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Lesson
One
Life's Journey through Storytelling and Quilt Making
Grade Level - 6th Grade
Duration - 3 Class Periods
Lesson Theme: Heritage Storytelling
General Lesson Objectives
Art History: The students will learn about the life and art of Faith
Ringgold and how heritage plays a part in story quilting.
Aesthetics: The children will learn the philosophy of storytelling and
heritage through the work of quilting.
Art Production: The students will create their own storytelling quilt
while
incorporating techniques from RinggoldÕs work into their own work.
Art Criticism: The children will discuss and interpret each students work
and how it relates to the artistÕs work in this lesson.
Artists
Faith Ringgold
Carolyn Mazloomi and Dee-Dee Tolber
Works of Art
Ringgold, Faith. Dancing at the Louvre. Acrylic on canvas, printed
and
tie-dyed fabric, 68Óx68Ó,1991.
Mazloomi, Carolyn and Tolber, Dee-Dee. Pass It On. Cotton, polyester,
and
silk fabrics, and beads. Screen printed. Machine and hand appliqued and
machine quilted, 57Óx65Ó.
Materials
Teacher:
Picture of RinggoldÕs work of art for lesson
Picture of Mazloomi and TolberÕs work of art for lesson
Scrap paper for writing assignment and thumbnail sketches
Pencil
11x14 paper
Black Fine Point Marker
Old Magazines
Glue Stick
Scissors
Student:
Scrap paper for writing assignment and thumbnail sketches
Pencils
11x14 paper
Black Fine Point Markers
Old Magazines
Glue Sticks
Scissors
Vocabulary
Heritage: something handed on from past generations, like a legacy
Pattern: a combination of elements or characteristics placed in a
design
form
Design: order or arrangement of the components and details of something
in
accordance with a plan
Arrangement: to put in a certain order and settle on it
Inspiration: sudden creative idea or act
Overlapping: to place an object over top another object
Fabric: material made usually by weaving or knitting fibers
Illustration: explanation by using pictures
Motivational Activity
The teacher will ask the students to describe the story quilts by
Ringgold
and Mazloomi and Tolber using 1. The vocabulary words 2. Explaining how
heritage is portrayed in these story quilts. The classroom activity will
consist of students writing a minimum of one paragraph about something
that
has been handed down from past generations in their families. The students
will then turn their writing exercise into a piece of visual art by
sketching out their story quilt below the writing. After they have
finished
sketching out their story quilt, the students will take turns sharing
their
story and explain how they are turning it into the story quilts.
Specific Learning Objectives
1. After the motivational activity, the students will learn to develop
an
awareness
of heritage in the artistÕs work by clearly identifying certain
parts in
the
story quilts that deal with heritage. For example, the students will
identify clothing, family, and any other specific items in the story
quilts.
2. The students will demonstrate an understanding of the life and art
of
Faith Ringgold and the art of Mazloomi and Tolber through their story
quilts
and the evaluation of the lesson. The students will write a paragraph
of
something that was handed down to them from past generations in their
families. Then, the students will turn that paragraph into a visual story
quilt. The evaluation of the studentÕs performance will consist
of a class
critique after they put up their work up on the board for everyone to
view.
Standards of Learning
This lesson meets the following SOLÕs:
6.2 The student will use the principles of design to express ideas and
images,including proportion, rhythm, balance, emphasis, variety, and
unity.
6.4 The student will use visual memory skills to produce a work of
art.
6.5 The student will use appropriate art media and techniques to create
both
visual and tactile textures in a work of art.
6.10 The student will identify the components of an artistÕs style,
including materials,design, methods, and subject matter.
6.14 The student will discuss the elements of art, the principles of
design,
art techniques, and art media as they influence meaning in works of
two-dimensional and three-dimensional.
6.15 The student will demonstrate inquiry skills and appropriate art
vocabulary for:
(1) describing works of art
(2) responding to works of art
(3) interpreting works of art and
(4) evaluating works of art
6.16 The student will discuss the ideas and emotions expressed in works
of
art using appropriate art vocabulary.
6.19 The student will respond to works of art and analyze responses in
terms
of cultural and visual meaning.
Advanced Organizer
The studentÕs desks will be arranged into groups of four so the
students
can interact while constructing their piece of work and also see what
others
are doing on this project. RinggoldÕs Dancing at the Louvre and
Mazloomi
and TolberÕs Pass It On will be hung on the bulletin board for
everyone to
view. Reference books with examples of RinggoldÕs work will be
on hand if
the students need to inquire in this lesson.
