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Term 2 2009Term 2 2009Registered by Australia Post Publication No. 327687/00003SerpentInstallationArtist in ResidenceTwo communityfocused artist inresidency projectssituated out on a farm.Primary ArticleRead how one PrimarySchool has introducedits students to localartisans.Visual &Performing ArtsActivities forbackdrops, costumes,hats and masks!articles • gallery • art events • PD • new products • activities

ContentsNews, Events & Dates . . . . . . 2Secondary ArticleSerpent installation . . . . . . . . . . . . 3Student Gallery . . . . . . . . . . . 5Creatures Kit . . . . . . . . . . . . . 6Primary Article:Artistry. . . . . . . . . . . . . . . . . . . 7About Zart -21st Birthday . . . 8Expo Day . . . . . . . . . . . . . . . . . 9Profile ArticleArtist in residency . . . . . . . . 10Visual Art ActivityVisual & Performing Arts . . . 11New Resources . . . . . . . . . . . 12Editor: Jan RokerArt Direction & Production: Britta PoljansekPhotography: Nicole MerkelContributors : Petra Glaser, Chris Richardson, LillianWalsh and Cheryle BannonZart ExtraISSN 1448—8450Zart Extra is published quarterly by Zart Education, a divisionof Zart Art Pty Ltd. This publication is mailed prior to the firstweek of the term issue date. This newsletter allows artteachers/co-ordinators to learn about what is happening in arteducation and what other art teachers are doing. You will findinformation on new art techniques and processes, the latestmaterials and resources on the market. Please note, all pricesquoted are valid for the duration of the current term only andare subject to change without notice. The insert of thenewsletter provides details of our term's workshops, soteachers can then contact us and book into the workshop.Due to various circumstances someinformation may be subject tochange. Zart Art, Zart Extra logo andmasthead are registered trademarksof Zart Art Pty Ltd. All content issubject to copyright and may not berepublished without prior consent from Zart Art. Allsubmissions become property of Zart Art. Submissions may bepublished in the Zart Extra or posted on www.zartart.com.authe official art education resource. Zart Art reserves the rightto edit submitted articles/activities for content, length andclarity.Zart ArtSupporting teachers in creative educationZart offers an extensive range of fine art materials,resources, craft and technology supplies. You will findcompetitive prices and efficient and quick service.4/41 Lexton Road, Box Hill NorthMelbourne Victoria 3129Ph: (03) 9890 1867 Fax: (03) 9898 6527www.zartart.com.auE: zartart@zartart.com.auAdministration Hours:Monday – Friday: 8.30 am – 5.00 pmCustomer Service Centre:Monday – Wednesday & Friday: 8.30 am – 5.00 pmThursday : 8.30 am – 7.00 pmSaturday: 8.30 am – 2.00 pm2 www.zartart.com.au• arts• education• eventsEvents at Zart Term 2This term Zartbegins the leadup to “BookSafari”, theChildren’sBook Councilof Australiatheme forBook Week2009.WorkshopscelebratingBook Week will commence in June at Zart,metropolitan Melbourne, country Victoria,Tasmania and Canberra. Go to our insert to seewhere a workshop is being held near you.The Customer Service Centre will be workingtowards hosting the Annual Expo day in July withongoing product demonstrations leading up to thebig day on July 10th. Come in to see the displaytake shape throughout the term.Events in the ArtsThe Gallery Ark has been designed for children and aims toencourage a sense of curiosity, whilst also presenting someof the treasures of the NGV collection.Geelong Gallery until April 26McClelland Gallery + Sculpture Park May 10 – July 19Bundoora Homestead Art Centre August 7 - 13 SeptemberHorsham Regional Art Gallery Dec 22 – Feb 28 2010Top Arts Ian Potter Centre NGV March 25th – June 14 2009John Brack Ian Potter Centre NGV April 24th – August 9 2009Salvadore Dali Liquid Desire NGV June 13th – October 4 2009Inspiration...TarraWarra Museum of Art is located in the beautifulYarra Valley wine region, in the foothills of the GreatDividing Ranges, just one hour north east of Melbourne.The museum, opened to the public in December 2003, isthe first privately funded, publicly owned significantvisual arts museum in Australia.The museum houses a collection of Australian artfeaturing prominent artists whose works have shapedthe