Visual Arts Ideas
1. Tinfoil Movement Sculpture
Creations
2. Ink and Willow Movement Drawing
3. Tea Bag Throwing
4. Charcoal Sculptural Drawing
5. Continuous Line Portraits
6. Recycling
7. Shoes
8. Drawing Eyes
9. Basic Stencil Making
10. Bottle Top Jewellery
11. How to make a Wish Doll
12. Lesson Plan on pop art and
contemporary sweet wrappers
13. Lesson Plan on exploring Andy
Warhol’s work
14. Positive Pockets
15. Take a walk in my shoes
16. CD Covers
17. Street Art Projects
18. Decorative Decoupage Plates
19. Posters
20. Mad, Sad, Glad and Bad
21. ‘ME’ – Box or Bag
22. Friendly Trees
23. Tiling
24. Bridge of Hope
25. Photos/Images
26. Masks
1. Tinfoil Movement Sculptures Creations
As a group talk about reaction and consequence; how different
reactions to situations have consequences. Before the activity starts
decide on what would be most useful for the participants to explore e.g.
a social, formal or work situation. Talk about emotions - happy, sad and
angry; and as a group decide on a number of situations between two
people e.g. greeting somebody with a happy smile and wave =
consequence a positive and happy response. Or an aggressive and
violent approach = a defensive reaction.
This could be explored in more detail or simply used as a starting point. The group
would then be divided into pairs and create freeze frames for each situation.
Each person will then do a “stick person” drawing of the other person’s movement.
Then tinfoil can be used in strips and scrunched into the different shapes, with
elongated “Giacometti” style legs and arms - (no focus should be put onto the figures
looking realistic, so it is a good idea to distort the figure by making it elongated).
The figure can be joined together by smaller pieces of tinfoil scrunched over the top,
and strengthened (if need) with thin wire wrapped around.
The figures can then stand up using blue tac under the feet. Participants can then refine
the movement, by squeezing figures over structure. At this point the reaction and
consequence could be played with by moving the figures for different movements. This
could be photographed at different stages; also the scale and context of the figures
could be played with by using photography, and positioning the figures in different
places and photographing them from different angles (e.g. from underneath so the
figure appears life size).
The whole activity can be simplified by taking the drama element out at the start and
making the body shapes straight away. The participants could then start looking at the
movement and interaction of the figures (once they are constructed.)
Comments from other participants on the “Barnstorming” Day
This was fantastic, easily repeatable and would be very accessible to young people who would be
worried about ‘creating’. It uses easy cheap and innovative material. It could also open up a
dialogue about emotions and reactions, which could be used cross curricular. You could also use
it to think of ways to take it forward into photography or stop media animation.
2. Ink and Willow Movement Drawing
Using willow or found objects (sticks, leaves or twigs) to draw with on a large piece of
paper (on the floor or table), with half the group drawing and the other half of the
group creating movements in front of them. Swap the group around half way.
Using drawing ink (or watered down paint), and starting with the lightest colour, think
about what you want the focus of the activity to be – identity, relationships, social skills
etc, and make the starting point the lightest colour then change the colours for each
change in movement.
When the movement part of the activity is finished participants can then block sections
of the pattern formed with colour and add words and pick out shapes that are formed.
3. Tea Bag Throwing
Put a large roll/sheet of thick paper/card on the wall.
Put a selection of different tea bags in warm water.
Participants then need to throw the tea bags at the
paper. The force of the throw and movement throwing
needs to be varied. This can be made into part of the
activity by getting participants to react to different
thoughts or emotions when throwing.
Once the paper is completely covered with splats and drips, use graphite pencils to
shade in gaps – varying in dark to light (by pressing hard or lightly) to create depth.
4. Charcoal Sculptural Drawing
Cover a sheet of white paper with charcoal, then use a rubber to “Sculpt” a drawing out.
Vary the pressure you put onto the rubber and think about the mark making and
contents of the drawing.
5. Continuous Line Portraits
Sit opposite one another and draw each other without your pen/pencil/oil pastel leaving
the paper. This way of drawing will leave extra lines on the face and form sections
within the face. Then block different colours within the sections.
