The morning of the class, I met the teacher in the art room an hour early to prepare. I had spent the night before cutting out a dozen cardboard
picture frames. We laid out the frames, glue sticks, and bowls of different-shaped dried pasta on the worktables. Everything was ready when the
kids arrived. It was fascinating to see how each child responded to the project. Some kids slathered glue onto the frame and then covered the
layer randomly with pasta. Other kids were more deliberate, working on one section at a time. One diligent little girl spelled out her name on
the frame first with the pasta, and then she picked up one piece at a time to dab glue underneath.
Generally, the project went smoothly. One thing I had not considered was the potential confusion over using a food item as an art medium.
Halfway through the project, I heard a crunching sound. One student was snacking on his project. I gently reminded the class that this pasta was
to be used only for art, and the problem was solved. When his older sister picked him up after class, the little boy showed her the frame,
warning her not to eat the art.
Write an introduction to the narrative that sets up the action to come and introduces the narrator.