development of modern art in Australia. A selectionof works is made available for viewing each year intemporary themed exhibitions, focusing on particularfacets of the collection, combined with contemporaryinstallations and other special shows mounted tocoincide with the different seasons. TWMA operates anEducation programme which works in partnership withteachers to integrate concepts about contemporary artand the creative process into their curricula and teachingpractice. Interactive guided tours for Primary andSecondary students, one day Professional Developmentworkshops and special ‘behind the scenes’ viewings ofartworks, all conducted within the VELS and VCEguidelines are available throughout the school year.For further information phone Julie Skate, TWMAEducation on 5957 3100, or emailmuseum@twma.com.au

secondary articleAn installation inspiredby ceramic forms ofThancoupieICA Casey College is currently in its thirdyear of operation and offers Visual Arts tostudents from Prep to Year Nine. Positionedin a growth area in Melbourne’s south region,the College will continue to expand, eventuallycatering for students in Year 12 by 2012.Zart Extra_Term 2 2009 3

secondary article contThe 3D Studies unit of work wasundertaken by the Year Seven students andintegrated effectively with their Humanitiestopic of Deserts. Doubling as theirHumanities teacher, I was able to linkcertain terminology appropriate to bothunits, especially as they were studiedconcurrently during the term.The students, having come from a varietyof schools within the region had limitedVisual Art experience so a unit enablingbeginning skills with the clay medium wasdevised. We began by observing anddiscussing the artwork of Thancoupie - anAustralian Aboriginal ceramic artist - theelements of design within her work and thecultural context. A DVD on clay play wasshown, enabling students to comprehendthe three methods of creating forms (pinch,slab and mould) followed by practicaldemonstrations of the pinch technique, slideshows and actual examples of past students’work. Additional theory, discussions andceramic terminology also accompanied thelessons as well as focus on safety withmaterials and techniques.Then came the designing/planning of themarks made as surface decoration on theeggs. The students were asked to draw arectangle in their Visual Diaries of 15 x 20cm. Within this space, an S bend contourwas lightly drawn in pencil in a diagonalfashion, as a starting point. This encouragedan organic design and limited the studentsmaking symmetrical compositions. Fromthere they extended the design and exploredthe space using rhythmical lines, creatingshapes and patterns, keeping in mind anorganic, flowing outcome as it was to beeventually transferred to a 3D organic shape.Two halves of the egg were created usingthe pinch method, followed by joining,using the slip and score method andsmoothing of the ‘equator’ line. The studentswere instructed to ‘wrap’ their designsaround the egg by following their planscarefully and incising the lines into thesurface using a sharp graphite pencil. I havefound these to be the best and cheapest toolsfor the job and also excellent for makingstipple marks. Additional loop and ribbontools were employed to subtract and carvelower areas. Additional clay was used tocreate areas in relief. Other successful markswere created by found tools such as theinner plastic tubing of a pen, objects foundfrom home etc. Whilst manipulating theclay, the students realised the link betweentheir studies on Deserts and their 3D forms –they commented that mesas, gullies,longitudinal dunes etc. were being createdwithin their designs on the clay surface.Once dried and bisque fired, the studentsselected an oxide colour, applied it with a“daggy”, ruined brush (due to the stabbingmethod employed to enable the oxide topenetrate the stippled and incised areas) andwiped the oxide from the raised surface witha sponge. This was time consuming as itrequired repetitive action to really get thesurface clean to reveal a contrast with thedark oxide in the incised areas.A further firing occurred to ‘cure’ theoxide on to the clay and once the eggs werereturned to their owners, there were somevery surprised, delighted and proud students.In addition to the egg, the students created abase or stand that