6. Recycling
Recycled sculpture – Create a character and narrative by using recycled materials,
clothes, shoes, expanding foam and mod roc.
7. Shoes
Shoe images - talking about who they belong to and then creating own character.
8. Drawing Eyes
What you need: paper and pastels
Artist gives a demonstration of how to draw someone’s eye, sitting face to face with a
partner and looking closely at detail. This can be hard for people to be looked at for any
length of time, yet also empowering (probably not an activity to do with a brand new
group). You can also talk about how you already have the skills required for this, i.e.
they are not art skills they are more observation, attention to detail, taking care, looking
carefully, reproducing etc.
Ask people to pair up and have a go.
Comments from other participants on the “Barnstorming” Day
This is a good short activity for encouraging observational work. It would be interesting to see how
you can get young people to look at their partner rather than their perception of what an eye looks
like. You could talk about not making snap judgments about people but taking some time to
understand them better. It can also be combined with photography – images of the eye are good
for digital manipulation and colour changing etc. It can also be a quick exercise with immediate
results and you could draw a variety of objects as well. However, beware, it is quite intimidating to
stare at someone’s eyes and you could feel like you are invading their personal space so it may not
be right for all groups of young people. They would need to know each other. Some young people
are easily distracted and have a limited attention span.
9. Basic Stencil Making
Materials required:
Craft knives
Spare blades
Cutting mats
Thick card
Stencil brushes
Pencil
Paper
Source books
Felt tips
For fabric painting:
Fabric required/items to decorate
Fabric pens
Fabric paints
All materials are available from standard schools catalogues e.g. consortium, gls.
1. Draw design on paper
If participants are not used to stencilling, stress that basic designs are easier
and more effective than complicated designs.
2. Work out stencil cuts on design
Participants should use a felt tip to mark onto where they are planning to
cut. This way, you can check they have got the basic concept of stencilling
(as in, anything that is cut out totally will be removed)
3. Redraw onto cutting card
4. Cut out stencil
10. How to make Bottle Top Jewellery
Materials:
Metal bottle Tops (i.e. coke, J20 etc.)
Awl (centre punch/bradawl or long masonry nail approx 2mm)
Hammer
PVA Glue (or other runny craft glue that dries clear)
Screw eyes (approx 2-3cm long. No longer)
Ball Chain
Ball Chain connectors
A selection of small items to decorate your bottle top, small beads and sequins work
well and small pictures or photos can also be used.
Stockists:
Use recycled bottle tops, ask friends to collect some for you?
Ball Chain, Screw Eyes, and Ball Chain Connectors should be available from your local
hardware store or from on line suppliers. Screwfix supply these.
You could always use thick lace and jewellery finings, but I like the urban look of the ball
chain.
These would also work well as (fridge) magnets. These can be found in some craft
stores or with on line suppliers. (Specialist Crafts have flexi magnets in stock that would
work well)
Method
1. Use an old piece of wood to protect your work surface. Using a hammer punch a
hole in the rim of your bottle top using an Awl or centre punch (a masonry nail
about 2-4mm thick pushed through a wine cork will also do) Do not make the
hole too big or your screw eye fastening will be too loose and wobbly.
2. Screw in the screw eye in to the bottle top. Remember to leave it the opposite
way to your bottle top so your necklace will hang properly.
3. Select your decorative items, small beads and sequins work well.
4. Pour a little glue in to your bottle top, enough to cover the bottom of it.
Remember the glue will dry clear.
5. Place your items carefully in to your bottle top. Rearrange them while the glue is
dry if required.
6. Leave to dry flat for about 2-3 hrs (drying time will vary depending on how much
glue is used.
7. Attach your ball chain with a ball-chain connector.
11. How to make A Wish Doll
Materials:
1. Old fashioned clothes peg
2. Small piece of paper
3. Small piece of fabric
4. Pipe cleaner/chenille stick
5. Pen/felt pens
Method
1. Write your wish or hope on the piece of paper
2. Wrap paper around the peg
3. Wrap the fabric around the peg
4. Start to wrap the pipe cleaner/chenille stick around the peg
5. Twist the pipe cleaner to secure the fabric in place
6. Twisted back on themselves the pipe cleaner now become his/her arms
7. Draw on a face and hair using a pen or felt pens and keep her/him in a safe
place!
