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Cardboard Sunflowers

Jun 26, 2020
1 min read

Despite all the major things happening in the world, we are doing our best to live happily and hopefully. Creating art and talking about art and culture has dominated our Friday routine lately. I have found that it softens the blow of the worldly going-ons. I need a softening. You need a softening. It's an overwhelming world out there but we can process and begin to heal through craft and art. Our Cardboard Sunflowers have provided us with that very need.

Ready to take your mind off things for a minute? Grab the carboard and paints.


Gather:

Corrugated cardboard

Acrylic paint in shades of yellow and orange

Paint brushes

White glue

Brown yarn

Scissors


Create:

1. Turn your cardboard over to the printed side. Roughly draw out a circle with "V" shaped petals extending from the circle.

2. Cut out the drawing.

3. Begin to give the petals depth by pulling apart the cardboard layers.

4. Paint the sunflower. Use multiple colors in orange and yellow. Paint between all the layers.

5. Using a paintbrush, apply glue to a large circle in the center.

6. Grab the end of the brown yarn. Pull to a length of 5 inches or so. Continue pulling the yard out from the skein and folding over itself. You are creating a little bundle of yarn to cut "seeds" from (much like creating a tassel).

6. Cut the ends of the yarn, allowing it to fall into the glue. These are your seed! Disperse them as much as desired. Have fun with it!

Please do have a wonderful weekend. Find some time to breath, some time for yourself. From the Brainy HQ, much love. Xx

243 Comments


marytaylor662
an hour ago

I like thinking about following curiosity through everyday information through small observations rather than trying to reach a conclusion immediately. A clear question can turn a casual interest into something easier to explore. It is the kind of question I would keep in mind when thinking about Dishublangkat and Dishublangkat learning ideas. A simple comparison would help me picture the differences without rushing towards a fixed answer. How do you decide which detail deserves a closer look before moving on?

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georgethomas7813
2 days ago

What interests me about discussing values through historical biographies is how a broad idea becomes part of an ordinary day. A person's choices can help learners discuss values in a particular historical setting. For me, that is a useful way into the broader subject of historical biography education. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. How can a biography lesson connect context with questions students recognise today?

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donnarobinson471
2 days ago

Considering developing reasoning through language and discussion, I keep coming back to the difference between knowing about an idea and putting it into practice. Explaining why an answer makes sense can reveal more than giving the answer itself. Seen this way, language and reasoning education becomes a topic to explore rather than something to sum up too quickly. A short discussion of an everyday example would make this easier for me to connect with, especially as someone still learning about the subject. Which discussion activities encourage learners to examine their own reasoning?

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michelleturner7069
3 days ago

What draws my attention to helping students build consistent learning routines is the possibility of making an unfamiliar subject feel closer to everyday life. A regular starting point can reduce the effort needed to begin a demanding task. It gives me a more concrete starting point for thinking about consistent student routines. A short discussion of an everyday example would make this easier for me to connect with, especially as someone still learning about the subject. How can a routine stay useful as a student's workload changes?

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kevinlewis57621
3 days ago

When it comes to connecting classroom learning with Bratkowice, I would rather understand one useful detail properly than rush through a long list of ideas. A local topic can invite pupils to contribute knowledge that is not found in their textbook. This is why I would approach Bratkowice school projects with a specific question rather than a fixed expectation. I am still thinking through the details, and a small example would help me picture how this works in practice. How would you make room for those contributions while keeping the project focused?

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