MODEL MAGIC ME – Human Body, Shape, Colour

Students use Model Magic to create a self-portrait relief sculpture.

Required Time

40 Minutes

Grade Level

Pre-Kindergarten to Grade 1


Language Arts
Visual Arts


colour form relief sculpture shape


Corrugated Cardboard - 22.8 cm x 30.5 cm (9" x 12") - 1 per student Model Magic Assorted - Classpack Pencils

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MODEL MAGIC ME – Human Body, Shape, Colour - Step One

Step One

  1. Take a small piece of Model Magic and roll it into a ball.
MODEL MAGIC ME – Human Body, Shape, Colour - Step Two

Step Two

  1. Press the ball onto the cardboard and pat it flat.

MODEL MAGIC ME – Human Body, Shape, Colour - Step Three

Step Three

  1. Roll the Model Magic into different shapes such as coils and small balls.
  2.  Stick it to the cardboard to make different parts of your body.
  3. Use different colours of Model Magic to add details to your sculpture.
  4. Mix 2 colours together to make new colours.
MODEL MAGIC ME – Human Body, Shape, Colour - Step Four

Step Four

  1. Use the tip of a pencil to poke holes in the Model Magic.
MODEL MAGIC ME – Human Body, Shape, Colour - Step Five

Step Five

  1. Print you name somewhere on the cardboard.
  2. Put small pieces of Model Magic on the letters of your name to make them stand out.
MODEL MAGIC ME – Human Body, Shape, Colour - Step Six

Step Six

  1. Look at your finished relief sculpture from a distance.
  2. What part do you like the best?

Learning Goals

Students will be able to:

  1. Create a relief sculpture using Model Magic;
  2. Work independently and self-regulate;
  3. Demonstrate an awareness of their own body parts;
  4. Share their ideas with peers; and
  5. Demonstrate a sense of accomplishment.


Have children:

  1. Participate in a physical activity such as throwing a ball, and then draw a picture of themselves throwing the ball.
  2. Work at the art centre with a variety of themes related to their personal experiences, for example, I am going swimming; My family; and I like to play with my friends.
  3. View and discuss artworks that depict children, for example:
    Albert Robinson
    Prudence Heward
    Jean-Paul Lemieux
    Jori Smith


  1. Spend time playing body awareness games, such as Simon Says, and singing songs such as Head and Shoulders Knees and Toes.
  2. Gather and make available, books about the self and the body such as, Marvelous Me, by Picture Window Books; I Love My Hair!, by Natasha Anastasia Tarpley; What I Like About Me!, by Allia Zobel Nolan, and‎ Miki Sakamoto; Parts, by Tedd Arnold; and The Important Book, by Margaret Wise Brown
  3. Set up an art centre with Model Magic, pencils and pieces of corrugated cardboard.


  1. Conduct a read-aloud with a book such as The Important Book, by Margaret Wise Brown.
  2. Focus on what is important about each other.
  3. Sing and act out the Head and Shoulders song reinforcing the parts of the body. 
  4. Introduce the art centre.
  5. Introduce the challenge.


The Challenge

  1. Use the Model Magic to create a relief sculpture.
  2. Make yourself in your own creative and unique way.
  3. Explain how you made your artwork.

The Process

  1. Ensure that students understand the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I:
    - use my own ideas to make a relief sculpture of myself 
    - use lots of different shapes 
    - use lots of details 
    - explain how and why I made my art
  3. Guide students through the steps outlined in the lesson plan.
  4. Observe students as they work.
  5. Provide individual assistance and encouragement.


  1. Gather students to view and discuss their art. Ask students to share:
    what they learned about making a relief sculpture
    how they used different shapes to make their artworks
    - what they like best about their artworks
  2. Display all the artworks in the classroom.
  3. Encourage students to view the artworks and notice how they used the Model Magic in different ways.


  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, holds artwork to the side, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
  4. Use a checklist to track progress. (Downloads - Me_tracking.pdf)
  5. Have grade one students use the self-assessment form to evaluate their work. (Downloads - Me_self-assessment)