12. Lesson Plan - Art & Design
Students:
Year:
Key stage:
Context of lesson: Pop Art project, exploring work of contemporary Pop Art and reflecting upon previous work of
other Pop Artists to create piece of work
Learning Objectives (written on board)
Resources:
Vocabulary:
To create a piece of work based upon contemporary
sweet wrappers in Pop Art style (this should take a period
of approx 4 lessons to complete)
To create an image from observation of sweet wrappers
using bold flat colour
As above but some students will include observational
drawings of text in various sizes, they may also include a
variety of media when colouring the image (collage,
paint, pencil)
As above but a few students will demonstrate a high level
ability to draw chosen text on sweet papers accurately
and in proportion
Nature of Learner:
Power point
Video clip
Paint
Pencils
Glue
Ruler
Rubber
Magazines for collage
Colour wheel
Collage
Complimentary
Pop Art
Andy Warhol
Repetitive
Sarah Graham
Timing:
Lesson Structure:
Starter: Discuss new art target.
Explain objective of lesson - To demonstrate ability to draw from observation a selection of sweet
wrappers in a ‘shattered’ style reflecting upon previous learning
PowerPoint – Q & A – look at complimentary colours
Video clip? ?? ( depends on time)
Student to explain how they may start their work
Student to write down their target objective for end of lesson
5-10
Main:
Student to create image, choosing how much of the text they want to use and where to place in the
composition
15-20
Plenary:
Student to compare work against work of other student and refer to their target set at beginning of
lesson, student to write down what they achieved and how they may improve it next lesson. Refer to
assessment criteria on board and ask them if they think they have met those requirements? If so why?
Discuss behaviour targets – Merits
Dismiss
Assessment Opportunities: Self assessment & formative
Opportunities for Independent learning/ SEAL/ Written work:
Self evaluation form and own target setting
Lesson Evaluation:
Amendments for next lesson:
13. Blueprint Lesson Plan - Art & Design
5-10
Students:
Year:
Key stage: 4
Context of lesson: Pop Art project, exploring work of Andy Warhol & creating self portrait in style of Warhol, whist
exploring use of different media.
Learning Objectives (written on board)
To create self portrait in style of Andy Warhol
To have added at least one colour to photocopied print
(by end of 1 lesson)
Add collage to photocopied image & use complimentary
colours in the portraits(perhaps end of 1 lesson but
should complete by end of 2nd lesson)
To add permanent marker & metallic pen to acetate and
photocopies to create differences between each of the
four portraits and enhance aspects of each portrait (end
of project)
Resources:
Power point
Handout of portrait
Handout of colour wheel
Acetates of Tommy
Photocopies of Tommy
Paint
Tissue paper
Metallic paper
Tissue paper
Glue
Scissors
Paint brushes
Glue pot
Sellotape
Pallet
Water
Metallic pen
Marker pen
Vocabulary:
Collage
Complimentary
Pop Art
Andy Warhol
Repetitive
Portrait
Lesson Structure:
Starter: Discuss behaviour target and new art target.
Explain objective of lesson – to investigate some of Andy Warhol’s portraits and to create a self
portrait in similar style.
Powerpoint – Q & A – look at complimentary colours
Student to look at handouts and examine the drawn lines.
Main:
Student to add colour & collage time allowing to photocopy , student to consider & use
complimentary colours.
Plenary:
Student to look at own work and work of Warhol, student to complete evaluation & own target for
next lesson. Refer to AO3 objective of GCSE that he is developing ideas, experimenting with art
materials & techniques, making alterations & improvements.
Discuss with student work & objective what did he think he fulfilled?
Discuss behaviour targets – Merits
Dismiss end of lesson.
Assessment Opportunities:
Self assessment & formative
Opportunities for Independent learning/ SEAL/ Written work:
Timing:
Self evaluation form and own target setting
Lesson Evaluation:
Amendments for next lesson:
14. Positive Pockets
Description
Participants will create their own personal box that will contain inspirational statements
and positive statements about themselves. Boxes will be travel size.
