BEADED ROSETTE DESIGNS

Teacher Name: Katelynn Saufert Date: November 17, 2017

Subject Area: Art Grade: 2

Topic: First Nations & Metis Beadwork Time: 60 mins

* Lesson adapted from The Learning Circle: Classroom Activities on First Nations in Canada -
Ages 4 to 7 by Harvey McCue and Associates for Aboriginal Affairs and Northern Development
Canada, 2010. https://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659

Learner Outcomes (From Alberta Program of Studies for Art 1-6)

1. Reflection
a. Component 2 - Assessment: Students will assess the use or function of objects
i. Designed objects serve specific purposes.
ii. Designed objects serve people.
iii. Designed objects are made by people or machines.
b. Component 3 - Appreciation: Students will interpret artworks literally.
i. Art takes different forms depending on materials or techniques used.
ii. An art form dictates the way it is experienced.
iii. An artwork tells something about its subject matter and the artists who
made it.
2. Depiction
a. Component 4 - Main Forms and Proportions: Students will learn the shapes of
things as well as develop decorative styles.
i. Shapes can be made using different procedures.
3. Composition
a. Component 8 - Unity: Students will create unity through density and rhythm.
i. Families of shapes, and shapes inside or beside shapes, create harmony.
ii. Repetition of qualities such as colour, texture and tone produce rhythm
and balance.
4. Expression
a. Component 10(i) - Purpose 5: Students will create an original composition, object
or space based on supplied motivation.
 i. Outside stimulation from sources such as music, literature, photographs,
film, creative movement, drama, television and computers can be
interpreted visually.
b. Component 10 (iii) - Media and Techniques: Students will use media and
techniques, with an emphasis on exploration and direct methods in drawing,
painting, print making, sculpture, fabric arts, photography and technographic arts.
i. Drawing
1. Use drawing tools to create a variety of shapes - open, closed
forms; straight, curved forms; geometric (rectangles, squares,
circles, triangles) and free form.
2. Use drawing to add details and textures or create pattern.

Learner Objectives

1. Students will be able to identify colours, shapes, patterns in beadwork designs.

2. Students will be able to use drawing tools to create designs based on the colours, shapes,
patterns of beadwork design.
3. Students will be able to create designs in which the repetition of colours, shapes and
patterns create unity and harmony.

Assessment (Formative)

Students will hand in designs when finished. Check for criteria:

Includes at least two different shapes
Includes a pattern - have students explain their pattern when they hand it in
All beads are coloured
Observe students ability to identify colours, shapes, and patterns in beadwork designs.

Materials

1. Artifacts - moccasins, rattles, 6 rosettes

2. Presentation - pictures and description of beadwork designs
 3. Colouring utensils
4. Paper

Introduction - First Nations Culture

Tell students that today we are going to learn about beadwork done by First Nations and
Metis artists.
Discuss how beadwork is part of First Nations culture.
Discuss what it means for people to have different cultures. (wearing, doing and using
different things).
Show students the vest with beadwork
Different cultures wear different kinds of clothing
Show students mossbag
Discuss how mossbags were used for very young babies - to keep it warm
and cuddled, and was filled with moss and grass.
Show students baby mocassins
How are they similar/different to other baby shoes? (made from different
materials, decorated with beads)
Show students baby rattles
How are they similar/different to other baby rattles?
(made from different materials, have beads, different colours)

Introduction - Examining Artifacts & Pictures

Gather students on the carpet to look at rosettes.

Introduce by telling students we are going to talk about beadwork - which is an important
part of First Nations and Metis culture.
Discuss what rosettes are (decorative, used on clothing, dresses)
First - show a rosette from far away
From far away, what kinds of shapes can you see? Colours? Patterns?
Before handing out rosettes remind students how to handle and pass items gently
and with respect, and that each student should hold it for a few seconds and then
pass it to the next person.
Ask students to hold the rosette and look closely at all the individual beads that
make up the shapes, lines and patterns. Ask students to take a finger and feel all
 the beads.
Discuss how they are made (the artist plans their design first, then each tiny bead
is sewn on by hand)
When all students have looked at a rosette, have them move back to their tables.
Look at pictures of rosettes.
Review what shapes and colours students see.
Discuss how shapes and colours repeat to create patterns and unity or bring the
design together.

Introduction - First Nations Culture

Discuss how beadwork is part of First Nations culture.

Discuss what it means for people to have different cultures. (wearing, doing and using
different things).
Show students the vest with beadwork
Different cultures wear different kinds of clothing
Show students mossbag
Discuss how mossbags were used for very young babies - to keep it warm
and cuddled, and was filled with moss and grass.
After looking at how many beads it would take to make just the small
rosettes we just looked at imagine how many beads it would take to cover
a whole vest.
What does this tell us about the artist? Do you think the person
who made this vest care a lot about it?
Show students baby mocassins
How are they similar/different to other baby shoes? (made from different
materials, decorated with beads)
Show students baby rattles
How are they similar/different to other baby rattles?
(made from different materials, have beads, different colours)

Activity #2 - Creating Beadwork Designs

 Have students hand out templates to each student.
Give students instructions for the activity:
You are going to create a design using pencil crayons/crayons/markers based on
the beadwork we learned about today.
First - decide what shapes you want to include and colour those beads in.
Second - colour the rest of the beads.
Third - cut out the circle.
Show last slide with three criteria on the board (this slide also includes pictures of
rosettes students can reference while working)
Include at least two different shapes
Include a pattern (must be able to explain your pattern to me when you
hand it in)
All beads are coloured
When finished, show me and hand it in to me.
Make sure all the supplies in your space are put away.
Finish work in your catch-up folder.
Ask one student from each group to come get four pieces of paper for their group.

Closure (5 mins)

Thank students for participating in the activity.

Ask students to check their desk and the areas around it for any messes that need to be
cleaned up.
Instruct students If you see anything please pick it up and dispose of it/put it away.
When your area is clean, sit back down so I know you are ready to move on to the next
activity.

Reflection

This lesson went well because it was engaging for students. Students loved the hands-on aspect
of passing around actual rosettes. They had a much better idea of what beadwork was after
feeling and looking at actual pieces. It also gave them a better understanding of how detailed
theses pieces were and how long it would have taken the artists to make them. This lead to a
good discussion of how important these pieces and beadwork in general must have been to the
people that made them. Things that I would improve would be to give students more guidance on
how to make shapes and patterns using the template. I would demonstrate how to create shapes
by colouring in groups of the individual beads because some students struggled with this
concept.