Twisteez Coil Bracelets
4th Grade
approximately 1- 60 min class
Objectives:
§ The students will learn to work in a new media.
§ Students will learn the term contrast.
§ Students will create a coil bracelet.
§ Students will learn the term visual file.
§ Students will learn about found art.
Vocabulary:
www.ezwebsite.org/sayers
Contrast:
Visual File:
Jewelry:
Found Art:
Thirds:
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Materials:
Twisteez Wire – 30” lengths (3 pieces per student), wire cutters, masking tape, and pencils.
Visuals: student examples Interdisciplinary Connections: Math
Procedures:
1. Discuss with students the term contrast and show examples. I use the Sanford website to show this briefly, www.alifetimeofcolor.com/main.taf?p=3,1,1
2. Explain to students that they will be creating a wire bracelet. Tell students to think about their color choices – whether it be contrasting colors, team colors, or part of their visual file. Show the students examples of student work.
3. Walk around the room and have students select the two wires for their bracelet. Go around a second time for them to select a wire to be the inside of the bracelet. Remind them that they do not want this color to completely clash with their other choices.
4. Students should fold the last wire into thirds. When they have three equal lengths, they should pinch/squish the ends.
5. Take the other two wires & wrap them side by side around the folded Twisteez. Be sure to remind students to leave about one inch of the folded wire sticking out beyond where the two wrap around.
6. Remind students to be careful no to cross the wires as they wrap them tightly form one end of the Twisteez wire towards the other. They should just be tight enough not to allow the folded wire on the inside to show through.
7. Wrap the entire length of the wire. There should be a loop & a single end from the folded wire sticking out at each end of the coiled wires. If one loop is too long, shorten it by pulling the single wire sticking out at the other end of the coil. If it is wrapped too tight, the wire may not pull through.
8. Clip or wrap the remaining single wire ends leaving two neat loops. Squish one loop and thread it through the other; folding it back to make a clasp.
9. Have students write their name on the piece of masking tape. Students should fold the tape over the clasp (like a taco).
Evaluation:
Do students know what the term contrast means?
Did the students create a coil bracelet where you can’t see the wire on the inside? Do the wires overlap
or cross each other to change the pattern?
Do the students know the term found art?
Do the students know what a visual file is?
Standards:
4.8.1, 4.8.2, 4.9.1, 4.9.2, 4.11.2, 4.13.2,
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