ART PARTNERS LESSON©
LESSON TITLE: Hearts and
Hands: Celebrating Culture and Tradition
AUTHOR: Lucy Andrus
GRADE/AGE LEVEL: Can be adapted for grades K-9
WRITTEN HERE FOR: Teens in special education at McKinley High School
CONCEPTUAL BASIS
Unit /Theme and Relation of this Lesson to the Unit; Major
Concepts to be Learned:
This stand-alone
lesson will commence our spring semester and is meant to offer the students a
chance to get to know their new S/Ts and to recognize two American cultural
events taking place now: Black History Month and Valentine’s Day.
Through exploration
of African American women’s textile arts, and acknowledgment of the meaning
behind Valentine’s Day, we will combine ideas of caring hearts and helping
hands in a group quiltmaking activity. The theme of hearts and hands was a
familiar motif among traditional quilters, including slave women who quilted to
take care of their families, saving scraps and remnants of fabrics with which
to make bed coverings for warmth. We will explore the work of quilter, Harriet
Powers, and artist, Faith Ringgold, and her use of story quilts to extend the
narrative of women’s experiences as well as African-American culture.
The use of the heart
symbol will echo one of our Three C’s as we create a design that reflects our
own caring about art, learning, and each other. The students will have an opportunity to recall and reinforce
their understanding of basic art elements and principles as we emphasize
repetition, pattern, and elements of good composition. Our quilt will be made
from colored paper shapes and fabric pieces.
Relation to Life:
Acknowledging
celebrations, holidays, and other special cultural events is an important
aspect of the students’ Living Skills curriculum. Infusing these experiences with art heightens aesthetic
sensibilities, which is also an important and often neglected aspect of living
skills. Working together to create art
encourages the development of socialization skills such as group cooperation,
teamwork, and the ability to tolerate difference in opinions and ideas: all
qualities valued by employers in the work place as well as in forming personal
relationships.
LEARNING STANDARDS:
Goals Specific to Lesson/Unit (reflecting NYS Art Standards
& Targeted Learning Area. See key
at end):
The students will:
·
Develop memory recall
skills (A/C)
·
Increase
environmental awareness: people, seasons, celebrations (AE, A/C, S)
·
Strengthen their
knowledge and skill in applying art elements and principles to visual
expression (AP, Std. 1 & 2)
·
Develop appreciation
for women’s handwork as aesthetic narrative
(AC, AE, Std. 3 & 4, S)
·
Develop socialization
skills, particularly, ability to work as a member of a team (AP, Std. 1, S, Pre-V, L)
·
Increase appreciation
for diversity (AC, Std. 3 & 4, S)
·
Strengthen aesthetic
thinking and behavior (AE, Std. 3, E)
·
Improve
organizational skills through composing, arranging (AP. Std., W/S, Pre-V, L)
Performance Objectives for Observational Assessment
(reflecting goals):
The students will be able to:
Opening:
·
Name at least one of
the Three A’s and one of the Three C’s
·
Name the holiday
we’re celebrating this week (Valentine’s Day)
·
Describe one
important meaning of Valentine’s Day
·
Name the American
cultural group we’re acknowledging this month of February
·
Describe one reason
why Black History Month is significant
·
Name at last African
American person of repute
·
Define/describe the
textile artform of quilt
·
Name the basic
elements of art (line, shape, color, texture)
·
Identify/describe the
use of shape and color in quilt exemplars
·
Define/describe the
term, pattern, and indicate its use in the exemplars
·
Describe at least one
thing that makes a good composition
Middle:
·
Work cooperatively within the group to create a Hearts and Hands quilt by:
verbalizing/sharing at least one idea for the quilt design
tracing and cutting
at least two paper heart shapes of selected colors
cutting at least three fabric shapes
participating in the arrangement of fabric pieces, hearts,
and hands
help with gluing shapes down after
final arrangement is achieved
·
Demonstrate at least
one artmaker behavior (as previously defined)
·
Assist with clean up
as directed
·
Assist with quilt
display as directed
Closing:
·
Name the two cultural
events currently being recognized
·
Identify/describe the
use of line, shape color as seen in the finished quilts
·
Identify/describe the
use of pattern as seen in the finished quilts
·
Describe one intended
meaning of the quilt design
TOOLS NEEDED FOR APPLICATION
Visuals:
Teacher-made:teacher exemplar of a fabric and paper Hearts and Hands quilt; elements of art chart;
Three A’s and Three C’s chart
Art
Resources:reproductions of Faith Ringgold story quilts; book or reproductions of Harriet Powers
Bible quilts; any actual quilts or quilt squares (example of the hearts and hands motif would be ideal,
although not necessary)
Vocabulary (defined in student-friendly terms):
elements of art line, shape, color, texture
quilt fabric shapes arranged and sewn together to
create one whole design
pattern a design created by repeating lines,
shapes, and/or colors
composition a design/arrangement of lines, shapes and
colors that looks good
to
the eye
Materials and Preparation:
- mattboard
hearts and hand shapes for tracing (we’re pre-cutting hands for this group due
to fine motor problems)
- pencils to trace
- colored construction paper for
tracing hearts and hands
- fabric scraps
- scissors
- ribbon at least 1 inch wide
- glue sticks for gluing paper shapes
- white school glue with brushes and
shallow dish for gluing fabric
- masking tape
Adaptations: Hands can be pre-cut for students who may not
have the fine motor control to cut the necessary curves. Here, the emphasis is
on design, not cutting skill.