Materials
 Cigarette boxes or crayon boxes
 Paper: construction, decorative papers, wrapping papers, etc.
 Glue sticks, tacky glue
 Scissors
 Index cards cut to fit boxes
Preparation/Procedure
1. Have participants collect used cigarette or crayon boxes. Discuss the importance of
recycling and how artists use recycled objects in their art.
2. In day one of this project, have participants design a personal mark based on a list
of positive adjectives that describe themselves. It should be a symbol that has
personal meaning to them. Ask the participants to select a cigarette or crayon box.
Have them cover the box using the art materials provided and ask them to include
their personal symbol some where on the box.
3. Have participants write their names inside or outside the box. Write something
positive for each letter of the name.
4. Provide participants with index cards that have been pre-cut to fit inside the box.
5. The next group meeting have participants write three positive things about
themselves on three separate cards.
6. Each group meeting have the participants create another card for inspiration and
self-esteem. This could function as a warm up exercise for each group meeting.
7. Suggestions for each card: Favourite quotes, have another group member write a
compliment for the participant on a card and then give the card to that participant,
things they like about themselves, future goals, etc.
8. Participants will be encouraged to read their personal cards daily to themselves to
reinforce their strengths.
Directive
Collect cigarette and crayon boxes. Cover the box with your own personal mark. Make it
reflect yourself. Directives for cards: One positive thing about yourself, something
you've accomplished, favourite quotes, things that help you relax, have another group
member write a compliment for the participant on a card, things they like about
themselves, future goals, etc.
Goals
 Participant will have an increased self-esteem
 Participant will learn a new art technique, recycled art
 Participant will have an increase in self-awareness
 Participant will learn to accept and give a compliment to peers, socialisation
Behavioural objectives
 Participant will master the art technique
 Participant will be able to interact positively with peers
 Sense of accomplishment
Contraindications
Some participants may respond negatively to a cigarette box or a crayon box. The
facilitator will have to decide whether it is best to give a participant the option of
selecting either box or choose either a cigarette box or crayon box to work with. For
participant under the age of 18 a cigarette box will not be appropriate to use.
Additional Comments
This project was developed with the idea of creating something that a participant could
easily carry around with them. Whenever they had difficultly coping in a situation they
could always read back their cards to bring them to a more secure place and to create a
better sense of self-esteem for them.
15. Take a Walk in My Shoes
You could add to this a kind of map for the shoes to stand on – past, present and
future/where I’ve been, where I am and goals/where I am going.
The road that I walked in abuse was a
very rough road. The road I walk in
happiness is also at times a rough
one. The memories of abuse have not
faded. This is the reason for the rough
texture.
— Age 70, (43 years of abuse).
Victim No More: These were the shoes I wore
the day we married, the day I now think of as
the first day of my former life. We were
children when we committed our lifetimes to
each other. You were charming and
unwittingly persuasive...
Objective:
To give participants the opportunity to express their feelings of surviving abuse and to
help others understand how it feels to “walk in their shoes”.
Materials:
Shoes (announce the project ahead of time so the participants have time to find and
bring in their own shoes. Also have a variety of shoes available on the day you start the
project in case someone didn’t bring any).
Puffy paint or acrylic paints
Glass paint tubes
Assortment of glues (glue sticks, glue guns, etc.)
Ribbons and string
Stick-on letters or felt letters
£ shops are good for collage decoration material
Assorted decorations (e.g. feathers, beads, artificial flowers, stickers, shells, rocks, pipecleaners, puzzle pieces, etc.)
Sexual abuse has affected my entire life;
my entire being; my entire existence.
Some say, that is the past, get over it or
what is the big deal? IT IS A BIG DEAL!
I never had a chance to just be. I never
had a chance to enjoy my childhood or
to live a so-called ‘normal’ life. Early on I
was always reacting in my life in context
to what happened to me...
Now, I am healing. I am continuously
growing as a person. I am continuously
figuring out who I am. I am trying to be
gentle with myself. I am learning to be
my own best friend. This is me...