Lesson Sequence
Day One
1. Examine the reproductions of ÒDancing at the LouvreÓ
and ÒPass it OnÓ
on
the bulletin board.
2. The teacher will start a class discussion by asking the students to
describe the works of art shown on the board.
3. The teacher will show the class examples of RinggoldÕs other
works, and
explain how heritage is used in her work.
4. The teacher will also show and explain how heritage is used in Mazloomi
and TolberÕs piece of work.
5. The teacher will give some background information on the artistÕs
and
show several examples of their works.
6. The students will take notes on the vocabulary words that the teacher
goes over in the lesson, and how they are applied to the artistÕs
works.
ÒYou will need this information to help you construct your own
story
quilt.Ó
7. The students will wait for the teacher to hand out all materials before
they start.
8. The student will take a pencil and a sheet of scrap paper and write
about
their own family heritage or background on the top half of the paper.
9. The students will draw a box below the writing exercise and let the
box
be their story quilt.
10. The students will take the writing exercise and turn it into a visual
piece of work.
11. The students must include a border around the story quilt.
12. The students need to take the pencil and write their names on the
back
of the 11x14 sheet of paper.
13. The students will place everything in a pile in the middle of the
table
for the teacher to collect and return to their desk until everyone is
ready
to return to homeroom class.
Day Two
14. The students will wait for the teacher to hand out all the art
materials
before starting on their story quilt.
15. The students will look through the magazines for objects to help them
construct their story quilt.
16. The students will take their scissors and cut out the desired area
in
the magazines.
17. When the students get all their pieces collected together, they will
lay
them out on their 11x14 sheet of paper.
18. When the students are finished laying the story quilt out, the
students
will start gluing the pieces down on the 11x14 sheet of paper with a glue
stick.
19. Next, the students will take a black fine point marker and choose
an
area on their story quilt to write their story from the writing exercise.
20. The students will put up all art materials in the designated area
in
the
classroom and return to their desk and wait until everyone is ready to
go
to
homeroom.
Day Three
21. The teacher will return the story quilts to the students.
22. The students will hang up their story quilts with thumbtacks on the
board and return to their desks.
23. Then the students will take their chairs and form a semi-circle in
front
of the board with the work for a class critique.
24. The students will observe other studentÕs work on the board.
25. The teacher will ask the students to summarize the story quilt project
for review.
26. The students will take turns discussing their own story quilt.
27. The rest of the students will take turns commenting on the selected
students work on the board.
28. The teacher will make a few remarks about the selected students work
on
the board.
29. When they have finished the critique, the students will return their
chairs back under their desks.
30. Then the students will take down their story quilts from the board
and
place them on the teachers desk.
31. The students will return to their desks and wait until everyone is
ready
to return to homeroom class.
Closure
The closure of the lesson will consist of the students putting their
work
up on the wall, returning to their desks to get their chairs, and placing
them in a semi-circle in front of the works. The children will
individually
discuss their work, and then have the rest of the class comment on the
selected studentÕs work.
Evaluation
Student
The evaluation of the studentÕs learning for this lesson will be
a
class
critique. Each student will have a five-minute time limit to discuss their
work and have the class comment on it. The critique serves the purpose
of
making sure the students comprehended the activity, and how they can apply
what they learned to others work. The critique will be graded on
attendance,
participation in the activity and the critique, and completing the
assignment correctly.
Teacher
Did I present the material to the best of my ability?
Did the students seem to stay interested throughout the lesson?
Did I give them enough time to complete the work?
Did the critique help the students review the material we covered in
class?
Modifications
A special needs student is in the class, and modifications will be made
to
accommodate the student for this lesson. The teacher will remove the chair
from under a desk so the student can fit their wheelchair under the desk.
The teacher or a teacherÕs helper will get the materials needed
for the
lesson and place them on the desk for the special needs child. The teacher
will make sure there are no big objects in the floor so the student can
get
around with the wheelchair. The teacher will assist the special needs
student, if needed, to hang their work up on the wall.
References
Bilik, Jen. Women of Taste: A Collaboration Celebrating Quilt Artists
and
Chefs. Exhibition at Contemporary Art Center of Virginia, Va. Beach, Va.,
pg. 64.
Scholastic Art: Narrative Art of Faith Ringgold. April-May1994, Vol.24,
No.6.
(on-line) - www.arches.uga.edu, October 14, 2001.
(on-line) - www.triadntr.net, October 14, 2001.
(on-line) - www.museum.org, October 14, 2001.
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