All these pictures were done with a hot glue gun, in a matter of ten days to two weeks.  I am impressed with the capabilities of the hot glue gun.  By using the very fine point and just tracing around the shape, it did not change the texture of the material except in the places that I would be tracing with the puff paint anyway.  The method of tracing the picture onto a plain piece of white cotton, then outlining the shape with the hot glue, and quickly slapping down a piece of the appropriate color/fabric was quick.  I waited for the glue to dry, then carefully trimmed the color/fabric to the edges of the glue.   This technique was quick and the pictures came out pretty well. 

Four "de-coder rings".  Used to teach children the colors.  Each of the three primary colors, the three secondary colors, plus white, black, and brown are presented in small circles with the names listed in Braille on the outside edge.  The hole in the middle is large enough to put a hand through, to make it easy to use both hands to look at a picture while keeping the de-coder ring close by.  Also solves the problem of which direction is up.

Two panels of shapes, three different sizes of each.  Play the game of: "what is the color of the largest square" or "point to the orange circle".   Primary colors are the squares, secondary colors are the circles.

Two panels with shapes, some in front of the other.  Play the game of "What shape is behind?" "What is the color of the bigger circle?"  "Which shape is in front?"  The idea that the circle is still a circle even though it is partially hidden by the square is important in looking a pictures.

35 shapes, no two of which are the same shape and color.  Use for shape identification, and for color identification.  Also could be used for guessing game.  One student picks a color/shape, and says "Riddle me, Riddle me, ree, I see something you don't see, and its color is red."  The other student must guess which of the red shapes the first student is thinking of.
Four fruits.  A simple presentation which reinforces the concept that three dimensional items can be represented by a two dimensional drawing.  Also reinforces the colors, particularly red and yellow that have been introduced before.  By having a bowl of these four fruits on hands, students could be asked to place the fruit on the image of the like fruit. 

A picture of Clifford the big red dog.  To reinforce the color red, and to give practice on motion lines and depth perception.  Comparison of heights of Emily Elizabeth and Clifford; big and small.
Help Curious George find the man with the yellow hat.  Several tasks with this picture: color identification, looking at stripes, images of people from the chest up, and the different angle of the picture of Curious George.

A maze based on a "Wizard of Oz" theme.  Follow the yellow (flannel) path and reach the emerald (green) city.  The purple path leads to the witches hat, and the red path leads to the witches broom.  It is important for the students to be able to follow lines and this little maze gives them practice in that skill.

To introduce perspective, or depth perception.  One of the rules of color coding, or picture making is that nearer means lower on the picture and bigger, while farther away means higher in the picture and smaller.  Compare to hearing a car coming toward you; as it gets nearer, the sound becomes louder (larger), and as it goes away, the sound of the car become smaller. 

A picture copied from a coloring book showing Charlie Brown trying to kick a football just as Lucy pulls it away.  Simple drawings like this are quickly and easily done with a hot glue gun and the picture traced onto a white cotton sheet.  Motion lines need to be explained with this picture.
A simple picture of a tree in the four seasons.  There is a cord to separate each of the seasons, and the seasons are listed in Braille under each of the trees.  I use the Braille label maker from 3M.   The little tapes seem to adhere well to the cloth.