TheStuffThatMakesUs:TheFabricofOurClass

FourthGrade

Tammy.(2010).WeavingPaperwithKids.

CaitlinLang
10/09/2014

September2013.
LessonPlanFormatadaptedfrom
,2ndEdition.Alexandria,VA:ASCD.
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
Tufts/SMFAArtEducation.2013-14.

IntroductoryInformation:
Tocareaboutweaving,tomakeweavings,istobeintouchwithalonghuman
tradition.(Morrison,1979).
Classsize-15-20students
Lengthofclassperiod-40minutes
Lessontopicanddescription-
Thislessontopicarticulatesideasaboutself,family,andone'scommunity.Inthislesson
studentswillbeaskedtoreflectonpersonalrelationships.Studentswillexpresspositive
ideasaboutthemselvesandthecommunitiesthattheyareinvolvedinthroughartmaking.
Eachstudentwillbeprovidedwithstripsofpaper.Onthesestripsofpaperchildrenwill
composetext,andorsymbolsthatrepresentwhattheybringtothecommunitiesthatthey
areapartof.Afteraccumulatingagoodassortmentofthesestripsstudentswillweave
themtogether.Attheendofthislessoneachindividualwillhavecreatedacohesive
wovenpiece.Asaclass,wewillcombineeachpiecetoformagreaterartwork.This
classroomcollaborationismeanttoillustrateideasofcommunity.Weareindividuals
uniquelyshapedbythosearoundusandyettogetherinthisclassweareateam,aunit.

STAGE1:DESIREDRESULTS
A. ENDURINGUNDERSTANDING:
Studentswillunderstandthat:
Artcanbeusedtoarticulateideasaboutoneself.
Artistscanincorporatetextintotheirartworkstohelpexpressthemselves.
Artistscancollaboratewithotherstoformdeeprelationshipsbetweenthemselves,
theircommunity,andtheirartwork.

B. ESSENTIALQUESTION:
Canartbeusedasamediumforselfexpression?
Canartistsexpressthemselvesbyusingwordsintheirartwork?
Canartmakingcreateanopportunityforbothapersonalandsharedexperience?

C. STATESTANDARDSADDRESSED:

September2013.
LessonPlanFormatadaptedfrom
,2ndEdition.Alexandria,VA:ASCD.
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
Tufts/SMFAArtEducation.2013-14.

1.Methods,Materials,andTechniques.
Studentswilldemonstrateknowledge
ofmethods,materials,andtechniquesuniquetothevisualarts.
7.RolesofArtistsinCommunities.Studentswilldescribetherolesofartists,
patrons,culturalorganization,andartsinstitutionsinsocietiesofthepastand
present.
9.Inventions,TechnologiesandtheArts.Studentslearnhowperformingand
visualartistsuseandhaveusedmaterials,inventionsandtechnologiesintheir
work.

D. LEARNINGOBJECTIVES:
Thestudentswillbeabletoarticulatepositiveideasaboutthemselvesandothers
inacommunitysettingthroughtheartmakingprocess.
Thestudentswillexploretheattributesthattheyeachbringtotheclassroom
community.
Thestudentswillcreateatopdownmapthatillustratesthecommunitiesthatthey
areapartof.
Thestudentswillexaminewovenartworksandtheirhistories.
Thestudentswilllearnbasicvocabularypertainingtothepracticeofweaving.
Thestudentswillknowhowtocreateaplainweave.
Thestudentswillcombinetheirproductswiththeirclassmatestocreateagreater
classroomartworktheywillthenreflectontheirrelationshiptotheirclassroom
community.

STAGE2:ASSESSMENTEVIDENCE
A. PERFORMANCETASKORFINALPRODUCT:
Theprocessofweavingbringstogethermanyfiberstocombineafinalpiece.By
bringingtogetherthesecomponentsanewtypeofentitydevelops.Theweavingprocess
showsthatindividualscanrelatetoeachotherinawaythatcreatessomethingnewand
special.Eachstudentwillcreateauniqueartworkthatreflectshimorher.Thepatternof
colors,words,andsymbolscreatedbyeachstudentshouldbedifferent.Eachpiecewill
becomposedofvaryingstripsofpaperthatwillbewrittenon.Thewordsandimageson
thesesectionsofpaperwillamounttoaseparateanduniquepattern.Studentsmight
wanttousecoloredpencils,crayons,andormarkersalongwithvaryingtypesofpaperto
individualizetheirdifferentstatements.Theassignmentwillclosewiththecombiningof
eachstudent'sworktomakeagreaterclassroomwovenpiece.Thesignificanceofthe

September2013.
LessonPlanFormatadaptedfrom
,2ndEdition.Alexandria,VA:ASCD.
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
Tufts/SMFAArtEducation.2013-14.

endproductisthatitisaoneofakindrepresentationofthecomponentsandthe
cooperationthatwentintoit.