echoed the designs on thesurface of the clay.Students evaluated their experiences,outcomes and success at the end of the unitbefore submitting their final 3D folio andVisual Diary. The Serpent evolved as a meansof displaying the students’ works collectively,under the stairwell in the College foyer andsince we’d studied flora and fauna of thedeserts, it seemed apt to display their eggs insuch a manner. The contrast of texturesbetween the sand and clay delighted all whoentered the building and it became one ofthose superb tactile experiences/visions thatelicited many favourable comments indeedfrom visitors, students, parents and staffalike.Petra GlaserVisual Art SpecialistICA Casey CollegeNarre Warren South4www.zartart.com.au

Street ArtStudent Gallery Programme term twoWith an increasing presence of “StreetArt” surrounding us, it has become a hottopic of conversation, where it has tied inparticularly well with last yearsEnvironment theme, and this term’s “Rules& Government” theme. The main questionasked was, “What is acceptable street art?”I had spotted a couple of interestinggraffiti faces – one on a wall in Brunswick(and a similar one in Richmond), withanother on a footpath in Northcote. Eventhe logo for Max Brenner (the chocolateman) had used the technique commonwith all these images – they were drawn asa continuous line or used few individuallines.For their art piece, students were askedto replicate an alley wall; grimy, gloomy,messy, or with contrasts in light and shade.Sponges were used to apply paint in avariety of ways such as using faces, edges,dragging, dabbing or blending. Theremainder of the first lesson provided anopportunity for students to practisedrawing faces without lifting the pencil offthe paper.The 2nd session students used chalkpastel to shade in a silhouette of their face.Colour was built up by sealing and reshadingat least 3 times. Students wereencouraged to choose a contrastingcoloured Posca marker to draw their face“line” and could “tag” their work.One student’s response to his finishedpiece was “This is so awesome – it’ssomething I actually want to take homeand keep!”Chris RichardsonVisual Art Teacher Level 4 (Grade 5/6)Albert Park Primary SchoolZart’s Student GallerySituated upstairs in the ZartCustomer Service Centre is Zart’sStudent Gallery.In the Gallery you will find someoutstanding visual art work createdby students from Levels 1—7. Eachterm the exhibition is changed so anew display may be viewed over theholidays, supplying unlimited ideasfor the following terms.Photos may be taken to build up yourown folio of resources. The galleryalso gives the students exhibitingwork the opportunity to bring theirExhibiting Term 2 2009On show until the 17th June 2009Mullauna CollegeYear 12 workSt Leonard’s College BangholmePicasso VasesKingswood CollegeFamily TreeMLCFlowersCasey CollegeSerpentOur Lady of Sacred Heart BentleighLino PrintsAssumption CollegeArtist BooksCranbourne Secondary CollegeScratch Art DragonsChatham Primary SchoolLandscapesCanterbury Primary SchoolTotemsSt Leonard’s College BrightonDry Felting & PrintsCaroline Chisholm Catholic CollegeAnimated/Manga inspired paintingsKillester CollegeTexture StudiesMontrose Primary SchoolWire Facesfamilies along to appreciate theirvisual art.We are always on the lookout for artwork to be displayed in our galleryfrom both primary and secondarylevels. If you have any pieces of artwork that would be of some interest,please email photos of works to Jan,one term in advance.Please contactZart Education for furtherinformation regarding the gallery on(03) 9890 1867 or by email on: jan@zartart.com.auOur Lady of Good Counsel SchoolColour MixingAlbert Park Primary SchoolStreet ArtCranbourne West Primary SchoolFacesOvernewton Anglican CollegePortraitsRichmond West Primary SchoolBushfiresSee our exhibition on our websiteOvernewtonAnglicancollegeZart Extra_Term 2 2009 5Cranbournewestprimaryschool

