| VSA Arts is a national organization that provides art | | | | I decided on white to increase the contrast with the |
| opportunities for people with disabilities. They recently | | | | candy. Since this is a wall-mounted project. I attached |
| received a grant from CVS Caremark pharmacies. | | | | a hanging cord. This was accomplished by threading a |
| This grant had two parts. First, teaching artists worked | | | | darning needle and drawing the darning needle through |
| with children with disabilities between the ages of 5 | | | | the foam board near the top edge and tying off the |
| and 15 to create artwork using materials found at | | | | thread tautly to create a hanging loop. Using a ruler, I |
| CVS pharmacies with the theme of "dreams". | | | | outlined a 1 1/2 inch border on the foam board. I |
| Secondly two pieces from each state will be chosen | | | | highlighted this border with dimensional fabric paint. |
| to be displayed in Washington, DC in May of 2008. | | | | When dry, this paint provided a clear raised line that |
| Finally, 10 students will be invited as guests for the | | | | the students were able to follow tactilely when making |
| opening reception on Capitol Hill. | | | | their picture. Because the paint was clear, it did not |
| VSA Arts of Tennessee asked me to design a | | | | interfere with the integrity of the design. |
| project for the Tennessee School for the Blind. 11 | | | | On the first day, I introduced the project to the |
| students between the ages of 8 and 15 were chosen | | | | students. They were very excited with the idea of |
| by the school to participate. Approximately 50% of the | | | | working with candy. I oriented them to their foam core |
| students were totally blind, while the other 50% were | | | | work surface by pointing out a hanging cord and |
| visually impaired. I decided to title our project "Sweet | | | | raised border. Upon telling the students that the topic |
| Dreams" and use candy as our main element to | | | | was sweet dreams, each of them immediately had an |
| create a mosaic picture. | | | | idea of what kind of picture they wanted to make. The |
| I developed several criteria when shopping for the | | | | pictures included an angel, a house, a campsite, an RV, |
| candy. I immediately eliminated chocolate, because of | | | | a flower garden, a piano, a ship, a car, and an ATV. |
| its instability. I wanted a variety of shapes, sizes, colors, | | | | Students were instructed to work with the candy to |
| textures, scents and flavors. This would create a | | | | develop their design. Once they were happy with the |
| multi-sensory experience for the kids. The bright colors | | | | basic composition, the students were provided with |
| of the candy would provide high visual contrast for the | | | | adhesive to attach those elements. The first day was |
| students who were visually impaired. In the end, the | | | | two class periods long. By the end of the first day, the |
| candy I chose included Skittles, red and black | | | | main design elements had been outlined. |
| Twizzlers, Big Red cinnamon gum, and peppermints. | | | | We started the second day by having the students |
| As an added touch, I decided to frame the pictures | | | | check the prior day's work for good adhesion. The |
| with coffee grounds. | | | | students spent the rest of the class adding details to |
| Supply List | | | | their picture. On the third day, students finalize the |
| Elmer's foam board in white | | | | details and started filling in the background. |
| Tulip Gellies dimensional fabric paint in clear by Duncan | | | | On the last day we framed the pictures in coffee |
| "The Ultimate" adhesive by Crafters Pick | | | | grounds. The adhesive was diluted slightly for easier |
| Plaid Clear Acrylic Sealer | | | | spread ability and was applied to the outer edge of the |
| String | | | | foam core with the foam brush. Coffee grounds were |
| Skittles | | | | then sprinkled over the wet adhesive and pressed into |
| Twizzlers | | | | place. Once the adhesive was dry, the excess coffee |
| Big Red gum | | | | grounds were shaken off and work was sprayed with |
| Peppermints | | | | acrylic sealer. Note: we initially tried instant coffee but |
| Coffee grounds | | | | the crystals dissolved in the glue creating a smooth |
| Tools | | | | glossy surface instead of the textured surface we |
| Small paintbrush | | | | desired. |
| Foam brush | | | | All of the students really enjoyed participating in this |
| Ruler | | | | project. The added element of entering the contest, |
| Darning needle | | | | and possibly winning a trip to Washington, DC only |
| Cups for glue | | | | compounded their excitement. The teachers involved |
| There was a fair amount of preparation involved | | | | in this project expressed that the results far exceeded |
| before starting the project. Due to the weight of the | | | | their expectations. As for myself, I truly enjoyed |
| materials I decided to build the projects on foam board. | | | | working with this group of exceptional students. |