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What's the secret of the Japanese Crane fable? Explore Asian literature with feathers in this cut-paper project.
Read the Japanese fable "Tsuru no Ongaeshi" to students. The fable's main character plucked its own feathers to weave into cloth. Why did it do this?
Invite students to create their own feathers. To begin the crane feather project, students fold several sheets of white paper in half and cover their work area with recycled newspaper. Use Crayola® Watercolor Paints to create a large feather on each sheet, using the fold line as the center of the feather. Allow to air-dry.
Students cut out the paper feathers with Crayola Scissors. Cut small slits into the colored sides of the feathers to give them texture. Ruffle these slits with fingers.
Use Crayola School Glue to attach feathers to drinking straws. Arrange them on colored construction paper or in a vase for a colorful reminder of the Japanese Crane fable.
Invite students to write original fables. Use the feather as symbols in the fables. Students share their original fables with small groups of classmates.
Picasso’s art career spanned many decades and included a variety of styles and influences. Create a portrait collage ins
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This powerful diorama pays tribute to Dr. Martin Luther King, Jr. Celebrate his historic civil rights speech on the step
Create an original pop-art repetitive portrait based on a study the life and work of Andy Warhol.
Display the 7 principles of Kwanzaa in a one-of-a-kind accordion window book.
Use ordinary wooden clothespins to create original versions of Guatemalan worry dolls. These minipeople hold important p
Update an ancient craft with contemporary designs and art materials. These holiday ornaments are light and unbreakable,
Open the golden door of Ellis Island and explore the history of immigration in the United States.
Get inspired by Vincent Van Gogh’s Starry Night. Create a glittery crayon-resist reproduction of this masterpiece.
Our crayons have been rolling off the assembly line since 1903, and you can see how it’s done.
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