ValuePackZart education articleThe design brief®Have you ever wondered what goes into designing anew product? Take a behind the scenes look at ourCreatures Kit.When developing a newby Zart product we mustunderstand the needs of ourcustomers. Our second focusis to offer teachers aneducational component. Wethen plan, meet, discuss andexplore a multitude of ideas tocome up with one overallconcept. Below is the journeyof our new Creatures Kit fromconcept to fruition.Concept• Construction, modellingcollage focus• Target Primary Schools &schools without an art teacher• All in one kit with materialsand activities• ThemeAims• Value for money• To give art and classroomteachers a starting point foractivities.• Provide art activitiesappropriate for the classroom• To include a variety oftechniques and materials forteachers to develop a unit ofwork.• To provide the teacher with abox containing sufficientmaterials for an entire class ofstudents to use to create 2 and 3dimensional creatures.• Easy reorderingProduct Development BriefWith selected materials create asmany different creatures using avariety of techniques suitablefor Primary age students. Theactivities would need to explorethe skills related to collage,modelling and construction:cutting, joining, overlapping,attaching and decorating.TestingTeachers and students at HolySpirit School, Ringwood weregiven a test kit to work with inDecember 2008.Response“The kit offers a great variety ofactivities appropriate to gradesone and two. Able to completethe activities with success andsome children were able to findnew ways to use the materials.Easy to follow instructions andprovided extension ideas.Materials provided require arange of construction andcollage skills. The activities couldalso be used across curriculum.”Result:A complete classroom kit ofmaterials with a teacher bookletgiving 9 suggested activities forP-6 students based on creatures.Extension ideas included witheach activity.The Product:• Teacher booklet• Reorder form• materials:• Florist Wire Rainbow, PolyEggs, Paper Magiclay, JoggleEyes, Craft Fun Foam Sheets,Mosaic Cardboard Squares,Corrugated Wave Card, MeshTissue, White Card, AdhesivePaper SquaresThe Product:KitKIT008Each ..........$124.79 $137.27Now Available!6www.zartart.com.au

primary articleFrom left: Master potter, Ted Secombe at work.(Photographed by Heather Hysted.), Nik Crocker preparingfor his drumming workshop, Artist Trevor Opray invitedstudents to help with a few brushstrokes on this oilpainting, Artist, Liz Cadzow sketching intently.artistryImagine introducing sculpture tostudents as they watch thecraftsmanship of a metal sculptor usingthe heat of a fire to soften metal andthen see it transformed into desiredshapes through the use of tools and theartist’s skill, and maybe to even have aturn themselves.Imagine seeing the mesmerising skillof a master potter as he becomes onewith his wheel expertly shaping his clayinto functional art pieces. Being able toobserve his technique, ask questions,and appreciate the artist’s dedicationand highly tuned skills, discoveringwhere this art form has taken thisinternationally renowned potter.Envisage being able to absorb theenergy and rhythm of drummingworkshops and to enjoy singingaccompanied by the guitar and flute. Todiscover a musician’s journey to hischosen instrument, the Celtic harp, andenjoying the peacefulness andtranquillity of his music and alsohaving the chance to strum this lovelyinstrument.Imagine children being able to seepeople’s passion as they work withthreads and textiles. To view a colourfuland inviting display of lovingly createdquilts, hand-made garments, dolls andsoft toys. Seeing wool transformed intoyarn with hand held spindles andspinning wheels. Being fascinated bythe delicate art of crocheting, watchingthe process of felting, seeing weavingstake shape on large looms and peoplebusily at work on patchwork creations.To see an artist take a painting from abare canvas to a finished art piece andto be able to watch this process unfold.Discovering the artistic language, thetechniques the artists employ; materialsand skills relevant to their particularfield. Learning about what inspires theartists and how they interpret theirsubject matter and the world around them.Imagine being introduced to thefanciful realm of film and stage throughthe special effects of a make-up artistworking in these fields. To take aventure into the theatre arts as childrenexperience a performance by acomedian, who has them in fits oflaughter. Likewise, enjoying the anticsand comedy of an array of puppetsexpertly presented by a puppeteer,ventriloquist and magician.Visualise learning about the tools andwork of a gold and silversmith as shedesigns and creates