The document describes an art class activity at Marta Mata Public School in Girona where students created Halloween witches out of paper mache. The activity was divided into 4 sessions over several weeks. In session 1, students designed their witches and formed features out of newspaper. In session 2, they painted the heads and made hands out of straw. Session 3 involved adding hair, eyes, and hats. The final session was for decorating hats and creating bodies. The witches were judged in a school competition. The teacher found evaluating the projects difficult but using a rubric helped involve students.

1. Halloween
Witches
Evaluating an Art class activity
Marta Mata Public School (Girona)

2. How we celebrated Halloween
at our school…
1. Art classes: a Halloween craft for each
grade

3. How we celebrated
Halloween at our school…
2. English classes: a Halloween song
for each cycle including Preschool
classes
3. Halloween Pageant: the English
teachers put on a Halloween show.
The production included the songs
we had worked on in the classroom
so the children could participate in
the pageant.

4. Program for Art in English
(Grade 4)
First term units:
• Colour
• Halloween
• Christmas

5. Halloween:
•
•
•
•
Competition: Halloween Witches
Technique: Paper Maché (principally)
Groupings: Groups of 3 or 4 students
Sessions: 4 sessions of 1 hour

6. What to think about in designing the
rubric
• What are the main
objectives of the
activity?
1. To work as a group
towards a common goal
(the competition)
2. To perfect an art
technique learnt in
Grade 3 (paper maché)
3. To stimulate students to
be creative.

7. RUBRIC
ORIGINAL RUBRIC FOR ART CLASS – EVALUATION CRITERIA DERIVED FROM THIS
Use of Technique
Participation
Behaviour
Creativity/Originality
Group Cooperation/
Attitude
5
I used the technique
appropriately with no
reminders.
I always participate in
class and use time well.
4
I used the technique
appropriately with little
reminding.
I participate in class
and use time well.
3
I needed some
reminding on proper
use of the technique.
I usually participate in
class and use time well
I always follow the
classroom rules.
I thought of many
ideas, tried unusual
combinations, made
connections to
previous knowledge,
demonstrated
outstanding problem
solving skills.
I was sensitive to the
feelings of others.
I usually follow the
classroom rules.
I thought of a few
ideas, or based my
work on someone
else’s idea, made
decisions, solved the
problem in a logical
way.
I usually follow some
classroom rules.
I thought of one idea
and carried it out
adequately, but it
lacked originality, I
might have copied
someone else’s work.
I am usually sensitive to
the feelings of others.
I sometimes am
sensitive to others.
2
I needed a lot of
reminding on proper
use of the technique.
I sometimes participate
in class and use time
well.
I rarely follow the
classroom rules.
I finished the
assignment, but gave
no evidence of trying
anything unusual.
1
I used the technique
inappropriately.
I rarely consider the
feelings of others.
I never consider the
feelings of others.
I do NOT participate in
class and use time well.
I usually do NOT follow
the classroom rules.
I didn’t finish the
assignment.

8. ADAPTED RUBRIC: This is what the kids see
Use of Technique
I can do paper maché
without my teacher’s
help.
I can do paper maché
with a little bit of help
from my teacher.
I needed some help to
do paper maché.
I needed a lot of help to
do paper maché.
I couldn’t do paper
maché even with a lot
of help.
Participation
I always participate in
class and use time well.
I participate in class
and use time well.
I usually participate in
class and use time well
I do NOT participate in
class and use time well.
Behaviour
I always follow the
classroom rules.
I had many ideas, tried
combinations, made
connections to other
art activities,
demonstrated I can
solve problems.
I was sensitive to the
feelings of others.
I usually follow the
classroom rules.
I had a few ideas, or
started my work based
on another person’s
idea, made decisions,
solved the problem in a
logical way.
I am usually sensitive to
the feelings of others.
I usually follow some
classroom rules.
I had one idea and
worked on it
adequately, but it
wasn’t original, I could
have copied another
person’s work.
I sometimes am
sensitive to others.
I sometimes participate
in class and use time
well.
I rarely follow the
classroom rules.
I finished the project
but gave no evidence of
originality.
I rarely consider the
feelings of others.
I never consider the
feelings of others.
Creativity/Originality
Group Cooperation/
Attitude
I usually do NOT follow
the classroom rules.
I didn’t finish the
project.