It took me a very long time to figure out
who I really was. Who I really wanted to
be when I grew up. It took me a very
long time to even begin to LIKE myself.
Time-Frame:
The project could be completed within 3 sessions (1 ½ - 2 hours per session). Some
participants may take their shoes home to work on them between sessions.
Introduction:
Many of us are not able to talk about sexual/domestic abuse and the affect it has had on
us . This is an opportunity for all of you to express yourselves in a different way, one that
may feel safer to you. The project we are doing is called “Take a Walk in My Shoes”.
Everyone wants to be understood so as not to feel alone. Make this shoe/s that you
have chosen speak for you. There are no limits, so use whatever you need to tell your
story of fear, bravery and anger, violence, courage. Feel free to try all the materials to
see which work for you. You can include writing on the shoes or you may make up
symbols for things that are too difficult for you to talk about directly.
Opening:
At the beginning of each session, have a go-around to see how everyone is doing.
Closing:
At the close of each session, if time permits, ask each person to share how it felt
working on her shoes. I find that they are always surprised how the shoes seem to
create themselves. Encourage their creativity.
Workshop Variations
Shoe Variation
You can use cutouts of shoes instead of real shoes. Feel free to use this template as a
single shoe or trace three together end to toe on a poster board for the past, present
and future (see photo below).
16. CD Covers
About this Workshop:
There are a lot of ways you can use
this idea and if you have access to
computers with your participants,
you could actually create real CD’s
for them too! There are so many
possibilities to have this workshop
be continued for an extended
period - if they have access to a
computer at your centre/ setting /
“Mix Tape” and “My World, My Life, My Dreams”
shelter. Sometimes staff have
concerns about youths using
computers, especially being able to go online, so if it is possible, have them work on the
CD in session with you in your office.
Here are just a few ideas for future workshops utilising the computer and youth creating
a real CD; they could write journal entries on the computer and then store it on their
own CD, download pictures…create clipart collages, write poetry, write rap or other
kinds of music, create computer generated art, and…of course download or copy their
favourite music.
Objective:
For the participants to create something about themselves…a CD jewel case insert for
their favourite album tracks.
Materials:
Insert/Booklets (pre cut to fit in CD jewel cases)
CD jewel cases
Markers, gel pens, pencils
Glue sticks
Collage material
A few examples of CD inserts
Instant cameras/camera that can instantly download to computer for printing
Scissors
Music
Glass paints and lining tubes
Handout
Preparation:
It’s best to have the jewel case inserts already pre-cut and stapled. You can use an insert
from a purchased CD as a pattern. You will need a booklet stapler to staple the pages
together.
Note: If you don’t have a booklet stapler, here’s a trick. It takes more time, but makes it
possible without a special stapler:
>Open up the stapler completely
>Position the booklet on a pile of cardboard
>Staple it (the staples will go straight into the cardboard)
>Pull it off the cardboard
>Bend the staples by hand using a spoon
Timeframe:
This workshop could easily be divided into two
sessions or it can give them something to do
additional work on their own, which for young
people in a shelter/hostel can be a great
boredom reliever! It is good to set a goal of at
least finishing the front cover in the first
session. Total Time: 1 to 2 hours
"My World, My Life, My Dreams"
Inside Cover
Introduction: 10 minutes
Photography for front cover…can be time
consuming, especially if they want to go
outside! 10 to 30 minutes
Creation: 45 minutes to hours…
(If they want to finish everything on the list!)
Closing/appreciation: 15 minutes
“Mix Tape” and “My World, My Life,
My Dreams”
Introduction:
Today we are going to find out more about
ourselves and what are prepared to share with
other people. We will create a CD insert for our
CD. Any questions?
Usually when an artist releases their first CD the insert tells the world something about
them and their music. The insert sometimes has a photograph of the artist or some kind
of symbol that will forever be linked with that particular artist. As you create your
insert, think about what you want to say about you. Think about how you would pose if
you were using a photograph, (you will be able to have an actual picture taken today),
or think about a symbol or image that represents either yourself or the information you
are willing to share with people about who you are. Remember that symbols can be
codes about who you are or what you believe in. Do you have any questions?
