VA5MC. Engages in the creative process to generate and visualize ideas. VA5CU. Explores and articulates ideas and universal themes from diverse cultures. G. Creates artworks emphasizing one or more elements of art: space, line, shape, form, color, value, and texture.
VA5MC. Engages in the creative process to generate and visualize ideas. VA5CU. Explores and articulates ideas and universal themes from diverse cultures. G. Creates artworks emphasizing one or more elements of art: space, line, shape, form, color, value, and texture.
VA5MC. Engages in the creative process to generate and visualize ideas. VA5CU. Explores and articulates ideas and universal themes from diverse cultures. G. Creates artworks emphasizing one or more elements of art: space, line, shape, form, color, value, and texture.
Traynor Subject: Visual Art Grade: 5 Unit: 4: Art is a Universal Experience
Lesson Title: Aboriginal Sun Mat Radial Weaving
Medium/Big Idea: Weaving
Standards to Address in Unit:
MEANING AND CREATIVE THINKING
VA5MC.1 Engages in the creative process to generate and visualize ideas.
a. Uses a sketchbook for visual/verbal planning and self reflection. b. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet).
VA5MC.2 Formulates personal responses to visual imagery.
a. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning. b. Self-monitors by asking questions before, during, and after art production to p;preflect upon and guide the artistic process; adjusts approach as necessary.
VA5MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
c. Observes how the visual relationship of objects and ideas (juxtaposition) affects contrast and/or proportion and how placement may affect meaning and/or significance.
CONTEXTUAL UNDERSTANDING
VA5CU.1 Investigates and discovers the personal relationship of artist to the community, the culture, and world through making and studying art.
a. Explores and articulates ideas and universal themes from diverse cultures of the past and present.
VA5CU.2 Views and discusses selected artworks, cultures, and artists (to include a minimum of six artists/cultures per year, one of which should include a Georgia artist or art form).
a. Identifies elements, principles, themes, and/ or time period in a work of art. c. Discusses how social events inspire art from a given time period.
PRODUCTION
VA5PR.1 Creates artworks based on personal experience and selected themes.
b. Makes design decisions as the result of conscious, thoughtful planning and choices. f. Creates artworks emphasizing one or more elements of art: space, line, shape, form, color, value, and texture. g. Creates artworks emphasizing one or more principles of art: balance, proportion, rhythm, emphasis, unity, variety, movement, contrast, and pattern. h. Combines materials in new and inventive ways to make a finished work of art.
VA5PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
a. Produces drawings and paintings with a variety of media. c. Creates art works using available technology (examples include computers, scanner, camera, digital/video recorder). g. Explains the use of positive and negative space in composition.
VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
c. Creates compositions using traditional and/or contemporary craft methods (examples include weaving, stitchery, batik, jewelry, and book arts).
VA5PR.4 Plans and participates in appropriate exhibition(s) of artworks.
b. Prepares artwork for exhibition by writing a title, statement, and signature on his or her finished work of art.
ASSESSMENT and REFLECTION
VA5AR.1 Develops and maintains an individual portfolio of artworks.
a. Distinguishes between complete and incomplete artworks. b. Identifies strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art.
VA5AR.2 Uses a variety of approaches to understand and critique works of art.
b. Explains features of a work, including media, subject matter, and formal choices, that influence meaning.
VA5AR.3 Explains how selected elements and principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork.
a. Uses art terminology in oral and written language with emphasis on the elements of art: space, line, shape, form, color, value, texture. b. Uses art terminology in oral and written language with emphasis on the principles of design: balance, proportion, rhythm, emphasis, unity, variety, movement, contrast, and pattern.
CONNECTIONS
VA5C.1 Applies information from other disciplines to enhance the understanding and production of artworks.
a. Makes interdisciplinary connections applying art skills, knowledge, and ideas, to improve understanding in other disciplines. b. Researches, describes, and discusses various art-related careers (e.g., art historian, art critic, curator, web designer, game designer, fine artist).
VA5C.2 Develops life skills through the study and production of art.
a. Manages goals and time. b. Directs own learning. d. Takes care in craftsmanship. e. Works in teams.
ASSESSMENTS:
DIAGNOSTIC:
Teacher Observation of Weaving Process (VA5PR.1, VA5PR.3 4, VA5C.2)
FORMATIVE:
Weaving Plan Worksheet (VA5MC.1-3, VA5PR.1, VA5PR.3)
SUMMATIVE:
Quiz (VA5CU.1-2, VA5AR.2)
Student Checklist (VA5AR.1, VA5C.2) MAJOR UNIT CONCEPTS AND VOCABULARY: aboriginal balance emphasis functional art loom pattern radial balance repetition sun mat symbol(ism) symmetry warp weaving weft yarn INTERDISCIPLINARY CONNECTIONS: R/ELA MATH SCIENCE SOCIAL STUDIES TECHNOLOGY Reading of Ready to Dream and use of subject-specific vocabulary.
Discussion and use of pattern and radial symmetry. Discussion of all- natural reed-dying process. Discussion of human history and Aboriginal Australian culture and craft. Use of interactive PP and websites as well as document camera for demos.
