Paper Mache Fish Forms

Overview

In this lesson (2 of 8), students apply paper mache to their fish outlines from the previous session. They will experiment with layering and practise patience by managing drying time, building visual arts practices in line with creating and developing practices through materials and processes.

Learning intentions

Students will:

• apply paper mache in layers to cover a fish outline neatly and securely
• explore how thickness and smoothness change as layers are added
• practise using visual arts language to document what they did and what they noticed
• identify and describe the use of materials and processes used in their own artwork

Success criteria

Students can:

• create at least 2–3 layers of paper mache, building up coverage without tearing through the structure
• explain what “layering” means in their own words and show where each layer is on their fish
• state what they need to do to help their fish dry safely and effectively
• use simple visual arts language to describe one process choice they made (for example: “I used smaller strips for smoother edges”)

Curriculum links

• Visual Arts: Developing Practices — students develop visual arts practices by exploring and experimenting with visual arts materials and processes to create artworks
• Visual Arts: Creating — students use visual conventions and visual arts processes and materials to create artworks that communicate ideas and meaning (through a crafted fish form)
• Visual Arts: Exploring — students begin to identify and describe how visual arts processes and materials are used in artworks they create

Lesson structure (45 minutes)

1. 0–5 min · Hook (observe & predict). Teacher shows 2 finished or sample paper mache fish parts (thin vs thicker) and asks: “What do you think makes them different?” Students turn-and-talk, then share one observation using the words layering and drying.

2. 5–12 min · Demonstration (layering steps). Teacher demonstrates applying paper strips with adhesive, focusing on: pressing strips onto the outline, overlapping edges, and building a second layer. Students watch and note a quick checklist: “1st layer = base coverage, 2nd layer = strengthen edges, 3rd layer = smooth thickness.”

   Presentation videos:

   • https://www.youtube.com/watch?v=r7IilGIuqZY
   • https://www.youtube.com/watch?v=QLIbwqkKuDo
   • https://www.youtube.com/watch?v=1cD4InTXK0o

3. 12–30 min · Create (apply first and second layers). Teacher circulates, modelling “slow and steady” technique (small manageable strips, gentle pressure), and reminding students to keep their work area tidy. Students apply Layering by placing strips in overlapping directions, covering the full outline, then adding a second layer where needed (teacher targets fish edges and belly area).

4. 30–36 min · Quick reflection checkpoint (process language). Teacher gives sentence starters and asks students to stop briefly and record one observation on a small art-making card or workbook page. Students write or draw: “I used layering by ___.” and “One thing I noticed is ___.”

5. 36–43 min · Drying management (set up for success). Teacher explains and models how to place fish so they dry evenly (for example: on a tray with space between pieces; away from splash zones). Students carefully relocate their fish, clean tools, and adjust any loose edges with one light patch strip if time allows (kept minimal to avoid overhandling wet layers).

6. 43–45 min · Exit ticket (describe & identify). Teacher collects exit slips: students answer two prompts. Students complete: “My layering did/does…” and “My fish will dry by…”

Resources

• Paper mache materials: shredded newspaper strips or paper strips, glue/water mixture or ready-made paste
• Brushes or sponge applicators
• Disposable trays or newspaper for work surfaces
• Aprons or old shirts, gloves optional
• Fish outline templates (from lesson 1) and any internal support (ball of paper/cardboard)
• Rubbish bin and paper towels
• Drying trays/ racks with space between artworks
• Art-making cards/workbook sheets with sentence starters
• Timer for drying reminder and safe handling (visual on board)

Assessment

• During creation, teacher observes and records: correct use of layering technique (overlap, coverage) and evidence of careful handling
• Teacher checks students’ ability to use key vocabulary: Layering and Drying in their explanation
• Exit ticket: identify what they did (process) and what will happen next (drying)

Differentiation

• Support: provide a step-by-step visual checklist and pre-cut smaller strips for students who need reduced cutting or simpler manipulation
• Support language: offer sentence starters for recording (“I layered by…”, “I noticed that…”). Provide word bank cards with Layering and Drying
• Extension: invite students to experiment with edge control (apply smaller strips to fin edges) and describe how this changes smoothness or thickness
• EAL/SEN: allow drawing in place of some writing; partner support for turn-and-talk; use teacher modelling and gestures for vocabulary meaning
• Safety and patience: remind students that overworking wet layers can cause tearing—offer a “pause and dry” strategy (hands off, check placement, clean tools first)

Extension (optional)

• SKIP