APPLICATION
Procedural Steps: (details on procedures from opening to closing with ability-appropriate language
scripted in as needed)
Opening:
1. Lead teacher
opens session with a recall of the program, and introduces the new S/Ts who
begin to get to know the students by distributing the adhesive nametags
2. Teacher proceeds by asking students to
name and define the Three A’s
(use visual aid):
“Does
anyone remember what the Three A’s of the Art Partners program stand for? These are the things we will learn about in
Art Partners. Who can tell us one?”
Artists, Artworks and Artmaking
Teacher
also reminds students that they are artmakers, and describes some of the ways
that artmakers think and behave (see Unit link): we think carefully about what
were doing; we take chances; we make mistakes and learn from them; we have open
minds and try new things.
3. Teacher does the same with the Three C’s:
“Does
anyone remember what the Three C’s of the Art Partners program stand for? These are ways we behave in Art Partners.
Who can tell us one?”
Caring: we care about what we are doing, we take care of our
art tools and materials, and we show our caring for each other
Control: we control our art
materials and we control ourselves
Competence: This means we learn to be good at things; we
learn how to do something well.
4. Teacher
leads into the day’s lesson with a connection to one of the Three C’s (caring)
asking students what holiday is coming up this week where people show their
caring about each other: Valentine’s Day is when people stop and take the time
to say that they care about each other, and that’s important to do.
There
is something else important happening all this month...it is a special time to
remember certain Americans and to show our care about the things these people
have contributed to our country. Does
anyone know what we are celebrating all this month? Black History Month.
This
is a good time to learn about African American men and women who are an
important part of the history and life of our country. Teacher asks students if they can think of
any, and reminds them of such people as:
Jacob Lawrence, who was a famous
artist, a painter
George Washington Carver, who was a
famous scientist
Harriet
Tubman, who was a freedom fighter, who helped so many slaves escape to freedom
on the Underground Railroad...
and many more!
5. Teacher
reinforces that February is a time of year when we show our caring and we remember
those who cared about others. Teachers suggests that the students make some
artwork that will help put these two ideas together: the idea of caring about
each other, and the idea of remembering history and all the African American
people who have done good things in our country.
6. Teacher
introduces the two African American artists who will inspire us today: Faith
Ringgold and Harriet Powers, who both made quilts.
Does anyone have a quilt at home?
What does a quilt do for us? (Help to keep us warm.)
Can
anyone tell us how a quilt is made?
Teacher shows the actual quilt example to help students see the
different pieces of fabric sewn together in one large design that make up a
quilt.
7. Teacher
explains that Faith Ringgold, who is still alive today, makes quilts that tell
a story, showing exemplar of Tar Beach and asking the students to
tell the story of what they see in the quilt. See the pieces of fabric
that are sewn all around the border of the quilt.
8. Teacher
explains that when she was a child, Faith Ringgold learned about quilting from
her grandmother and the stories of her great-grandmother who had been a slave.
During that time, the slave women had to find ways to keep their families warm
at night. They did not have enough
blankets, so they had to figure out a way to make bedcovers. They would save
leftover scraps of fabric from the clothes that they had to sew for their
master’s family, and they would take all these pieces of fabric and sew them
together to make one large piece, a quilt, big enough to cover a person and
keep them warm.
9. The teacher
points out that when the women made their quilts, they thought and acted like
artists. They were artmakers, and just like us, they did their very best to
make beautiful designs in their quilts using the elements of art: lines, shapes
and colors. For slave women, this was one way they were allowed to express
their own ideas of beauty and artistry.