B. CONTINUUMOFASSESSMENTS:
Studentswillparticipateinclassdiscussionsaboutcommunity.
Studentswillactivelyexploredifferenttypesofcommunitiesthroughdiscussion.
Studentsshouldbeabletoreflecthowthenotionofcommunityrelatestothisart
project.
Studentswilltalkabouthowtheyaremembersofvaryinglevelsofcommunity.
Studentswillexpressthevalueofdifferentcommunitiesandhowacommunity
canhelpthemandviceversa.
Studentswillconsiderartmakingintermsofitsvaluetothecommunity.

C.CRITERIA:
Didthestudentparticipateinclassdiscussionsaboutcommunity?
Didthestudentactivelyexplorethedifferentaspectsofthetopicthroughhisor
herassignmentandorparticipation?
Wasthestudentabletoshowthattheyreflectedonthetopic?
Didthestudentparticipateintheartmakingprocess?
Didthestudentcreateacohesiveandfinishedproduct?
Didthestudenttrytoworkthoughtfully?
Didthestudentexhibitknowledgeabouttheplainweaveandorthebasket
weave?
Wasthestudentabletomakethetransitionfromhaving
positivefeelingstowardstheirimmediatefamilytohow
theycanhavepositivefeelingstowardslargercommunity
groups?
Wasthestudentabletodifferentiatebetweenthefeelings
aboutvaryingtypesofcommunity?

STAGE3:LEARNINGPLAN

September2013.
LessonPlanFormatadaptedfrom
,2ndEdition.Alexandria,VA:ASCD.
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
Tufts/SMFAArtEducation.2013-14.

A. MATERIALSANDEQUIPMENT:
Constructionpaper(10x15",1x10,andx7
stripsofvariouscolors),cardstockpaper,scissors,
rulers,gluesticks,pencils,erasers,markers,colored
pencils,andcrayons.

Lang,C.GettingStarted(2014)

B. VOCABULARYWITHDEFINITIONS:
CommunityAsocialgroupofanysizethatshare
commonalities.
TapestryAfabriccomprisedofweaving.
Weaving
Theinterlacementofawarpandaweft.
WarpThreadsthatareheldundertensionthrough
whichtheweftweavesthrough.
Weft
Theweftarethethreadsthatcrossthewarp.
Weftsweaveoverandunderthewarp.
Plainweave
Thesimplestweavestructure.It
consistsofanover-one,under-onepattern.

C. VISUALIMAGERESOURCES

Lang,C.(2014).GettingStarted.Photographtaken10/08/2014

Phyl.(2011).WildandWackyWeaving.TheresaDragoninMyArtRoom:Blog.
Retrieved10/05/2014from
http://plbrown.blogspot.com/2011_11_01_archive.html

TextileMedallionFragment.(6thCentury).IraqorSyria.MetropolitanMuseum,NYC.
Retrieved10/05/2014from
http://www.metmuseum.org/collection/the-collection-online/search/443591

TextilewithStripesandConfrontedBirds.(
475221B.C.).China.
MetropolitanMuseum,
NYC.Retrieved10/05/2014from
http://www.metmuseum.org/collection/the-collection-online/search/64882

September2013.
LessonPlanFormatadaptedfrom
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
,2ndEdition.Alexandria,VA:ASCD.
Tufts/SMFAArtEducation.2013-14.

Tammy.(2010).WeavingPaperwithKids.Retrieved10/08/2014from
http://daisyyellow.squarespace.com/vividlife/weaving-paper-with-kids.html

WovenPiece.(2000).WakefieldMemorialPublicLibrary.Retrieved10/04/2014by
CaitlinLang

TextilewithStripesandConfrontedBirds,
475221B.C.,China

TextileMedallionFragment,6thCentury,
IraqorSyria

D. TEXT,MEDIAANDWEBRESOURCES:

Blood,C.andLink,A.(1990).
TheGoatintheRug.NewYork,NY:Macmillan
PublishingCompany.

Fisher,L.(1976).
ColonialAmericanCraftsmen:TheWeavers.NewYork,NY.H.Wolff
BookManufacturingCompany,Inc.

Gilbreath,A.(1976).
FunwithWeaving.NewYork,NY:WilliamandMorrow
Company,Inc.

Monaghan,K.andJoyner,H.(2000).YouCanWeave:ProjectsforYoungWeavers.
Worcester,MA:DavisPublications,Inc.

September2013.
LessonPlanFormatadaptedfrom
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
,2ndEdition.Alexandria,VA:ASCD.
Tufts/SMFAArtEducation.2013-14.

Morrison,P.(1979).SpidersGames:ABookforBeginningWeavers.TheUniversityof
WashingtonPress:TheUnitedStatesofAmerica

Sola,M.(1997).AngelaWeavesaDream:TheStoryofAYoungMayaArtist.NewYork,
NY:HyperionBooksforChildren

Yamane,L.(1997)
WeavingaCaliforniaTradition:ANativeAmericanBasketmaker.
NorthMinneapolis,MN:LernerPublicationsCompany,Inc.

