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Visual Arts: Wood Scrap Learning in the Classroom
2/11/2025
Presented by: Visual Arts Educator – Triada Samaras MA/MFA with YANJ/EP
For this workshop please see:
Young Children final.pdf - Google Drive
Wood scrap is a perfect medium to have in any classroom for play and to create not only fine art sculptures but to connect to PreK-3 content areas. One of the keys to the successful use of wood scrap for arts and arts integration lessons is the use of language, specifically questions to inspire higher level thinking skills (Bloom’s Revised Taxonomy) (NAEYC link). In addition the close observational skills required in artmaking relate directly to close observation in many other content areas such as science. The 8 Studio Habits of Mind developed at Harvard University naturally link creative play and sculpture making using wood sculpture required in the NJ Visual Art curriculum to other content areas.
In this workshop teachers will learn:
Wood scrap is a flexible and exciting exploration (‘play’) material in the classroom that has multiple benefits.
Wood scrap can be used to introduce artmaking, specifically sculpture, or relief sculpture as a visual arts lesson for grades PreK-3.
Wood scrap sculpture lessons exist within the NJ Visual Arts Curriculum* (Creating, Producing, Responding, Connecting)
Wood scrap can be used in conjunction with higher level thinking skills, specifically Bloom's Revised Taxonomy, to scaffold students’ learning. Bloom’s Revised Taxonomy Action Verbs
Wood scrap sculpture can support social-emotional growth, cognitive learning and integration of curriculum, as well as aesthetic development.
In addition, The 8 Studio Habits of Mind developed at Harvard University correspond to many subject subject areas, not just visual arts.
Wood scrap sculptures can also be used to support Arts Integration practices across the grades and in a variety of subject areas.
Workshop Overview
Introduction (4 min.)
Part 1: Playing (Discovery / Exploration )and Learning with Wood Scrap (12 min)
Part 2: Gluing and Learning with Wood Scrap (12 min)
Part 3: Using Oral and Written Language to Critique (12 mins)
Emphasis on the connection to NJ SEL and NJ Learning Standards in Language Arts
Part 4: Brainstorming Connections to other Content Areas Across the Grades and Assessment Using the NJ Learning Standards (10 min)
Part 5: Implementation for the classroom: Questions and Answers (10 min)
Part 1 (12 mins)
Playing i.e. Exploration/Discovery Learning with Wood Scrap
Guided and Free Play with Wood
“Loose parts play is a transformative approach to learning and play that empowers children to explore, create, and discover in rich, open-ended environments. By providing materials that spark curiosity and experimentation, we blur the lines between playing and learning, allowing children to take the lead in their own development” LINK
Never use the words: “What is it?” Instead try: “Tell me about what you are doing. What made you think of using wood that way? Did you get any ideas from anyone else at your table? Which ones? Would you explain to your friend sitting next to you how you built that?” Or begin with: “I notice”. For example: "I notice that you used a lot of round pieces.”
Notice what the themes in the play. Do they link to other subject areas in the classrooms?
Let the students’ play be a guide for the next steps. LINK
Part 2 (12 mins)
Gluing and Learning with Wood Scrap
“Building sculptures from wood blocks, shapes, knobs, and scraps is a process that is easily explored in the classroom, rich with learning opportunities, and highly engaging for children… Through a wood sculpture unit, children (students) may learn the names of local trees; the different leaves, acorns, pinecones, and seeds that each tree produces; the types and colors of wood; the softness or hardness of wood from various trees; the customary uses of wood in our culture; a wood’s suitability for sculpture or wood carving; the names of artists who use wood in their artwork." LINK
Sculpture has a long transition in the history of art. Several artists can be explored including:
Louise Nevelson
Isamu Noguchi
David Adjaye
Chris Downey
Paul Revere Williams
In addition, sculpture creation relates to architecture. Sample Architect Connections: Zaha Hadid and Frank Lloyd Wright
Part 3 (12 mins)
Using Oral and Written Language to Critique
Emphasis on the connection to NJ SEL and to NJ Learning Standards in Language Arts
How can we talk to students while they are creating sculpture and when it is finished? Opportunities abound for the teacher to help students make connections between their artmaking and finished artworks to the world around them.