10. The teacher
introduces Harriet Power, who was born a slave and was set free when President
Abraham Lincoln ended slavery in America. Pictures of her Bible quilt are
displayed and explained as the teacher points out the ways in which Harriet
Powers used art elements and principles to
tell
her stories.
11. Individual
quilt squares are passed out to students for a close up view of the designs and
patterns. The teacher encourages the
students to find elements of art and use of repetition and pattern, reminding
them how carefully these quilters thought about their designs and what would
make them look pleasing to the eye.
Teacher
suggests that to help make a good design for the quilt, we can borrow ideas
from the two events we are celebrating this month.
Who
can tell us the main symbol or shape that you see on Valentine’s Day? A heart!
The heart symbol tells people that you care. Many women quilters used
the heart symbol to show love and
caring about their families and their neighbors.
Let’s
borrow another idea from history, the idea of people helping each other and
doing good things for each other. Let’s think of a shape that can show how we
do something for another person. What do we use to make something for someone?
(Gesture with hands). Our hands! (the paper hand cut-out is shown.) We use
our hands...to cook something for someone, toss a football to a friend, to fix
something that is broken, to help someone cross the street.
13. Teacher
repeats that we can show our caring by using the shapes of helping hands and
caring hearts to make the quilt design. The Teacher explains how we can use
other shapes and colors (fabric and paper pieces), and how we can use ribbon as
lines to make patterns.
Processes
are explained and demonstrated: use the glue sticks to glue on the paper hearts
and hands, and the brush and white glue to glue on the fabric pieces.
14. Teacher then
points out the most important part, that we will all work together to decide
how to make a good design for our Hearts and Hands quilts, just as many women
quilters worked together in groups to make one quilt. Each had a job to do, and everyone shared his/her ideas for a
good design. The class is divided into
groups of six who each create a quilt.
Middle:
15. The S/T group leaders explain/demonstrate
process of making the quilt:
a. Everyone
uses a heart tracer to trace and cut out a few hearts. The group decides which
two colors to use for the hearts.
b. The
group selects which two or three color hands they want to use.
c. Everyone
helps to cut out fabric shapes: some do squares, some do triangles (show how to
cut a square in half diagonally), some do other desired shapes
d. The
S/Ts show how ribbon can be used as lines
16. Once all the
pieces are cut out, group members work together to arrange and compose their
pieces. This is when the S/Ts
remind/demonstrate about repetition to create a pattern, overlapping of shapes,
and emphasize thinking and acting like artists/artmakers in the composing of
the design.
17. Only after
the design is determined, does gluing begin. If you are working from the center
out you can determine this part of the design and glue, and then move on to
other parts. Everyone helps so the job gets done today.
18. Once the
quilts are completed, the students help to neatly collect and place usable fabric scraps flat back in the trays, and usable paper pieces flat back in the trays.
19. Collect all
glue brushes and dishes and get them soaking in the pail. Cap all glue sticks securely, collect all other
supplies, sponge off tables where necessary.
20. The quilts are displayed up on the front
board using masking tape.
Closing:
21. All reconvene
and the Lead teacher reviews major concepts with the students:
- who
remembers the two special events we celebrate this month?
- who
can remember the name of one of the artists whose quilts we saw pictures of
today?
22. The Hearts and Hands quilts are
discussed:
- who
can show us where the artists repeated a shape to make pattern?
- who
can show us where the artists used the element of line?
- who
can show us where there is overlapping?
23. Lead teacher
closes lesson with a preview of our next unit when we will begin to learn how
people from different times and places in the world do the same kind of things
we do, but in their own unique way. We
will learn about other people’s living skills.
ASSESSMENT:
In addition to
observation of the Performance Objectives stated above for evaluating students
as well as noting what teachers may need to re-teach or do differently,
questions to ask might include:
What and how were
students able to contribute to the group decision making process?
Do the quilt designs
reflect use of pattern and overlapping?
Were the students
able to grasp the idea behind symbols of hearts (caring) and hand (helping)?
Did students
personally engage in the experience and respond with pleasure?
What artmaker
behaviors and attitudes did the students demonstrate?
ABBREVIATION KEY:
DBAE: NYS Standards for the Arts:
AH = art history
Std. 1 = creating, participating in art
AC = art criticism
Std. 2 = knowing art materials and processes
AE = aesthetics
Std. 3 = responding to works of art/artists
AP = art production
Std. 4 = knowing cultural dimensions of art
Needs Assessment Areas for
Developing Skills and Abilities:
A/C =
academic/cognitive M/P =
motor/perceptual E
= emotional
C =
communicative status W/S =
work/study habits S =
social
Pre-V
= prevocational skills L = living skills