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Lesson
Two
Children's Creativity United through
Storytelling and Quilt Making
Grade Level - 6th Grade
Duration - 5 Class Periods
Lesson Theme: Food Storytelling
General Lesson Objectives
Art History: The students will learn about the life and art of Faith
Ringgold and how food plays a part in story quilting.
Aesthetics: The children will learn the philosophy of storytelling and
food
through the work of quilting.
Art Production: The students will create a class storytelling quilt
together while incorporating techniques from Ringgold and Knox and
ArmstrongÕs works.
Art Criticism: The children will discuss and interpret the class quilt
and
how it relates to the artistÕs work in this lesson before displaying
the
quilt in the hallway for everyone to view in the school.
Artists
Faith Ringgold
Anita Holman Knox and Cassondra Armstrong
Works of Art
Ringgold, Faith. The Dinner Quilt. Acrylic on canvas with fabric
border,
48.5Óx66Ó, 1986.
Knox, Anita Holman and Armstrong, Cassondra. A Tradition: Passing It
On.
Cotton fabrics and cowry shells. Hand dyed, inscribed and painted. Machine
appliqued, machine pierced, machine quilted, and hand embellished,
56Óx76Ó.
Materials
Teacher:
Picture of RinggoldÕs work of art for lesson
Picture of Knox and ArmstrongÕs work of art for lesson
8Õx10Õ sheet of paper for backing of class quilt
Scrap paper for thumbnail sketches
11x14 sheet of paper
Pencil
Glue
Black Fine Point Marker
Old magazines
Scraps of colored paper
Scraps of fabric
Markers
Acrylic Paints
Paint Brushes
Tray/Lid top for a palette
Cup of water to wash brushes
Scissors
Student:
Scrap paper for thumbnail sketches
11x14 sheets of paper
Pencils
Glue
Black Fine Point Markers
Old magazines
Scraps of colored paper
Scraps of fabric
Markers
Acrylic Paints
Paint Brushes
Trays/Lids top for a palette
Cups of water to wash brushes
Scissors
Vocabulary
Quilt: stitch or sew in layers with padding in between
Family: a group of people who share the common ancestry
Food: a substance taken in and assimilated by an organism to maintain
life
and growth, like nourishment
Fabric: material made usually by weaving or knitting fibers
Border: a decorative strip around an edge
Pattern: a combination of elements or characteristics placed in a
design
form
Arrangement: to put in a certain order and settle on it
Storytelling: one who tells or writes stories
Motivational Activity
The teacher will ask the students to describe the story quilts by
Ringgold
and Knox and Armstrong using 1. the vocabulary words 2. explaining how
food
is portrayed in these story quilts. The classroom activity will consist
of
students sketching out a self portrait from waist up and draw their
favorite
food and then color them. After they have finished with their drawing,
the
students will start developing a reproduction of a self portrait and their
favorite food using scraps of fabric. Then the students will combine their
individual pieces into one class story quilt.
Specific Learning Objectives
1. After the motivational activity, the students will learn to develop
an
awareness of food in the artistÕs work by clearly identifying how
food can
bring family and friends closer together.
2. The students will demonstrate an understanding of the life and art
of
Faith Ringgold and the art of Anita Knox and Cassondra Armstrong through
the
class quilt and the evaluation of the lesson. The evaluation of the
students
performance will consist of a class discussion after putting up the group
quilt 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 desk will be arranged into groups of six so the students
can
interact while constructing the piece of work, share materials with each
other, and also see what others are doing on this project. RinggoldÕs
The
Dinner Quilt and Knox and ArmstrongÕs A Tradition: Passing It On
will be
hung on the bulletin board for everyone to view. Reference books with
examples of RinggoldÕs work and food will be on hand if students
need to
inquire in this lesson.
Lesson Sequence
Day One
1. Examine the reproductions of The Dinner Quilt and A Tradition: Passing
It
On on the bulletin board.
2. Participate in the class discussion, initiated by the teacher.
3. The teacher will show the class examples of RinggoldÕs other
works and
explain how food is used in her work.
4. The teacher will also show and explain how food is used in Knox and
ArmstrongÕs piece of work too.
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 the materials before
they start.
8. The students will take their drawing from the motivational activity
and
develop it further by completing the drawing and adding color to it.
9. The students will use the drawing as a reference guide to help them
construct their self portrait and favorite food.
10. The students will use the 11x14 sheet of paper as their base for this
project.
11. The students will cut out and collect all of their shapes to construct
this assignment from scraps of fabric, colored paper, and magazines.
12. The teacher will hand out a bag for the students to put their pieces
together to keep them from getting lost.
