Maddie H., Maddieʼs Magnificent Puzzle Piece, grade six.

Diane Hoff

We all have many layers—some of them everyone can see, while others are hidden from the world. Often without much thought, our attitudes, interests, and actions are shaped by who we are with at any given moment. Yet, all of these layers come together to make us who we are.

As an art teacher, I only get to see a tiny bit of my students’ lives. I get to know them only in the context of school and, more specifically, my art room. For this reason, I love working on symbolic self-portraits with them.

Pieces of a Puzzle
I ask students to think about the people with whom they interact, whether it is family, friends, classmates, or teammates. They can relate to a family celebration or dinner when people are mingling and laughing. If they were not present, they would be missed—a piece would be missing. Many students are on a sports team. If they didnʼt show up for a game, their team would not be whole, and they would be missed.

Not only are there many pieces in our own life’s puzzle, but we are pieces in other people’s lives as well.

The dynamics of a group change depending on who is present. With a missing child, the family puzzle is not complete. With a missing player, the team puzzle is not whole. With a missing individual, the group is not the same. Not only are there many pieces in our own life’s puzzle, but we are pieces in other people’s lives as well.

The goal for this project is for each student to create a clay puzzle piece that depicts symbols that represent different things of personal importance. Students are required to create a minimum of four symbols on their piece.

Working with Clay
I demonstrate rolling a slab of clay and cutting out a basic puzzle piece shape. Students cut their own unique shapes out of a clay slab, then they start making and attaching clay symbols.

Students love this project. Deep in thought, they have to think about which symbols to create. “How do I make the five members of my family?” one student asks. “Can you think of a simple symbol that could represent everyone in your family?” I reply. After a few minutes, the student decides to make a heart.

Another student tries to create his dog but isnʼt happy with the results. He decides that a dog bone would better represent his dog while also being easier to form. I remind students that constructing simple symbols can be less frustrating while still representing the intent.

Sophia C., Sophiaʼs Beautiful Place, grade six.

Artist Statements
While students are waiting to glaze their pieces after they are dry and bisque-fired, they complete a writing assignment, which I introduce by first discussing the meaning and intent of an artist statement. I explain how an artist statement can be used to help the viewer understand the meaning behind a work. For example, a rose may represent a love of gardening to one person and friendship to another.

Emilee C., Me, grade six.

To begin their artist statements, students make a list of the symbols they used and write the meaning next to each one. For example, heart = family, book = knowledge. Using this information, they write a paragraph addressing each of the symbols, explaining why they were included.

Between conversing with students as they work, observing their creations, and reading their artist statements, I learn a lot about them. I know that one of them got a new puppy and I can ask about a studentʼs sister, how the soccer game went, or how they got involved in tap dance. It helps me to show an interest and connect with students on a deeper level.

Diane Hoff is an art teacher at Quinn Middle School in Hudson, Massachusetts. dfhoff@hudson.k12.ma.us
Puzzle It Out