Personal Quilt Square
Enduring Understanding: Students will look at the work of Faith Ringgold as inspiration for creating their own quilt square. Students will use colored pencil and markers to illustrate what is important in their own lives.
PGC’s
Recognize, articulate, and debate that the visual arts are a means for expression.
Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts
Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design
Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
Objectives:
Students will be able to sketch a practice self-portrait in profile.
(Applying; Comprehend: Art represents and renders the stories of people, places, or things.)
Students will be able to create a quilt square that illustrates personal interests using colored pencils and markers.
(Creating: Create: create art to communicate ideas, feelings, or emotions.)
Students will be able to discuss the importance of the objects in their quilt square as it relates to themselves and their family. LITERACY
(Understanding: Transfer: Visual arts relate experiences to self, family, and friends)
Pre-assessment:
Ask students if they are familiar with what a quilt is.
Introduce students to the artist Faith Ringgold
Discuss the idea of a profile view
Ask the class by a show of hands how many know what the word profile means
Have students help you define the word profile in their own words
Accommodations and modifications:
Accommodations:
Students could be asked describe the title of their quilt square orally rather than writing it on the back of their inquiry worksheet. This will allow them more time to develop their drawings and relieve some stress of written work.
Students with challenges would only be responsible for filling in the center square which is the portrait of them flying and be given additional time for drawing in the squares on the border.
Border squares could be completely made from shapes of construction paper and they would not have to include images on the border.
Modifications:
Students who need a challenge could be asked to tell a miniature story around the squares that border their quilt square. Not only would they be depicting important items within their lives they would be asked to depict them in a certain order that would tell the viewer a story a story about those objects.
Materials:
Pencils
Sketchbooks
Markers for outlining
Colored pencils
Strips of paper for boarders
Glue
Scissors
Resources:
1. Ringgold, Faith. Tar Beach. New York: Crown Publishers, 1991. Print.
2. http://vimeo.com/6495132
Preparation:
Prepare computer so you tube video and slideshow can be accessed quickly
Have doc cam on and materials ready for demo
Print blank quilt square ideation worksheets
Prepare materials so they are ready to be distributed quickly
Make sure pencil bins are filled
Make sure colored pencils are sharpened
Paste center square to black background border before the final work day
Safety:
Markers will be water based and non-toxic
Discuss the proper way to carry scissors. Hold them by the bottom so you can’t accidentally poke anyone and absolutely no running.
Always have a clean working environment to prevent any accidents.
Always establish a quiet working environment so everyone can clearly hear all important instructions.
Action to Motivation:
Show students the reading rainbow video of Tar Beach. This video is very colorful and does a great job of storytelling. After the video talk about the upcoming assignment.
1) Faith Ringgold’s Tar Beach was her special place where she could get away from the busyness of city life.
Do you have a special place where you like to go? If you were to make a quilt like Faith Ringgold’s what place would you fly over?
2) Cassie’s most prized possession was the Washington Bridge. What is your most prized possession?
3) The most important thing in Cassie’s life was her family.
What are the most important things in your life that you would like to include in your quilt?
4) What would it look like if you could fly?
What would you want to fly over first?
Ideation/Inquiry:
Students will be given a worksheet with a blank center encompassed by several small squares.
Students will be asked to list characteristics that make them unique. This will help them to add detail to their drawings.
Students will be asked to think of a title of their drawing.
In the center they will practice what they would look like if they were flying. This is where they will practice drawing themselves in a profile view.
In the small squares that surround the center students will draw objects and people that are important to them and will relate to their story.
Procedures:
Day 1
1.Introduction (Exposition/Lecture)
Discuss the artist Faith Ringgold
Show students her famous work “Tar Beach”
Describe that we will be making a work of art that is similar to hers and will end up looking like a quilt square
2. Action to motivate (Technology)
Show students the reading rainbow video on “Tar Beach”
After the video discuss what they saw, relate the story to their own lives. (Discussion)
Ask them to discuss objects they would like to add to their quilt.
What are the most important things in your life that you would include in your quilt?
What would it look like if you were flying?
What would you fly over?
3. Demonstration
Show students what they will be doing for the activity today (Demonstration)
Write their name and class code on the paper
Write three or four things that they will put in their portrait that will make them look unique
Have them create a title for their work of art
Pre-assessment
Ask students if they are familiar with the term profile. Have students raise their hands if they are familiar with the term.
What is the difference between a straight forward view and a side/profile view? (concept)
Practice drawing in profile (demonstration)
First start with the nose, add a mouth and chin, place for the eye, and a forehead.
It is tempting to want to add two eyes, but explain that you can only see one eye from this perspective
Tell students to have their bodies stretch over the whole space
Stress the idea that students add as many unique characteristics to their portraits as they can. “Make the drawing as you as possible.”
