Grade level: Sixth

I planned a group project that could be divided among five successive groups of sixth graders that I work with in a year [see Preparation].

Mural Planning Group
Step 1.
Questions to generate discussion:
Following our visit to the Detroit Institute of Arts, I asked the students, "What do you remember about the organization of the murals?" This is what they came up with:

"showing the process of how things are made"
"layers of stuff in the earth"
"going from the basic or raw materials to products"
"a day in the life of the workers"
"mixing famous people in with regular people"
"showing the difference between good and bad"

Step 2.
Next I explained that we would be using one of the themes they'd identified to organize their mural, but the subject would be different, something they are learning about in social studies. It helped students when I gave some concrete examples of what I was looking for. To illustrate the theme of going from raw material to finished product with the subject of Michigan's timber resources, I drew out the sequence of how a chair is made, going from the acorn to sapling, to tree, to lumber, to furniture maker, to store, to home with a mother and a baby, with a child, with an adult, with a grandmother, to the basement, to a bonfire. One student noted that now we could start again with another acorn and it would be a circle.

Step 3.
I allowed them some time to draw sketches of things they are studying that might be organized simply in a design. Most of the kids jumped right in, but this was a tough task for others. They came up with some good ideas: a timeline of U.S. history expressed in symbols. Transportation was shown going from a bird to an Icarus-type figure, to airplanes, to rockets. Another suggested two panels: one showing products we use in full color and the other showing them as junk in shades of gray. Someone suggested showing a connection between natural resources and the products that come from them, such as iron to cars, sand to glass, and so on.

The connection that most appealed to them was the layers of the earth (core to mantle to crust), and this became our theme. (Next year's Mural Planning Group of sixth graders can continue our theme, going from the crust into outer space.) Next I asked the students to draw the simple shapes that might be used to represent the layers and the stuff in them. They came up with these tile shapes:

Tile Production Groups

rolling out clay (click the image for a larger version)

cutting out clay tiles (click the image for a larger version)

several cut tiles air dry (click the image for a larger version)

Making the tiles:
Step 1.
I cut the clay into rough slabs about an inch thick from the square end of a 25-pound block of clay. Working in pairs and using 1/4" thick sticks as a guide (we used yardsticks), students rolled the clay to an even thickness, carefully turning it over once in the process to keep it stretched evenly. I like to use old pieces of vinyl wallpaper as a work surface as they can be lifted easily at cleanup time. Loosely cover the clay overnight.

Step 2.
On the next day, check the clay and carefully allow it to air dry just enough to give it some sturdiness (this is variable, but it could be anywhere from 15 minutes to an hour per side depending on the kind of clay and the humidity).

Step 3.
Tell the students to cut their pieces using a straight downward motion. Show them that you want

It helps to have them work standing for this procedure. Each table was given a particular kind of tile to make, and the finished cut pieces were gathered on wooden boards in groups for dying and firing. Some surface textures or designs could be added as long as the tile remained at the standard thickness for the most part. No tile was to be smaller than a 1/2" or bigger than 2" in any direction. I gave them a 2" x 1/2" card as a reminder.

Step 4.
After sufficient air drying (two to three days) the tiles should be bisque-fired.

glazing tiles (click the image for a larger version)

Glazing Group
Step 1.
Talk with the students about the colors that the tiles should be glazed. If you are fortunate enough to have a lot of glaze on hand, it will be easy to follow their color ideas.

Step 2.
Keeping the tiles in categories, one table would glaze the molten lava (reds and oranges were color choices), another the fossils (gray).

Step 3.
Provide clear instructions for glazing, explaining how it differs from paint and how two to three coats of glaze should only be applied to the top of the tile. We had some special glazes with starbursts and swirls of color for the gems.

Step. 4
Fire the tiles.

Tile Mural Assembly Group

the final layout (click the image for a larger version)

Step 1.
Since we weren't sure what the finished dimensions of our work would be, we decided to lay out the tiles on a piece of sturdy cardboard first. Working up from the molten core, arrange the pieces fairly closely, developing some sense of pattern or movement where possible.

Step 2.
Now that the finished size is more apparent, cut a piece of 1/2" plywood to size. Buy corner molding with a 1/4" depth and cut on a miter box to make a nice frame for the board. Paint the frame or stain and seal with polyurethane.

Step 3.
Use a latex-mortar as the bed into which the tiles will be set. The dry pre-mixed type is easiest (we used TECH brand Full Flex Latex-Modified Thin Set Mortar). Use a dust mask when mixing mortar (this is NOT a job for students). Follow package directions regarding the workable time of the mortar; our mortar remained wet for 20 - 30 minutes. Use a flat trowel or paint stirring stick to lay an even layer about 1/4" to 3/8" deep in one section at a time.

pressing tiles into mortar (click the image for a larger version)

finished mosaic (click the image for a larger version)

Step 4.
At this point a group of four students at a time worked on assembling the mosaic. Each student picked up a piece from the master layout and then pressed the tile into the mortar. Press deeply enough to cause mortar to come up the sides but not over the top of the tile.

Step 5.
Hanging the mural

Step 6.
Presentation
When doing a large group project, students invest a lot of themselves without having something to take home, so I think it's very important for them to get credit and acknowledgment. Our mosaic will be their gift to the sixth graders in future years so it will hang in the sixth grade hallway with a small framed sign:

Created by
sixth grade students
with inspiration from Diego Rivera
and help from Mrs. Frank
1999