jewellery. To beintroduced to lead lighting,printmaking and ceramic tiledecoration, and watching aphotographer manipulate images usingcomputer technology. Imagine relaxingand listening to dreamtime stories andbeing able to explore the koori craft ofbasket weaving with an aboriginalelder.All of this occurred at HealesvillePrimary School in 2008, during a schoolbased community arts event, featuringartists in residence; a concept andinitiative of the arts committee at theschool. Visual and performing artistswere invited into the school to be partof an Open Community Arts Day.Close to thirty artists were involvedand together they presented a wealth oflearning opportunities. The childrenwere able to see and interact with theartists at work as they demonstratedtheir skills, enthusiasm and passion fortheir art forms.As this was the first time we had triedthis concept we relied heavily ongoodwill and community support. Wewere overwhelmed by the assistance wereceived from artists as well as gratefulfor the support of other communityrepresentatives.Children were introduced to new artsdisciplines and experiences, gainedinsight into the life of an artist as well asa greater awareness, appreciation andunderstanding of the role of arts withinthe community. Teachers, parents,students and artists have all praised thesuccess of this arts initiative.The event took lengthy planning butthe outcomes made it all worthwhile.Artistry will definitely be on the agendafor future years.Lillian Triffett Walsh, Rosie House& Kerry Thomas(Arts Committee 2008)Healesville Primary SchoolZart Extra_Term 2 2009 7

“profile articleI dream my painting, & then I paint my dreamVincent Van Gogh“Happy 21st Birthday Zart Art!I bet you think you know this story.You don’t. The real one, the one aboutthe name of the company hasn’t beentold. Rex, the owner, was walkingthrough the bushland of Beechworthwhen he confided to his friend, KateHart that he had always wanted to havehis own business. Not any sort ofcompany, but one that was different,one that was “arty”. “Well, do it!” washer forthright reply. So a business wasborn. Still on their walk, they bantered,played with words and arrived at a spotwhere there was a z in the valley. Thatwas it! “Zart Art” came into being!With the support of friends, a love ofart and a good business mind, Rexstarted off in a corner of a friend’sfactory and moved on to share awarehouse (some may remember theother half housed a big boat). Fromthere Zart Art grew and grew. Today itis a major art supplier to schools andother institutions in Victoria, interstateand overseas.We didn’t want to be “just” an artshop selling art products. We wanted tobe different. So what sets us apart? Weaspire to evolve and be innovative andpractical. We also “give back” bysupporting teachers in art education.Yes, a good deal of our resources areploughed back into education throughthe support we provide teachers via ournewsletter, education service, studentart gallery and evening with an artistprogram. All that we do is self-fundedand our greatest advocates are teachersand principals who come from far andwide for training.As an education service providingsupport for Visual Arts education, wewould like students to be provided witha balanced school program whichprovides regular aesthetic experiencesto nurture their intellect, their sensesand their spirit.We actually believe in the worth ofart education. Art is still one of the fewareas of the curriculum that promotessensorial learning. Touching, seeing,hearing, smelling and tasting involvethe active participation of individuals.Sensory deprivation leads todevelopment of individuals who are notjust dull in use of senses but those wholack enthusiasm to explore andinvestigate their environment.The challenge for teachers is tonurture the enthusiasm, confidence andlack of inhibition of the young so itdoes not dissipate. Art education alsoextends students in new skills andproblem solving strategies. It brings outdifferences that make up eachindividual’s unique personality. Itprovides students with the opportunityto express themselves in anotherlanguage, a language of the heart andspirit.Art education is an ideal way ofequipping students for a changingworld because it demands flexibility,diversity, creativeness, feeling andquestioning. It is the self-reliantthinkers who will lead the world. ZartArt recognises this and, along with ourfantastic staff and an incredible team ofart consultants, we go forth witheducators and offer joy, respite andbalance to the curriculum and deliverprograms we believe in.our first warehouse!welcome to zart!the boat in the corner of the warehouse!The secondedition of ourzart extra!8www.zartart.com.au

