Aluminum repousse.

I designed this aluminum repousse problem in response to limited resources, workspace, and storage space caused by an addition onto our two-year old school. All of my art classes were being held on traditional lecture desks in academic classrooms from a cart. All of my supplies were piled up in a walk-in closet that could not be walked into because it was full of boxes containing all of our materials. I had to come up with an assignment for which the students could, out of necessity, supply the materials.

Everyday Materials

The materials for this project are simple: cardboard, string, aluminum foil, and glue. We collected cardboard boxes and cut them up to suit our purposes. Thinner pieces of cardboard were salvaged from cereal boxes. Students used found objects, especially those with texture, to make their pieces more interesting. Students who needed circles to create their design chose to bring in plastic bingo chips. Jute string, or macrame cord created stronger lines. Crochet cord or yarn created softer smaller lines. Students started thinking of new uses for everyday items. Some brought in paper clips, hairpins, pennies, and light chains--all to create an unusual effect.

Design and Creation

The results were amazing. By creating a new paradigm, students synthesized all this junk into impressive, cohesive works of art. Everything became valuable for its shape, texture, and depth. Repetition became important, as did reversals and symmetry.

The process of design and creation was very simple. Students created three to five 4 x 6" (10 x 15 cm) designs in their sketchbook. They assessed the strength of the designs and the capabilities of the materials to carry out their concepts. The goal was to create an artwork with depth, not just length and width.

Choosing their strongest designs, students transferred them on to an appropriate-size piece of cardboard, by drawing the design in pencil using contour lines. The next step was to glue the shapes of the design onto the cardboard with white glue. The cardboard backing was sized to fit the width and length of the piece of aluminum foil that the student brought into school. Students brought in two to three feet of foil, folded neatly and stored in a large book or folder for the trip from home. Two to three feet of aluminum allowed for a redo if students damaged the foil during their first attempt. Most finished projects measured 9 x 12" (23 x 31cm).

As they worked, students assessed their design for balance, symmetry, and visual interest. They looked to see if they had filled the space allotted for their design, and added components if necessary. When students were satisfied with their three-dimensional relief effects, they allowed the cardboard plate to dry overnight.

Before applying the foil, students coated their designs with a thin layer of white glue. Students placed their foil sheets on a desk or countertop and then pressed the glued side of the cardboard onto it. Working in this way allowed students to see the edges of the foil around the cardboard, insuring that they had centered it well on the foil. They gently picked the cardboard up with the foil adhering to it, turned it over and started rubbing over the design with the fleshy part of their fingertips, starting from the center of the design and working out towards the edges. I cautioned students to work gently and gradually. They must be patient and careful not to pierce the foil while burnishing it. I also warned them not to wrap the edges of the foil around the back of the cardboard until the whole design had been burnished. A neater work was achieved by folding the edges of the aluminum onto the back of the cardboard backing, and then applying glue under these folded areas.

Finally a layer of black tempera paint was applied to enhance the relief design. Many successful variations were tried. Some students applied only a very thin layer; others used a heavy application and then wiped if off with both wet and dry paper towels. Some wiped away the paint only from the raised areas.

Self-Assessment

Students had to make appropriate decisions as their work progressed. Students with the most successful designs assessed their work through each step of the project, making sure that their plans were working. If their work was not developing as they thought it would, they made changes to solve their design problems. This proved to be a creatively challenging and visually appealing project.

NATIONAL STANDARD

Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

Therese McCabe Murray is an art teacher at Willow Grove Middle School in Thiells, New York. [e-mail]