WovenPiece.(2015).WakefieldMemorialPublicLibrary

E. TEACHERINSTRUCTION:
Theteacherwillengagethestudentsinadiscussionaboutthemselvesandwhat
communitiesthattheyareapartof.
Theteacherwillaskstudentstocomprisealistofpositiveadjectivesthatdescribe
themselves(intermsofhowtheyrelatetothesecommunities).
Theteacherwillhelpstudentsbuildconnectionsaboutcommunitiesshapeand
influenceindividuals.

September2013.
LessonPlanFormatadaptedfrom
,2ndEdition.Alexandria,VA:ASCD.
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
Tufts/SMFAArtEducation.2013-14.

Theteacherwillhelpdrawparallelsanddistinctionsbetweenmicroandmacro
communities.
Theteacherwillfacilitateanartfulthinkingexerciseonawovenpiece.
Theteacherwillthenrevealthatthepiecewascreatedinalocallibrarybyatown
community.
Theteacherwillthenengagewithstudentsmoredeeplyandaskthemhowthey
feelthecommunityeffortmadethepieceunique.
Theteacherwillintroducethetopicofweavingwithsomeexamplesofweaving
frommanycultures.Theteacherwillshowsomeofthetypesoftechnologies
usedinweaving.
Theteacherwillprovidestudentswithbooksonweavingthatshowcasedifferent
cultures.Thestudentsmightchoosetolookatthesetextsafterhisorherproject
iscompleted.
Theteacherwillthendemonstrateandintroducetheartproject.

QUESTIONSTOGENERATEDISCUSSION:
Whataresomepositivequalitiesthatyouhave?
Whoarethepeoplethatinfluenceyouinapositiveway?
Arethesepeopleinyourfamily,aretheyyourfriends,couldtheybeyour
teachers?
Whatisacommunity?
Whatcommunitiesareyouapartof?
Doyouthinkyouinfluencethosecommunities?
Canartinfluenceacommunity?
Whatdoesartsayaboutthecommunityitmaycomefrom?

F. LEARNINGACTIVITY:
Theteacherwillpresenttostudentsthevarioustypesofconstructionand
cardstockpapers.
Studentswillbeaskedtocutouttheirloomandpickoutstripsofvariouscolors.
Theywillbeprovidedwithrulers,pencils,andscissorsforthispartofthe
process.
Theteacherwillinstructstudentshowtocreatealoomandwarp(throughwhich
studentswillweavetheirpaperstripsthrough).

September2013.
LessonPlanFormatadaptedfrom
,2ndEdition.Alexandria,VA:ASCD.
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
Tufts/SMFAArtEducation.2013-14.

Theteacherwillshowstudentshowtofolda10x15pieceofconstructionpaper
inhalf.Atthetopoftheconstructionpaperstudentswilldrawalineaninchfrom
thetopedge.
Theteacherwillinstructstudentstocuteitheroneinchorahalfofaninchthick
chunksfromthebottomfold.Thisfinishescreatingthewarp.
Theteacherwillinstructthestudentsonhowtoachieveaplainweave.
Afterthestudentshavecreatedthewarptheteacherwillurgestudentsto
brainstormsomewords(utilizingatopdownmap)thatdescribewhatqualities
theylendtothecommunitiesthattheyareapartof.Eachstriprepresentsa
communityoraqualitythattheylendtothatcommunity.
Studentswillbeinstructedtothinkcarefullyaboutthecolors,textures,andor
designsofthepapersforthepeoplethattheychoosetorepresent.Forexample,I
choseabrickpatternwhenrepresentingmyparentsinmydesign.Thesentences
whichIwrotehaddescribedmyparentsintermsofthestrengthandstabilitythat
theylendtomylife.
Onceeachstudenthasthoughtfullycomposedthesestripstheywillweavethem
intothewarpthattheyhavecreated.
Eachstudentartworkwillbehungalongsideotherstudentwork.
Theclasswillanalyzeeachpieceindividuallyandthenalloftheartworksasa
whole.
Teacherwillreintroducethediscussionofcommunityintermsoftheclassroom
community.

Phyl.WildandWackyWeaving.(2011).TheresaDragoninMyArtRoom:Blog.

September2013.
LessonPlanFormatadaptedfrom
,2ndEdition.Alexandria,VA:ASCD.
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
Tufts/SMFAArtEducation.2013-14.

G.DIFFERENTIATION:
IfastudentinmyclasshadtroublewithhisorherfinemotorskillsIwould
providethemwithpre-cutpiecestoworkwith.Iwouldalsopersonallyassistthemwith
weaving.Ifastudenthadvisionproblemsthisprojectcouldbemodifiedintermsofits
material.Iwouldprovidethemwithvarioustypesoffabrics,texturedpapersandother
fibers.Thesestudentscouldverbalizetomewhattheywouldliketowriteontheirpieces
andIcouldhelpthemachievethis.

September2013.
LessonPlanFormatadaptedfrom
,2ndEdition.Alexandria,VA:ASCD.
Wiggins,G.&McTighe,J.(2005)
UnderstandingbyDesign
Tufts/SMFAArtEducation.2013-14.

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