feathers or glitter to the egg.
Dye the egg, then cover with glue
and sprinkle glitter.
Glue pasta and rice to the egg
using PVA glue and then spraypaint in gold, bronze or silver.
Catalogues, such as Franklin Mint, can
also provide ideas for egg decoration.
Students can use examples such as
the Faberge
collection for
inspiration.
yed eggs
Empty an egg of its contents using
the method described in the
Collage eggs activity. Mix
containers of different coloured
dyes.
Cut out a few small pieces of
masking tape and stick to the
eggshell. (The masking tape will
protect the parts it covers from
absorbing dye.) Place in the
container with the palest coloured
dye, for example yellow. Allow the
shell to absorb enough colour.
Remove the eggshell and dab dry.
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
inside walls of the box to suit
the
t
Pain
.
box
the
of
de
insi
looks into the
e collected junk
a forest, or the planet Mars. Glu
ne,
sce
r
ate
erw
und
an
as
h
suc
created,
es, sand, rocks and twigs
r of the box. For example leav
floo
and
ls
wal
de
insi
the
to
s
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
eaving
Make an old sh
oebox into a
weaving loom
Create a war
.
p by punching
ei
ght holes in
each end of th
e shoebox, an
d threading
eight pieces
of wool from
end to end. U
a ball of wool,
sing
weave it under
an
d
ov
er
warp to crea
the
te the weft.
Students can
weave with st
also
rips of fabric,
raffia, straw
green twigs an
,
d nylon.
Variation: T
wo tree branc
hes or two le
of driftwood
ngths
can replace th
e shoebox. T
eight rows of
ie
fabric betwee
n the
pieces of woo
d to make a w
arp.
Use aluminiu
m and steel
cans for penc
holders, plan
il
t pots, and st
or
ag
e
containers. D
on’t use any
cans with
sharp edges.
Cover edges
with contact
or felt for e
xtra safety.
Decorate th
cans in any of
e
the
ways already
suggested.
e
ree snak
a snake.
h look like
c
n
a
r
b
e
e
r
Make a t
rs. Use a
rthy colou
a
e
g
in
s
u
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 pipecleaner 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
ks, CD-ROMs or the intern
boo
ary
libr
ng
usi
es,
tur
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
ing to their purpose. For exa
ord
acc
sks
ma
ing
low
fol
Decorate the
orated with leaves,
in earth colours and then dec
d
nte
pai
be
can
sk
ma
on
celebrati
twigs, seeds and nuts.
Paper plate masks
o cardboard.
a template and trace it ont
as
te
pla
ner
din
a
use
or
,
Use paper plates
positions of eyes and
to their faces to mark the
sk
ma
er
pap
the
d
hol
ts
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
ding a large piece of paper
fol
by
sk
ma
a
for
te
pla
tem
Make a
line of an eye in the
the paper fold. Draw the out
on
uth
mo
a
f
hal
of
line
out
the two layers of paper.
the mouth and eye through
appropriate position. Cut out
ner of a carton
this template around the cor
ce
Pla
e.
fac
ole
wh
the
see
Open out to
uld have a solid top, so
box corner. (The mask sho
the
on
is
d
fol
the
t
tha
so
or box,
across the top of the box,
ned upside down.) Draw a line
tur
be
to
d
nee
y
ma
box
the
the mask out of the box.
s of the mask template. Cut
joining the two top corner
through the
and thread elastic or string
sk
ma
the
of
e
sid
h
eac
on
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.
13 © Blake Education—Draw, Paint and Create: Treasure from Trash
This page may be reproduced by the original purchaser for non-commercial classroom use.
For all your teaching needs visit www.blake.com.au
apier-mâche
Materials required
for papier-mâche
are balloons, cardbo
cartons, newspape
ard cylinders, egg
r, tissue paper or
to
ile
t
pa
pe
r,
PVA glue, wallpaper
scissors and mask
glue mixture,
ing tape.
Use an inflated ba
lloon for the basic
shape. Collect cylin
egg carton pieces
ders for arms and
for noses, or fash
legs,
ion paper shapes an
masking tape. Cove
d
at
tach to balloon with
r with three or fo
ur layers of the pa
wallpaper glue and
pier-mâche mix—pa
water. (Leave a sm
per,
all
ga
p
ne
ar
th
e
the balloon will ne
ba
se
of
th
e
ba
lloon because
ed to be removed
later.) Use plain to
and PVA glue for th
ilet paper or tissu
e paper
e final layer. (This
gives a clear, smoo
paint.) When the pa
th finish that is ea
pier-mâche is comp
sier to
letely dry, paint th
balloon with a pin
e shape. Put a hole
and remove balloon
in the
through gap.
Make monsters, pig
gy banks, dinosaur
s or bird bodies.
Attach paper stre
amers and crepe pa
per for tails.
oodwork
r
ould not allow younge
ents, although you sh
ud
st
all
r
fo
ble
ita
su
of hammers and
Woodwork is
as saws, and the use
ch
su
ols
to
s
ou
er
ng
re da
students access to mo
carefully supervised.
e,
nails will need to be
ers, clamps, wood glu
rews, saws, screwdriv
sc
,
ils
na
s,
er
mm
ha
d felt-tip
Students will need
use), rulers, pencils an
of
se
ea
r
fo
s
ck
blo
to wooden
sandpaper (attached
as available.
od, plywood,
pens, and junk items
as softwood or hardwo
ch
su
od
wo
of
s
pe
ty
us
Use offcuts of vario
es.
chipboard or branch
d,
her junk items
driftwood, firewoo
gether and add any ot
to
s
ce
pie
od
wo
us
glue vario
Students can nail or
at they will
. Students can plan wh
to their constructions
to dictate how
ow the pieces of wood
all
n
ca
ey
th
or
t,
uc
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.
14 © Blake Education—Draw, Paint and Create: Treasure from Trash
This page may be reproduced by the original purchaser for non-commercial classroom use.
For all your teaching needs visit www.blake.com.au
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.
k into a smooth and pliable dough.
wor
and
er
eth
tog
nts
edie
ingr
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
d use inst
stick to a
antly bec
ll surface
ause it wil
s
l harden a
a
s
s
oon as it
enjoy the
nd
is left to
texture o
d
r
y
. NB: Stu
f goop.
dents
15 © Blake Education—Draw, Paint and Create: Treasure from Trash
This page may be reproduced by the original purchaser for non-commercial classroom use.