STUDENT SUPPLIES:
ALL
blunt weaving needles (optional) crayons masking tape paper plate looms pencils scissors Weaving Plan worksheet yarn in a variety of colors
ABOVE
beads, feathers and other items that can be incorporated into weaving Fancy Weaving Techniques diagram
National Museum of Australia (http://www.nma.gov.au/education-kids)
Yiwarra Kuju Video Clips via National Museum of Australias blog (http://nma.gov.au/blogs/education/2011/02/14/yiwarr a-kuju-video-clips/)
Aboriginal Dreamtime Story (http://teachertube.com/viewVideo.php?video_id=266 714&title=Aboriginal_Dream_time_story&vpkey=29d0438 d21)
Dreamtime of the Aborigines (some nudity) (http://www.youtube.com/watch?v=hOWzcLuupi0)
PRINT:
Ready to Dream by Donna Jo Napoli, Elena Furrow, illustrated by Bronwyn Bancroft
Reproductions of weavings/functional art
OTHER:
Teacher Sample
Class Loom
O P E N I N G
G e t t i n g
s t u d e n t s
r e a d y
t o
l e a r n
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Intentions)
What is functional art and how is it different from regular art? Who makes it? (VA5AR.2, VA5CU.1, VA5C.1)
Who are aboriginals? How do they use their artwork to tell a story? What is symbolism? (VA5MC.3, VA5CU.2)
How can we create a color story in our own weaving? How can we emphasize whats most important about our story? (VA5MC.1-3, VA5PR.1-3)
What is the weaving process? What are the tools we need to weave? (VA5PR.3)
Step 2: How will you know when they have gotten it? (Communication of Success Criteria)
Student planned weaving and created a color story using Weaving Plan worksheet.
Student successfully created a radial weaving on plate loom based on individual weaving plan.
Student completed quiz with a passing grade.
Student completed checklist.
Step 3: Get the students interested (Build Commitment and Engagement)
Week 1
Display reproduction or PP slide of an Australian aboriginal-made sun mat. Ask students to work as table teams and hypothesize what it could be, what the layers of color in the weaving might represent and why they think so. Once each group has shared their answer, reveal the significance of the sun mat. Finally, ask students if theres anything they use in their life like aboriginal women use sun mats.
Introduce Aboriginal Australians using PowerPoint and video clips and prompt students to relate them to Native Americans. Look for elements and principles present in their weavings. Instruct students to name them.
Define emphasis and balance. Ask students to work in their table groups and decide if those principles can be identified in Navajo weavings and where.
Demonstrate for students how to use Weaving Plan worksheet to create a color story as the inspiration for weavings the following week.
Week 2
Review previous weeks learning.
Read Ready to Dream to students, stopping to identify common aboriginal symbols used to tell stories in sand paintings and other Australian art. Ask students to recount the definition of a symbol and explain how these symbols are different from regular shapes.
Using document camera, show students how to attach warp threads to cardboard loom.
Demonstrate to students how to translate color story worksheet into weaving of their own using.
Weeks 3 - 4
Review previous weeks learning.
Using document camera, show students how to continue weaving with additional colors/lengths of yarn.
Demonstrate how to remove and tie warp threads to create a finished weaving. Step 4: Give students new information (Teacher Presentation Strategies)
Step 5: Have students use the new information (Guided Practice )
Week 1
Students work in teams and hypothesize what the object might be and what the layers of color in the weaving might represent, making sure to explain why they think so. Once significance of color layers has been revealed, students explain how they mark the passing of a birthday or anniversary (analyze).
Students view video clips and PowerPoint and identify elements and principles present in aboriginal art and decide as a group if emphasis and balance are also included in the weavings (analyze).
Students use Weaving Plan worksheet to create a color story as the inspiration for weavings the following week, making sure to emphasize the most important part of their story somehow (create).
Week 2
Students review previous weeks learning and listen to reading of Ready to Dream (remember). After viewing demonstration, students wrap loom with warp threads (apply). Once loom has been warped, students translate their color story worksheet into weaving of their own using basic tabby weave technique (create).
Weeks 3 - 4
Review previous weeks learning (remember). Students continue weaving using Weaving Plan worksheets (create) and tie off finished project after watching instructor demonstration (apply).
C L O S I N G
H e l p i n g
s t u d e n t s
m a k e
s e n s e
o f
t h e i r
l e a r n i n g
Step 6: Make sure they can do it (Summary)
Teacher will monitor student work by walking around the room. Students may be grouped together based on skill-level and/or above-level students may serve as peer- helpers. Teacher will not correct use of colors in order to accurately assess students understanding of emphasis and color as symbolism.
Step 7: Have students practice at home (Independent Practice)
Students may find something in nature that they can use as a loom and try to make a weaving at home (example: branch).
Student may bring in or take a picture of something in their home or yard that is reminiscent of an aboriginal sun mat (example: basket, umbrella, placemat).
F i n i s h
E a r l y
o r
N e e d
C h a l l e n g e
If a student finishes early or needs an extra challenge
Early finishers and above-level students may use Fancy Weaving Techniques, serve as peer-helpers, and/or incorporate beads, feathers, and other elements into their weavings.
NAME: _____________________________________ CLASS CODE: _______
Weaving Plan Worksheet
In the blanks below, write the colors you would like to include in your weaving and what each color symbolizes.
COLOR MEANING
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Plan the design of your weaving here. Fill each area with the color you plan to use in your weaving. Complete two, pick your favorite.
FANCY WEAVING TECHNIQUES!
Basket Weave Weave over two warp threads and then under the next two warp threads. Repeat.
Vertical Bars One row in the first color, next row in a second color. Repeat.
Twill Weave Over one warp thread, under two warp threads. Repeat.