13. The students will take a black fine point marker and write their name
on
it.
14. The students will turn the bags into the teacher until next class
and
return to their desks until they are ready to go to homeroom.
Day Two
15. The teacher will review the assignment of the class story quilt.
16. The teacher will return the students bag for them to start the
assignment.
17. The students will continue to collect scraps to compose their self
portrait and their favorite food.
18. When they have finished arranging their pieces on the 11x14 sheet
of
paper, have the students glue the pieces down to the paper.
19. The students may add some acrylic paint to their self portrait or
their
favorite food.
20. The students will cut out around the pieces after the glue and paint
has
become completely dried.
21. The students will take a black fine point marker and write their name
on
the back of the pieces of paper.
22. The students will turn the pieces of paper to the teacher and return
to
their desks until it is time to return to homeroom.
Day Three
23. The teacher will review the assignment of the class story quilt.
24. The teacher will hand back the students work to them.
25. The teacher will help the students draw out the scene on the story
quilt
while any other students finish their self portrait and their favorite
food.
26. The students will paint the scene on the class story quilt using
acrylic
paints.
27. The students who were finishing their self portraits and their
favorite
food should write their name on the back and turn it into the teacher.
28. All students should return their works to the teacher to keep until
the
next class.
29. The students will clean up their paints, cups of water, paletteÕs
and
place them in the appropriate places in the room.
30. The students will return to their desks and wait to return to
homeroom.
Day Four
31. The teacher will review the assignment of the class story quilt.
32. The students will get the supplies out needed to paint on the story
quilt.
33. The students will continue to paint and finish up the quilt by the
end
of the class period.
34. The teacher will help the students in any way on this story quilt.
35. The students will clean up their paints, cups of water, paletteÕs
and
place them in the appropriate places in the room.
36. The students will return to their desks and wait to return to
homeroom.
Day Five
37. The teacher will hang up the class story quilt on the board.
38. The students will take a short quiz to test their knowledge on this
assignment.
39. The students will take their chairs and place them in a semi-circle
in
front of the board for a class critique.
40. The teacher will ask the students to summarize the story quilt project
for review.
41. The students will take turns commenting on the process of the story
quilt.
42. The teacher will make a few remarks during the class critique about
the
process of making the quilt, cooperation of the students, and the overall
finished product of the class quilt.
43. When they have finished the critique, the students will return their
chairs back under their desks.
44. The students will return to their desks and wait until everyone is
ready
to return to homeroom class.
45. The teacher will ask for volunteers to help them hang up the class
story
quilt after school.
Closure
The closure of this lesson will consist of the students taking a short
quiz
and then hanging up the story quilt on the wall, returning to their desks
to
get their chairs, and placing them in a semi-circle in front of the quilt.
The students will discuss the steps of process in making the quilt, and
what
they liked about this assignment. The students will help the teacher hang
the class story quilt up in the hallway for the rest of the school to
view.
Evaluation
Student
The evaluation of the studentÕs learning for this lesson will be
a
discussion on the class quilt. The studentÕs will discuss what
they liked
the most while completing this assignment. The class discussion serves
the
purpose of making sure the students comprehended the activity, and how
they
can identify story quilts. This lesson will be graded on attendance,
participation and completion of the studentÕs individual assignment,
and
participation in putting the story quilt together as a class.
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 their individual assignment?
Did I give them enough time to put the story quilt together as a class?
Did the class discussion help the students review the material that 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-May 1994, Vol.
24,
No. 6.
(on-line) - www.faithringgold.com, October 14, 2001.
(on-line) - www.scils.rutgers.edu, October 14, 2001.
Quiz
Name ____________________
Date ___________
Name the artistÕs that were studied in this unit of story quilts.
1. ______________________
2. ____________________________ (two artistÕs completed one work
of art)
3. ____________________________ (two artistÕs completed one work
of art)
4. Select the two themes that were talked about in this unit of study.
A. Heritage and Storytelling
B. Food and Life
C. Heritage and Food
D. Family and Animals
Place the appropriate letter that matches the appropriate word.
____ Quilt A. a decorative strip around an edge
____ Storytelling B. sudden creative idea or act
____ Fabric C. group of people who share common ancestry
____ Heritage D. stitch or sew in layers with padding in between
____ Border E. material made usually by weaving or knitting fibers
____Pattern F. place an object over top another object
____ Food G. combination of characteristics placed in design form
____Family H. one who tells or writes stories
____Overlapping I. something handed on from past generations, legacy
____Inspiration J. nourishment taken in to maintain life and growth
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