4/41 Lexton RoadBox Hill NorthVictoria 3129P: 03 9890 1867F: 03 9898 6527www.zartart.com.auCome along and experiencea journey through time onthis educational andexciting day.Zart’s Annual Open DayJuly 10th 2009Time: 9am—4pmWhat’s On:Be quick to snap up a bargain or two –we will be offering a range of productson special, some below cost, samples,seconds and surprises!Free Product Demonstrations: Our themefor the day is “About Time”. Join ourteam in constructing a Time Machine tohang in the foyer of the CustomerService Centre. Enjoy free hands-on miniworkshops with our team using a varietyof media and techniques in exploringaspects of our past, present and ourfuture in creating imaginative andfactual artworks. See how this themecan extend beyond the art room.Tea and coffee will be available throughoutthe day.Demonstrations “About Time” 2009·Big project – TIme Machine·Clock making ·Watch band designs·Jewellery using clock cogs and wheels·Surrealism artworks ·Time capsules·Embossing clock faces ·Travel journalsAll the above demonstrations and workshops arebeing held between 9am -3.00pm as an ongoingprogramme.About TimeZart Extra_Term 2 2009 9

ProfileArtist in residencyTwo community focused artist in residencyprojects situated at Myuna Farm Dandenong.Cheryle Bannon is a practicing artist and apart time teacher at Dandenong High School. In2008 Cheryle worked on two artists in residencyprojects at Myuna Farm with two very differentgroups. One group involved working on thecreation of a totem pole for the new friendshipgarden at Dandenong Learning Centre Myunawhich is an alternative setting for disengagedyouth. This involved working with a small groupof eight students and the Myuna staff. The otherproject involved working with five Doveton andEndeavour Hills primary schools: Chalcot Lodge,Doveton Heights, Doveton North, Eummemeringand James Cook Primary School and onesecondary school, Endeavour Hills SC, on theSchool Community Approaches to DrugEducation (SCADE) mosaic pathway project.Go to http://www.zartart.com.au/html/extraarchives/zartextra_2009/zartextra_t209.html for a full description of both projectsaccompanied by photographs.Myuna Totem PoleFriendship GardenDLC, Myuna offers a 12 week programfor students not experiencing success inmainstream schools within theSouthern Metropolitan Region thathelps connect them to peers, adults andthe community. The Totem Pole projectwas about providing the young peoplewith a lasting reminder of their time atMyuna. This project went for twelveweeks and involved a large timecommitment for all involved.It was a large and challenging projectfor these students. They learnt to stickto a large project through to completionand to have the sense of fulfilment ofleaving a lasting piece of quality workat Myuna.The long term plan is that futuregroups will add new mosaic pieces tothe garden as a growing part of thisvaluable learning initiative. The totempole was nick named our ‘GuardianAngel’ as the wings spread out acrossthe entrance to the garden.Mosaic Pathway ProjectStudents from the five primaryschools developed initial ideas for themosaic pathway based on the theme ofhealthy lifestyles and drug education.The idea was to keep a positive feel tothe image and encourage affirmativeapproaches such as healthy choices,friendship and exercise rather thanfocusing on drug images. Cheryleselected images from these designs touse to draw up a colour scale image ofthe pathway in term 3, 2008.This unit of work encompassed bothindividual and group work, and allowedfor a variety of skills to be developed,and students from most levels of theschool to participate.This pathway is due to be completedby the end of term 1 2009 and is part ofmajor curriculum innovations withinthe Doveton Endeavour Hills ClusterSchools initiative as part of the SCADEproject.Co-ordinating the changing groupsand the different teachers involvedfrom each school was both achallenging and positive