Task 2: Planning, making and evaluating

Art (Ages 11-14)
Task 2: Planning, making and evaluating
  • Planning, making and evaluating a 3D artwork with a focus on Different Backgrounds, Common Ground in a group, according to a brief, inspired by the appliqué lanterns of Pipili.
  • Students work cooperatively to complete a 3D artwork according to a brief.
  • Students problem-solve by trial and error and develop proficiency with different materials.
  • Students evaluate their own work and that of others.
  • Students will produce and evaluate a 3D artwork according to a brief.


If you want to share the research from Task 1, you can do it now.  This can lead neatly into the starter activity:

Theme brainstorm

The class is going to work in groups of around four (depending on your numbers).  This should preferably be non-friendship groups.  The easiest way to do this would be for you to make the groupings in advance but you may choose another method of dividing the class.  Split them into their groups now.

Remind the class that the theme for the Miriam’s Vision Art module is Different Backgrounds, Common Ground. Talk about how this relates to arts and crafts (the fact that they are practised in every culture, influenced by factors like available materials, function etc.) Ask how this relates to wider contexts (all people and communities have common elements; needs for nourishment, shelter, good health, spirituality, even the safety of loved ones, that are fulfilled in different ways according to factors like location etc). In their groups, students brainstorm words and phrases that link to the theme of Different Backgrounds, Common Ground and note them on the A4 paper. It would be great not to give any suggestions and see what the groups come up with but they made need starting off. Feed back to the class after a few minutes.

Each student chooses an idea or concept of Different Backgrounds, Common Ground, and writes it on one of the strips of sugar paper with felt tips. Explain that these strips will be incorporated into their project.

Introduction to the main activity

Explain that the groups are going to make 3D pieces inspired by Pipili lanterns with reference to the focus on Different Backgrounds, Common Ground. Remind the class of the features of Pipili lanterns. You may want to refer back to MV Art Resource 1.1 Intro to Pipili Applique PP, especially Slide 18, and you may want to project the PowerPoint while the class is working or print out some of the slides and hang them around the room for reference.

Present the brief. It is on Slide 24 of MV Art Resource 1.1 Intro to Pipili Applique PP and can be projected or printed and handed out.


Students work in groups to design, problem-solve and make a free standing or suspended 3D structure based on / influenced by Pipili lanterns, with only the given materials, withies, wire, masking tape, cling film, tin foil, tissue paper, PVA glue, felt pens, scissors, paper and pencils.  All groups must in some way incorporate the colourful strips on Different Backgrounds, Common Ground that they have already prepared.

The amount of time you allow for the making part of the module depends on the time available to you, and whether you are delivering this module over a single, off-timetable day or half a term. We suggest that the minimum is three hours.


Give a short explanation of how to use the given materials and show examples, especially of the structural possibilities of withies and wire.


Give the students five minutes to work on their own individual designs (on the back of the brief print-out or on a sheet of A4), then ask them to share their ideas within their groups and take aspects of each others’ ideas to create a harmonious final design idea on a separate sheet of A4 or A3.


Students work cooperatively to complete the brief over the given time period. They may need a little guidance but, where possible, allow them to problem-solve between themselves.

Plenary 1

Each group presents their final piece to the class, who are encouraged to put questions to the group.  Make reference to

  • The brief
  • Aspects that are influenced by Pipili lanterns
  • The sugar paper strips, how they have been incorporated and how they relate to the theme, Different Backgrounds, Common Ground
  • Difficulties encountered and how they were overcome
  • What worked well and what could have been improved

You may want the students to record the above.

Compare: Arts & crafts in Pipili / Arts & crafts in your own surroundings

  • Brainstorm a list of Arts and crafts in your own environment.
  • Make a chart of similarities and differences between Pipili appliqué and Arts and crafts in your environment (forms, functions, accessibility, etc.).
  • Extension: Compare Arts & crafts from different cultures.

Plenary 2

It is important to allow time to be explicit about the following in order for the students to appreciate the reasons for doing the module.

  • Recap the theme of the module (Different Backgrounds, Common Ground).
  • Recap how the module started. (The story of Miriam Hyman.)
  • What is the message of the module? (Although different cultures have different Arts and crafts, they are found in every culture in the world.)
  • What can you conclude? (Although we may have different crafts, we all have crafts! In other words, despite our differences we have fundamental common human needs that unite us.)

You may wish to re-show the four-part Miriam’s Story video package and talk about the Art module and its contents and messages.

  • Those responsible for violent extremism want to create division between people and communities.
  • Miriam’s Vision is an attempt to counteract division and to help students to work towards a safer, more inclusive society.


If your school is using the Miriam’s Vision Fundraising Add-on, the pieces can be displayed as part of the fundraising event. If not, they can be displayed in the school with accompanying information explaining the context and connection to the Miriam’s Vision project. This can be generated by yourself or the students, depending on ability levels.