3 sessions; 40 minutes per session

1. The students will learn about the history of shields including practical purposes and symbolism.
2. The students will view and discuss shields from different cultures. (Look at American Indian shields, shields from Medieval Europe, and tribal shields).
3. The students will use a wire hanger and newspaper to create a papier mache shield base.
4. The students will create a design for their shield that will "protect" or represent them.
5. The students will write an artist statement explaining their process and the symbol they created for their shield.

1. Wire hangers
2. Newspaper and paper towels (paper towels optional)
3. Masking Tape
4. Mod Podge for "cheater" papier mache, or other papier mache base.
5. Sharpie markers (for putting name on back)
6. Scratch paper and pencils (for planning)
7. Tempera paint
8. Oil pastels, colored pencils, scissors etc. for design (optional)
9. Varnish or mod podge for sealing shield

Need these materials? Visit Blick!

1. Introduction: function of shield, symbolism, history
-Shield- A broad piece of armor worn on the arm to protect against weapons.
-Though shields are primarily designed for physical protection, many are decorated with emblems or symbols for spiritual protection or to represent one’s self or family.
2. Demonstration: creating shield base
-Shape wire hanger into circle or other basic shield shape
-Set hanger on 3 staggered pieces of newspaper, wrap paper around hanger and secure with tape
-Traditional papier mache or "cheater" papier mache: cover front of shield with mod podge, add layer of paper towels, put on one more layer of mod podge
-Remove extra paper from sides or curl around back
3. Students create shield base
4. Students create design for shield with symbol to "protect" or represent them
5. Apply design to shield- many options
-Paint design on shield
-Paint background, color/cut/collage design on top
6. Seal shield with varnish or mod podge
7. Students write artist statement about their shield.

Rubric can be used to assess craftsmanship, composition, and idea of the symbol.

1. http://artteacheradventures.blogspot.com/2014/01/shields.html
2. http://www.nelson-atkins.org/studio33/listen_.cfm?id=34541&object=339&col=American Indian
3. http://www.metmuseum.org/toah/works-of-art/1978.412.644
4. http://www.metmuseum.org/Collections/search-the-collections/310073

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

[5-8] Students describe and place a variety of art objects in historical and cultural contexts

[5-8] Students compare multiple purposes for creating works of art

[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures

[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

African Art, Medieval Art

Form

Collage, Paper Mache, Tempera

History/Social Studies

Shields.pdf