Ground rules:
You may have a format you usually use. I generally say that this is not school – you can
go to the loo if you want, go get a drink or if you get your knickers in a twist – feel free
to go and untwist them! What we say in this session remains between us. Try to think
about the other people in this project – some may happy to speak up and some are shy
– make sure you listen to others, respect other people’s work and be encouraging. Does
anyone need to say anything that is going to make working together easier? Do you
have any questions?
Opening introductions about you and the young people/ice breaker:
If this is a small group open with a circle, having each person share what kind of music
they like and where they like to sing…in the shower etc.! You could use an ice-breaker.
The project
It is easier if you already have supplies laid out but if that’s not possible begin to pass
them out now. Have participants take a look at a few different CD inserts. (Try to only
have ones that represent positive stuff… no drugs etc). Some ideas are Norah Jones,
“Come Away With Me,” and Christina Aguilera, “Stripped”.
Talk about the main topics that most CD inserts have:1. Front cover
2. Track list…song titles + sometimes the words to songs are included
3. Thank you info: Every artist thanks someone in their life that inspired them to create
the music or supported them through the process
4. Credits… CD mastered by…, Art Direction & Graphic Design by…, Photography by…,
Art by…, etc.
5. Dedications
Creation:
Keep the music playing while everyone works on creating his or her front cover. You can
offer assistance with the instant camera (or if you have a digital camera…they have even
more options). Pass out the handout so that those who get their cover done quickly can
continue working.
Closing:
Encourage each participant to share his or
her CD insert and talk about how it felt to
create, or anything else about the process.
Workshop Variations
For Pregnant Teens:Doing the Debut CD project, the young
parents can create a CD that would express
the message that they want to tell their
child. They could also choose and record
stories onto the CD.
Important people in my life
(my little sister, and older brother).
My life, my world.
Handout for CD
You are making an insert for your CD mix!
First focus on the CD cover and you will have time to create everything that goes with it.
INSERT COVER – featuring ………….YOU!
Today you are going to find out more about ourselves and create a CD insert for the CD
of your favourite music tracks.
Usually, when an artist releases their first CD, the insert tells the world something about
them and their music. The insert usually has a photo of the artist and/or a piece of
artwork or a symbol that will be forever linked with that particular artist.
As you create your insert, think about what you want to say about you.
Think about how you would pose if you were using a photograph.
Think about an image for the cover or the inside and think about a symbol or logo.
Decide what information you want or are willing to share with people about who you
are.
Remember the images you use can represent things you’d rather not talk about directly
– like a secret code!
Track List
List the songs, artists/musicians and who wrote them. You can make pages of the words
to songs – if you have them – along with any other information you want, like length of
track, etc.
Thank you Info
Every artist thanks people. Some who has inspired them in their life and others who
have inspired their music or helped them. Who would you thank and what for?
Credits
CD mastered by….., Art Direction & Graphic Design by……, Photography by……, Art
by….etc.
Dedication
Who or what do want to dedicate your CD to?
Please feel free to include anything else you think important.
17. Street Art projects
Link to Phat Kanz documents on appropriate behaviour around street art projects.
http://thamesvalleypartnership.org.uk/ccc/work/arts/supporting-young-people-on-theedge/pastpast-phat-kanz
18. Decorative Decoupage Plates
You will need:







Clear glass plates with smooth backs (The cheapest we’ve found are from IKEA,
Oppen, article number 20137912)
Pages from magazines, books, newspapers etc..
PVA glue (basic school glue – the runny one!)
Brush or small spatula
Scissors
Blank plate design template
Water and soap (to wash brushes/spatulas)
Instructions:
1. Using old magazines and newspapers select an image that you would like for the
centre of the plate.
2. Next, looking through magazines/newspapers select a background
colour/pattern/text to cover the rest of the plate.
3. Using you blank plate template lay out your selected image and paper strings to
check your design and selecting more paper if required.
4. Using your spatula or brush coat the centre of the base of the plate on the back
with some PVA glue. Place your selected image on to the centre of your plate, so
you can see it from the front. Then paste some more glue on top of your image
ensuring it is all covered with glue.
