Toys of the 1800's

Allison Mente & Sally Johnson

Teacher Resource

Phase I:

Day One:

What is now the Charles H. Chipman Cultural Center in Salisbury, Maryland was originally an one room African American church.  The original structure was finished in 1838, and over time it became a school house for freed slaves in the area.  The Chipman center houses artifacts from this time period, some of which include dolls.  Children of this time led very different lives, but many still found the time to play.  Many children played with dolls made of wax, rubber, porcelain, or papier machē (or paper "mashay").  Ask your students what they think dolls are made of now and if they think it feels different from the other materials.  Next, ask your students if they have heard of papier machē and what it is.  If time allows, have the students share about their favorite doll or toy.

Phase II:

Day One:

The students will work in pairs to create papier machē shapes that resemble toys, for example the students may choose to make a doll-shape or a dinosaur-shape. The students can use a balloon as the base or create their own shape by forming newspaper (the teacher can decide ahead of time which materials the students will work with or give them the choice).  

Papier machē instructions

Step One:

Pour equal parts flour and water into a plastic bucket or bowl and blend with a mixing spoon. The amount you make depends on whether you mix enough for the entire class or have the students mix their own. Two cups of flour and water is usually enough for a smaller project.

Step Two:

Add flour to thicken the mixture or water to thin it until the desired consistency, which should be smooth liquid with no lumps.

Step Three:

Cut up small strips of newspaper and coat each strip with the mixture, by dipping them in.

* Add salt to the paste to keep it from getting moldy; add white glue for extra stickiness.

After the students create their toy shape, they cover the entire shape in the coated newspaper strips.

Day Two:

After the shapes have dried overnight, the pairs will paint their projects as they see fit. 

Have the students write a brief description of their toy to include with the class display. 

Phase III:

Day Three:

After the paint had dried overnight, the students will share their projects with the class.  While sharing, ask the students why they chose their shape and why they decorated it they way they did.  Also, ask the students to share what they think it would be like to have their toys made of papier machē. 

Allow the students to display their projects in the classroom along with their descriptions. 

Resources:

http://www.welcome.city.yokohama.jp/eng/doll/4000.html

http://skipjack.net/af-am_sites/chipman2.html