experience.Students ranged in capability andinterest level and the challenge was tofind tasks that fitted the students. Thiswas a very different setting and wasabout collaboration and flexibility inapproach. Powerful learning storiesemerged throughout the project.These two very different mosaicprojects offered vastly differentchallenges in mosaic techniques andtechnical issues that needed to beresolved along the way. The teamapproach taken within these two majorprojects has created a deep learningplatform for all involved. The mostpowerful part of this learning was therelationships that were built betweenthe students as they worked through arange of processes. A dialogue ofunderstanding developed between thestudents through the collaborativestudent centred journey. The power forme as an artist in residence was to bepart of a much larger team of teachersand students who were workingtogether for a common goal. Thefinished projects reflect the passion andcommitment offered by all thoseinvolved in this project. Both the‘Guardian Angel’ and the HealthyChoices pathway hold positivemessages that help build the studentsself esteem as they look at what theyhave achieved and can now share withtheir community.Cheryle BannonArtist and Teacher10www.zartart.com.au

Recycled Mask1. Cut a mask shape out of Corrugated Card that will fit theface. Cut out the eyes and nose cavities.2. Cut a Cardboard Weaving Base into quarters and spray paintthem in different colours. The quarters may then be wovenwith any lengths of weaving media.3. Glue on to the Corrugated Cardboard mask shape, pieces offrayed Hessian or Natural Mesh. These may be woven into aswell.4. Glue the woven Cardboard Weaving Base quarters around themask.5. Glue on the chosen recycled objects to accentuate anddecorate the mask features.ActivityVisual and Performing ArtsSchool performances come around all too fast each year, usually with verylittle time allowed to create the costumes and backdrops. Zart Art hascreated four possible themes that may be incorporated into your ownproduction or used as visual art units in their own right. We present themask making component of this unit on this page but please refer to ourwebsite for the matching costumes, hats and backdrops.http://www.zartart.com.au/html/activitiesmain.htmlAll products used in these activities are available through Zart Art - refer toyour 2009 Catalogue for more information.Bird, Fantasy, Mini Beast Mask1. Paint a Papier Mache Bird Mask with copper Liquitemp MetallicPaint.2. Cover the beak with strips of Metallic Embossed Paper.3. Glue Guinea Fowl Feathers, natural and assorted, around theeyes of the mask.4. Glue on a small length of Glitter Stretch Tubing to outline andaccentuate the eyes.5. Cut out and glue on some paper Crafty Leaves around the mask.6. Feathers and Glitter Stretch Tubing lengths may be glued to thetop of the mask.7. Create some bugs out of Magiclay. Paint them with ShimmerPaint and glue on beads for eyes. Fashion the legs and antennaeout of the Creative Soft Wire and poke these into the bug body.8. Glue the bugs on to the mask.Waratah Mask1. Cover an Eye Mask on a Stick with cut uppieces of red Crepe Paper using diluted PVAglue.2. Wrap the stick with a long strip of red CrepePaper, and secure both ends with PVA.3. To create the red tufts, twist two shortstrips of red Crepe Paper together and gluethem in place in rows above the eyes, startnear the top of the mask and progressdown to the eyes.4. Form the outline of the eyes by rolling asmall ball of Magiclay into a thin roll. Painteach one with black Shimmer Paint andglue them in place around the eyes.5. Wrap lengths of Armature Wire with redCrepe Paper and glue red Pom Poms on toone end. Glue the covered wire on to theback of the mask using a Hot Glue Gun.6. Decorate the mask with a Sequin and Jewel.Australiana Mask1. Paint a full face mask withcopper Liquitemp paint and setaside to dry.2. Glue strips of Tissue Paper,Cobweb Paper, Silkee Paper anddyed silk over the mask.3. Tear circular pieces ofdiminishing size of Silkee Paperand Plant Paper, and overlapthem to resemble a rosette.Secure the rosette with an eyeletand decorate it with feathers.4. Attach the rosette to thedecorated mask.5. Glue found objects such asleaves and twigs on to the maskusing a Hot Glue Gun.Zart Extra_Term 2 2009 11