9. MAKING THE WITCHES

10. LESSON PLANS FOR THE UNIT ON WITCHES
Material
Procedure
Other considerations
Preparation
Balloons
White glue
Water
Newspaper
1.
2.
3.
Blow up the balloons.
Cut the newspaper into strips about 10 cm long and 3 cm wide.
Dip the strips into the mix of water and white glue and apply to the
balloon. Cover all but a small circle of about 4 cm in diameter at the
base of the balloon.
The first layer of paper maché on a balloon
is quite difficult to do because it slips and
slides a lot.
I didn’t have many sessions available so I
decided to put this layer on BEFORE giving
them the heads the first day.
The other task to do before starting the
activity is to divide each class of 25 into
groups of 3 or 4 students.
Session 1
Drawing paper
Colouring pencils or markers
Paper maché heads
White glue
Water
Newspaper
Masking Tape
1.
The teacher tells the students what the theme for this year’s
Halloween competition is: Witches.
Students are assigned their groups for working on the Project.
Each group has to organize itself and talk about what they want their
witch to look like and make a drawing of it.
Then each group is given a head to work on and has to form the
features the witch will have in newspaper and stick them on with
masking tape.
Finally a layer of newspaper and white glue with water is applied.
This session involves a lot of running around
and handing out strips of masking tape and
helping kids to position chins and noses in
the right spot.
Generally speaking it is hard for them to
imagine what their witch will look like even
if they have drawn their idea for the witch
beforehand. It can also be difficult for them
to project the features they need in order to
make their witch correspond to the initial
design .
2.
3.
4.
5.

11. MAKING THE WITCHES

12. Session 2
Session 3
Session 4
Paper maché heads
Tempera paint
Paintbrushes
Long plastic straws
Plastic-covered wire
1.
Witch heads
Cellulose balls (cut in half)
Tissue paper
Steel wool
String
Rope
Wool
Cardboard paper
Permanent markers
Witch hats (made from sheet
foam)
1.
Witch heads
Cardboard cones (made from
boxes and good strong tape)
A large box full of fabric scraps
Wool, ribbon, string
Tissue paper
Black netting
Straw/ Drinking straws
Thick tape
Glue
1.
2.
2.
3.
2.
3.
In this session the students have to choose a colour for their witch’s
head. They can mix colours if they like.
When the head is painted, they can work on the arms and hands. They
have to insert the wire into the straw leaving an equal length at each
end of the straw to bend into fingers to make the hands.
Making the hands is a bit difficult but most
groups managed to do it.
When painted heads dry, you have to watch
them carefully so that they don’t cave in.
Students have to choose from a wide range of materials in order to
assemble the elements they want to make the witch’s hair.
They have to draw what they like on the eyes (cellulose balls) and
decorate the face in any way they think appropriate.
They can choose the colour of witch’s hat they would like too.
This session is a good opportunity for
evaluating students’ creativity.
The eyes and the hat have to be stuck on with
hot glue and therefore this task is for the
teacher!
The witch’s head is ready, the hat is stuck on and the only thing missing
is the decoration of the hat. Students have got multiple materials on
hand to embellish the hat as they please.
The next step is to work on the body. Each group is given a cardboard
cone made from a cardboard box so it is quite hard and sturdy. They
have to stick on the arms, make a dress for their witch and add on any
other decorations they think look especially “witchy”.
They can make a tiny broom for their witch with a drinking straw and
some real straw.
This session is another good opportunity for
evaluating students’ creativity.
The finished heads and bodies are stuck
together with hot glue.

13. MAKING THE WITCHES

14. MAKING THE WITCHES

15. MAKING THE WITCHES

16. THE COMPETITION
• The witches were ready
to be judged by the last
week of October…in time
for Halloween!
• The jury was composed of
the 3 coordinators and
our school Principal.
• The prize was given to the
winning group after the
Halloween Pageant on
October31st!

17. WHAT ARE THE WITCHES DOING
NOW?
• If you are
wondering what
the witches are
doing
now….they’re in
the foyer of our
school so you
can see them
any time you
want!!!

18. CONCLUSIONS
• Evaluating can be quite difficult and requires a lot
of time both in and out of the classroom.
• Using a rubric as a starting point is really useful
and certainly an effective way to make students
participate more in their own evaluation process.
• Although I didn’t do a self-evaluation activity with
the students, I think it is a great idea and I plan to
incorporate one into the next Halloween
competition.

19. THE END
Thanks for your attention
Lizz Gauvreau O’Hagan