My students had so much fun constructing giant papier mache heads. I posted earlier this year about the construction process for this project, but I wanted to follow up with this post on the final painted products.
This was such a great project to teach a variety of concepts such as facial proportion when sculpting, color theory when mixing paint, and trompe l’oeil painting techniques when applying implied texture to things like hair. Plus, the students really loved working on this project and seeing their people come to life.

Painting Giant Papier Mache Heads
We started the painting process by applying a skin tone to the majority of the head, extending partially into the hair line. We mixed the skin tone using primary colors of yellow, blue, and red. The students made an orange from the yellow and red and then added a small amount of blue to tone down the color. They then added the color gradually to white until it took on the skin value they needed.
We painted white over the eyeballs and then added eye color and detail with Sharpie marker. The hair was painted with mixed acrylic, and students added subtle streaks of lighter and darker colored paint to imply texture.
It was really exciting to see how each student had to use problem-solving skills to represent the unique features of their chosen people. Some students added extra parts such as nose rings and glasses, others had to come up with unique skin tones and face painting (as you can see in the Bowie head below), and others even created dread locks from yarn.


If you are a teacher wanting to try this in your art class, make sure you have enough space, tons of cardboard, newspaper, and tape. Also have something for the students to work on during the down times while projects are drying. We worked on artist book prompts simultaneously so students were always creating and never felt like they just had to sit and wait for the next step.
In the end, this project turned out to be so much fun and the students really took ownership of their heads. It was a slightly goofy project but the students really did learn valuable lessons and had a good time in the process. What could be better than that?




