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COPYRIGHTED MATERIAL reapplying materials over their existing work. If a child wants a portion to be saved, then you should protect and respect that portion as much as pos­sible. One idea could be covering the area to be saved with paper. Children love to create, especially when there are materials on hand, readily available for them to use. Have a box of recycled items, such as paper towel tubes, small boxes (the size of pudding or gra- nola bars), and egg cartons, handy for whenever a quick project is needed. A roll of masking tape can be kept right in the box for quick access as well. A box sculpture The most wonderful thing about doing a group box sculpture is that it is a child-led community-​ building activity. It gives children the opportunity to make decisions about how to paint and design the project. A group box sculpture is also a good opportunity to help children develop their under­ standing of what it means to work together: to creatively and cohesively decide on how to work together and how to gain a mutual understanding. It’s possible that your group box sculpture will start off in one direction and end up as something totally different—which is half the fun! creative and authentic art  59 Example One: House Sculpture When doing a theme unit about families, we decided to make a classroom house. The project started with one big box, several smaller boxes, and paper towel tubes. The project took several days. On day one, we built the structure. We started with several colors of masking tape and glue. The children went straight for the tape and began taping right onto the boxes. They then began connecting the boxes, which was a good starting point to get the children involved as a group and to make the structure stable. As it got bigger and more elaborate, an adult stood by, ready to help as needed. It was amazing to hear the children’s language while observing them and to watch their plans unfold throughout the entire process. That evening, I retaped any loose parts and added glue for strength, knowing the next stage of building was approaching. Day two consisted of painting. We offered the children a variety of paints, brushes, and rollers and allowed them to paint as they desired. On day three, we offered the children the tape again and Cray-Pas. By now, of course, they had taken com- plete ownership of the project. Some children had their own ideas about what to add, and others just plain enjoyed adding their parts while exploring the materials. One child discovered while coloring the sides of the box that the walls needed “wall­ paper” and asked for paper. What a great idea! I gave her paper, and she colored it and then taped it to the side of the house sculpture. Then, for another two days the house sculp- ture and the remaining materials were available for those still interested to continue working on it. Finally, I cut out photos of each child and placed them on the outside of the house sculpture, com- pleting our classroom community! Documentation panels were created with the children’s language and their photos taken during the house-​sculpture-​ making process, and these were hung over the house sculpture for the families to enjoy. It was a great beginning project! COPYRIGHTED MATERIAL