Part 4: (10 mins)
Brainstorming Connections to other Content Areas Across the Grades and Assessment Using the NJ Learning Standards (10 min)
Using Arts Integration, teachers can connect the wood scrap play and wood sculpture curriculum to other key content areas including: science, math, and literacy while children develop as creative artists. LINK
Arts Integration is an interdisciplinary teaching practice through which non- arts and arts content is taught and assessed equitably in order to deepen students’ understanding of both. LINK
Learning in Other Content Areas with the Wood Scrap Art Making:
Sample Science and Engineering Connections:
Building/Designing/Learning about:
Sculptures / Structures /Contraptions / Simple Machines / Organisms / Vehicles / Towers / Residences/ Bridges/ Tunnels Insects / Animals / Birds / Reptiles
Sample Language Arts Connections:
Telling a story with the wood pieces
Telling a story with a structure of some kind
Dictating the evolution of an artistic process to create a sculpture
Reading stories about wood / shapes / insects that eat wood / trees /
Telling stories with wood /
Reading a book related to sculpture / architecture / engineering
Sample Math Connections:
Sorting wood scrap by size, sorting,
Examining building, positive and negative space, depth, width, height, length, weight, and/or other ways of organizing materials.
Using measurement techniques with body parts and/or rulers
Creating patterns, symmetry, balance
Exploring position through the actions of stack
Part 5 (10 mins)
Implementation for the classroom
Topics:
Setting up a wood center in the classroom
Collecting wood scrap and other wood materials
Using a word wall in the wood center or elsewhere
Creating a wood sculpture display and/or other form of documentation (eg Padlet)
Bibliography
Articles
Young Children Try, Try Again / Using Wood Glue and Learning to Enhance Learning (Corinna S. Bisgaier and Triada Samaras, with Michele J. Russo) Young Children final.pdf - Google Drive
Big Questions for Young Minds: Extending Children’s Thinking Janis Strasser and Lisa M. Bresson (Using the Revised Bloom's Taxonomy). (Triada Samaras: Chapter 6 The Art Area)
Loose Parts Play: A Quick Guide for Teachers
Asking Better Questions with Bloom's Taxonomy
Books for Teachers
Beautiful Stuff Learning with Found Materials by Cathy Wesiman Topal and Lella Gandini
The Block Book by Elisabeth Hirsch
Children’s Books Relating to Wood, Sculpture, Architecture and more
Browne, A. (2003). The shape game. New York: Doubleday.
Fleming, D. (2012). Where once there was a wood.
Hale, C. (n.d.). Dreaming Up: A Celebration of Building.
Hoban, T. (1984). Is it rough? Is it smooth? Is it shiny?. New York: Greenwillow Books.
Thorne-Thomsen, K. (2014). Frank Lloyd Wright for Kids: His Life and Ideas.
Winter, J. (2017). The world is not a rectangle: A portrait of architect Zaha Hadid. New
York
Portis, A. (2006). Not a Box. New York: Harper Festival.
Shaw, C. G. (1947/2008). It Looked Like Spilt Milk. New York: Live Oak Media.
Dodds, D. A. (1996). The Shape of Things. Friday Harbor, Washington: Turtleback Books.
Resources
Word Wall LINK
Below is a word wall compiled by young students: wood, branch, limb, tree, pine, maple, oak, birch, sawdust, driftwood, knot, plank, rectangle, square, circle, tall, small, short, fat, thin, narrow, wide, artist, sculptor, carpenter, architect, termite, ant, leaf, bud, root, light, dark, saw, hammer, nail, glue, wood glue, dowel, furniture, sculpture, paper, seasons of the tree (spring/summer/fall/winter), berry, change, sandpaper, shellac, wood scrap, base, attach, connect, fix, build, construct, sculpt, deciduous, evergreen, lumber, chain saw, log cabin.
* NJ Visual Arts Standards
Creating: Anchor Standard 1: Conceptualizing and generating ideas. Anchor Standard 2: Organizing and developing ideas. Anchor Standard 3: Refining and completing products.
Performing/Presenting/Producing: Anchor Standard 4: Developing and refining techniques and models or steps needed to create products. Anchor Standard 5: Selecting, analyzing and interpreting work. Anchor Standard 6: Conveying meaning through art.
Responding: Anchor Standard 7: Perceiving and analyzing products. Anchor Standard 8: Applying criteria to evaluate products. Anchor Standard 9: Interpreting intent and meaning.
Connecting: Anchor Standard 10: Synthesizing and relating knowledge and personal experiences to create products. Anchor Standard 11: Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.
Places to Explore
Noguchi Museum “In the spirit of Isamu Noguchi’s artistic vision, education programs at The Noguchi Museum encourage exploration and discovery while honoring diversity, affirming the value of each individual’s unique interpretations.”
Grounds for Sculpture “Grounds For Sculpture’s education programs encourage exploration, discovery, and direct engagement with the arts, providing dynamic opportunities for visitors of every age and ability to express themselves and connect with others at once.”
Bartrams’ Garden “Bartram’s Garden is many things to many people: a home for horticulture, an ancient riverfront, an African Diaspora farm, and a place of untold histories.”
Bartram's Garden Tree Map “Our 50-acre landscape contains hundreds of trees and shrubs, including many that are rare, historic, or otherwise significant. Identify a favorite landmark or browse for garden inspiration using this GIS map, maintained and updated by our horticulture staff.”
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