5. Continue to paste glue on too your plate and adding your background pieces,
overlapping each piece as you go. Go right to the edges of your plate, the excess
paper can be trimmed away when it is dry.
6. Don’t worry about not seeing your image/s through the glue as the glue dries
clear.
7. Check you have covered all your plate by holding it up to a light or window. You
should be able to see any gaps that you might have missed.
8. Leave to dry (length of time will depend on glue used and thickness of paper,
normally a few hours!).
9. When it is dry trim of any overhanging edges with a craft knife or sharp scissors.
19. Posters
Creating is a poster a good way to communicate different messages to a wide audience.
It is fun and gets a young person thinking more deeply about certain topics.
You will need:
Use a computer to create a poster or do it the good old-fashioned way and use:
• Card
• Coloured pens and pencils
• Paints
• Glue
• Craft materials
Basically anything you like - Be creative!!
How to do it
Introduce session to young person and discuss a topic. This will allow the thinking
process to begin. Perhaps do a spider diagram of ideas and thoughts.
Top Tips
• Always give the young person an example so it inspires them and triggers ideas.
• Consider different perspectives i.e. Get the young person to create a poster from the
victim and communities perspective.
20. Mad, Sad, Glad and Bad
This can be something you do with young people or something that they do on their
own. It can be useful to look at attitudes, tolerance, anger, percentages of positive to
negative responses, etc.
You will need:
A digital camera
A computer and printer
How to do it:
This can be done with cameras, words, poetry, images from magazines, etc.
Let the young people find images that make them Mad, Sad, Glad or Bad.
Ask the young person to make a collage of these images.
Let the young person present their ideas to you and other group members and work on
and discuss the issues that come up.
Top Tips
You can also do this around emotions, thoughts, feeling, family relationships, boyfriend/
girlfriend. It can be useful to aid anger management.
21. ‘ME’ – Box or Bag
This project can be done with groups or with individuals.
What do you need?
All kinds of things - here are some suggestion:
A container – this could be shoe box, paper carrier bag, small brief case/suitcase/vanity
case/sewing basket/handbag/etc from back of the wardrobe/charity shop or stationers.
Glue
Wire (florists type), pipe cleaners
Collage materials – paint, magazines, books
The participant's photograph, letters, old birthday cards
Maps, pens, ribbon, fabric, etc
Scissors
What’s it about?
On the outside of the container, a participant makes images of how s/he thinks the
world/their family/etc perceives them.
On the inside, the participant puts images, colours, etc to represent what they are
REALLY like, their ambitions, hopes and dreams.
22. Friendly Trees
These are images with collage and writing.
They are a survivor’s version of a family tree. They are representations of the past,
present and future and can contain images and words about a participant’s own role in
ending domestic violence with a new understanding of how violence affects survivors,
and the kind of support that survivors need to begin their journeys.
If your tree could talk, what would it say?
If your tree was hurt what would it say?
If the leaves held secrets, what would they
be?
If your tree could see into the future, what
would it look like?
What gives life to your tree?
What do you want others to know about
your experience with domestic violence?
If someone was experiencing domestic
violence, how would you help them?
23. Tiling
Take a big picture and divide it up into tiles/squares. Give them out and let the person
draw/paint the rest of the/a picture from the initial images.
Projector image onto wall for use in “big work”.
Picture can be used to highlight any theme e.g. images of people fighting, drug taking
for offending behaviour or a picture of a wood to explore nature, feelings, ambience etc.
24. Bridge of Hope
Based on solution focussed model
 Where are you now? (draw it/write it/paint it)
 On the other side of the paper or media
 Where do you want to be?
 How do we get there, draw the/write the things as pieces of a bridge
 What are your crocodiles in the river (the things that might stop you getting
there)?
25. Photos/Images
You or they write thoughts around image, what springs to mind. Use words to start
discussion.
26. Masks
Could decorate, or write private thoughts/feelings inside and use colours or images on
outside to represent feelings/actions.
www.thamesvalleypartnership.org.uk