Lesson: Ahoy, where’s my Treasure Map? Artform: Visual Art Skill Level: LowTeaching Artist: Raymond Jimenez

LEARNING OBJECTIVES ● Using art as an illustrative and narrative element in our own stories ● Using the imagination to create artifacts that reflect our environment or imagination ● Learning about textures and how they affect our experiences

BACKGROUND INFORMATION AND RESOURCESCreative exercise to encourage students to engage in their environment or imagination and tell their own stories.

Prop making is a field of art encompassing a wide variety of skills. Props are used to give a feeling of authenticity to movies, television, and theatre production. Props can be highly complex or very simple, but all add to the immersive effect of storytelling. In this lesson, we will learn how to make a treasure map, to help encourage the students’ capacity for constructing a personal narrative.

MATERIALS● White paper● Crayons or Markers● Used tea bags● Baking pan/cookie sheet (or something to place a sheet of paper in that retains water)● Cup and water● paper towel/napkin● Optional-brushes, hair dryer, gloves.

ACTIVITIES1. Show the sample treasure map. Ask the students if they have a treasure of their own, and

what they consider precious or important. Talk about keeping things safe and secure, and how treasure maps are clues that make sense to the person who created them. Let the students know that they will be making their own treasure map(s).

2. Students will crumple the paper, then carefully flatten (if they have difficulty with this, you can skip to step two)

3. Place the paper on the baking pan. 4. Take the used tea bags, still wet, and after you have squeezed out most of the water, run

them over the paper. You can let the paper dry either by putting it in the sun or using a blow dryer on it. If you would like the paper a darker brown, put the tea bags over it again for a second staining. The wrinkles in the paper will grab more of the colors and give it an authentic look.

5. After it has dried, you can even tear around the edges to make it look old.

6. Students then use their observations to draw a map with markers or crayons based on the inside of the house or the area of their choosing (with the parent’s approval). They may choose to create a fictional island and populate it with imaginary architecture or nature. Consider asking the following:

a. What is a treasure map? Do you want to make an imaginary place? Maybe we can make an island surrounded by the sea.

b. What are some special items on your island, mountains, rivers, animals, boats in the sea, make your own island and put things in it you would like.

c. If you are making a map from your home, what are some special things in your house that you can easily identify? Do they stay in one place or do they move?

d. What are the borders of this area?e. What are the major landmarks?f. How do these landmarks look?g. Can you tell which way is North? Maybe we can put a compass on our map.h. What does the treasure map lead to? Is there a special place marked with an X.i. What kind of treasure is a secret?

7. What else can you add to the map? Do you want to put your name on it?8. Talk about how the texture of the paper has changed from what it was in the beginning.

How do you tell the age of something? How does time affect other things?9. You can then tell a story of your map. What does it lead to, who buried it and who is looking

for it?10. Optional--use this same technique to hide Easter egg surprises around the house. 11. Optional--make multiple pieces of “weathered” paper for other projects like found letters or

notebooks, or ancient drawings. Adjust according to the students’ aptitude or interest.

ACCOMMODATIONS FOR INCLUDING ALL CHILDREN Parents may adjust the activity based on the ability of the student. Flattening or handling the wet paper may require fine motor skills, but crumpling and covering the paper with tea can be engaging. Larger brushes may be easier for students to hold when spreading the tea over the paper, however they may use their hands and wash up after. Have towels available in case there is a mess. Gloves may be advisable for some children.While some students may be able to participate in creating the paper, if necessary, you may prepare the paper(s) beforehand and have them focus on world building or pulling from their environment. The key is to get the students thinking about items that have personal significance, and where they are in relation to the house.

Sample created for project, showing the island design with coloring.

DISCLAIMER: The information provided by Arts4All Florida in this lesson plan is for general informational and educationalpurposes only. All information in is provided in good faith, however we make no representation or warranty of any kind,express or implied, regarding the copyright, accuracy, validity, reliability, availability, or completeness of any information in this lesson plan.