Add important items such as your friends, family members, pets, possessions, etc. that are important to you around the boarder
Encourage them to come up with a new item for each square, if they cannot come up with that many ideas tell them they can draw the same object over but from a different perspective. For example, a portrait of their mom and then the same portrait but this time in profile view. (inquiry)
4. work time
have table two help pass out work sheets and pencils
students will practice what it will look like if they were flying, and include images in the boarder. Students will complete the worksheet with pencil (skills)
have students develop their ideas for what they will include in their final drawing (inquiry)
circulate the classroom and help students on an individual level
if students finish early have them out line their objects with a dark marker, this will be good practice for the next day (skills)
5. clean up
all worksheets returned to class bin
pencils and markers returned to their bin and placed back on the island
the first table sitting quietly will be the first to line up
Day 2
1.Review what we learned last class
-discuss the artist Faith Ringgold
-discuss the term profile (discussion)
2. demo filling out the final quilt square on doc cam
-remind students how to draw a flying figure in profile (demonstration)
-draw nose first, only one eye, legs take up half of the body, arms extended, fill the whole square, etc.
3. work time (skills)
Table two will pass out final sheets and pencils
Encourage them to add as many details about themselves as they can.
Instruct students to see Mr. V if they have finished drawing themselves flying and the place they will fly over
If they are ready give them a dark marker to outline their drawings
We will only be focused on drawing the flying figure and the background today as well as outlining; we will get to coloring next class.
4. clean up
all artwork returned to class bin
pencils and markers returned to their bin and placed back on the island
the first table sitting quietly will be the first to line up
Day3
1.Demonstration
Show students that they will fill in their quilt square once their drawing is completely outlined (demonstration)
Students will use colored pencil to color their quilt square
Discuss pressing their with different pressure to make their drawings lighter or darker
Show students to draw little x’s between the squares on the boarder with a dark marker to make it appear as though they are stitched together
Remind students that their work will need to have a name
Make it a very descriptive title so it tells a story about the work of art
2. Work time (skills)
Make sure students are finished outlining their work before they begin coloring it
Have table two pass out colored pencils and art work
Walk around and help students on an individual level
Encourage students to fill in the whole quilt square with color
As students are working make sure they include a title on the back of their quilt square (Discussion)
3. Clean up
Return artwork to the class bin
Return colored pencils to their bin and put back on the island
The first table sitting quietly will be dismissed
Day 4
1.Show students how to finish their quilt squares (demonstration)
- their center squares have now been attached to a black background
-use the corners on their center square to help them line up the four corner squares
-draw items that are important to them on the four corner squares
-draw items in pencil first, then outline and color with colored pencil
-remind students to fill the corner squares with their items – draw big!
-corner squares can all be the same color or create a pattern
-once corner squares are completed and pasted down students can add more squares along the border for decoration
2.work time
-have students begin working on their quilt squares (skills)
-table three will help pass out materials
-walk around and help students on an individual level
-encourage students to draw big and use lots of colors
3.clean up
Return artwork to the class bin
Return colored pencils to their bin and put back on the island
Return glue sticks to their bin
Collect paper squares and stack on the island
The first table sitting quietly will be dismissed
Day 5
1.Student reflective/inquiry activity: (Discussion/Critique)
Join all the quilt squares together to make a large classroom quilt. Have students discuss similarities and differences they see in the different quilt squares.
Do any of the quilt squares look the same?
Do the stories told relate to each other?
Do the stories seem to change when it sits next to a different story?
Does the meaning of the quilt change when they are all placed together?
Which pieces look like they belong together?
Which pieces used similar colors?
Post-assessment:
See attached rubric
Self-Reflection:
This lesson wound up being a success, but that was only after learning the hard way through a difficult first attempt. The most important lesson I learned was creating lessons according to student’s grade level abilities. To begin with I was using terminology that was way beyond an average first graders comprehension. At one point I asked, “What is your most prized possession?” To which they replied, “What is a possession?” I answered, “A possession is an item that is important to you.” Which was followed by, “What’s an item?” I remember laughing a bit and thinking, “Oh no, this is going to be a long lesson.”
The second idea I presented that went over students head was the idea of drawing a face in profile. A large majority of the class did not really grasp this concept and many began to give up or in some cases cry because they thought it was too difficult. The second and third time I taught this lesson I dropped the idea of drawing in profile and had a class that was much happier and more engaged.
Another thing I would have changed about this lesson is not presenting too many ideas up front. Once again I found myself giving students too many tasks right off the bat. Day one should have been solely focused on the students drawing themselves flying; not how to draw in profile, what you would be flying over, what you would include in the squares surrounding the borders, what colors you would use, etc. etc.
With all of the things I would change aside this lesson actually turned out to be a strong one. Despite the hang ups on day one the end product actually turned out very nice. The most successful part of the lesson was telling students to add as many details to their portraits as they could. I continued to ask, “How am I going to know this is you?” Because of this students created self-portraits that were very telling and fun.
quilt_rubric.pdf | |
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