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Do Something about…
School Violence Art Curricula Unit
Day 13: Safe Carriers Part II


Art, Social Studies  


9, 10, 11, 12  

Title – Do Something about…
School Violence Art Curricula Unit
Day 13: Safe Carriers Part II
By – Do Something, Inc. /
Primary Subject – Art
Secondary Subjects – Social Studies
Grade Level – 9-12

Do Something about…
School Violence
Art Curricula
15-Day Unit

The following lesson is the thirteenth lesson of a 15-day
School Violence Art Curricula Unit from Do Something, Inc.
Other lessons in this unit are as follows:

Day 1: Shape and Feeling
Students explore the use of abstract shapes and the feelings they evoke
Day 2: The Emotional Aspects Of Color
The students learn about the emotional and physiological affects of color
Day 3: Jackson Pollack – Lines Convey Emotion
Jackson Pollack – Students explore the use of line to convey emotion
Day 4: Goya and Picasso – Shapes And Composition
Goya and Picasso – The students w explore two paintings and their use of shapes
Day 5: Power Of Language
Students will explore the power of words in art
Day 6: Tree Of Decisions
Students explore different choices and outcomes and use the branching pattern
Day 7: Conversations And Arguments With Lines
Students learn to use visual language to have a conversation
Day 8: Keith Haring Figures Part I – Conflict Resolution
Students work together to create a mural modeling cooperation and conflict resolution
Day 9: Keith Haring Figures Part II
Day 10: Keith Haring Figures Part III
Day 11: Keith Haring Figures Part IV
Day 12: Safe Carriers Part I
Students use modern packaging materials to create a safe place
Day 13: Safe Carriers Part II
(See Lesson below)
Day 14: Safe Carriers Part III
Day 15: Final Project
Students create artwork based on their knowledge of line, shape, color, words and emotion


More student resources for this cause are at:


For more Service-Learning Curricula check out:

Day 13: Safe Carriers Part II


    Students will use modern packaging materials to create a safe place.


  1. Have the students remove the interior balloon, leaving the fragile shell of newspaper and their pieces of paper.
  2. Explain to the students that this is their object to protect. It contains some of their most private thoughts and dreams. They don’t want it to fall into the wrong hands. They don’t want it to be taken from them. It will only be safe if it is with them at all times. They must make some sort of carrying pouch to enable them to carry it with them and keep it from being crushed or taken by others outside the room.
  3. Discuss how fragile things are kept safe. Ask them to list some modern packaging materials. Designers have traditionally looked to nature for inspiration. What are some of the models they would consider? Nests, cocoons, seed pods and shells all shield and cushion; they are strong to withstand exterior pressures and forces. Liners also cushion and help protect. Camouflage is used in nature to hide things from predators.
  4. Can the students think of some man-made objects that use these ideas? (Football helmets, air bags, egg crates — There are many engineering solutions.)
  5. Nature also needs something to bind materials together to create shelter or shields. Show students a web page describing duct tape wallets like:
  6. Using duct tape and modern packaging materials ask the students to create a safe place for their fragile creation. How would they use the duct tape? Should they cushion the inside of their carrier with modern packaging materials? Ask them to consider the different elements that natural models contain: a strength material, a binding, a liner, camouflage.
  7. Have many types of packaging materials available: packing peanuts, bubble wrap, foam, corrugated cardboard, paper and plastic cushioning, as well as anything else you can find. Ask the students to bring in materials as well.

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