The Child’s Culture Lesson 4
Cultural art exploration
Teachers: Emily Dimov-Gottshall
Assistant to the Teacher: Jeff Cornwall
Documenter & Interested Adult(s): Jeff Cornwall & Sarah Thompson
Unit Title: Culture
Lesson Title: Finger Crocheting
Grade Level: 3 and 4 grade
Number of Students: 20
Lesson #: __5__ of __3__ projected lessons.
BIG IDEA (UNIT):
The Child’s Culture
BIG IDEA (LESSON):
Personal art in public space
ART / ARTIST(S) OF RELEVANCE:
Magda Sayeg, a knitter from Houston, Texas was looking for something to brighten up her shop. She thought it might be fun to knit a small, colorful cozy for the door handle. And unintentionally started a craze that swept the world – yarn bombing.
https://www.youtube.com/watch?v=uidAfImDjZg
https://www.youtube.com/watch?v=FB_KGZaR9dI London Kaye
https://www.youtube.com/watch?v=DjpUEft-I_g
DIY SIMPLE MARTENITSA #1
London Kaye is a street artist and crochet artist who uses yarn as her medium. She is based in New York and LA.
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Books
The Guerrilla Art of the Yarn Bomb Goes Natural; How to improve on Mother Nature? Blow it up with a yarn bomb by Cooper, Arnie
https://www.youtube.com/watch?v=NFDmsNCGcvc Magda Sayeg
https://www.youtube.com/watch?v=FB_KGZaR9dI (London Kaye, swear word at the end of the video)
http://www.londonkaye.com/streetart
https://www.youtube.com/watch?v=MsZsUBYU0qU finger knitting how to
https://www.youtube.com/watch?v=D2lUERukgg4 Toy Designer
https://www.youtube.com/watch?v=GzVVTB8TSdc Toy Con
https://www.youtube.com/watch?v=Bq6NI-XwnfI fidget spinner how to (from cardboard)
PREREQUISITES:
Students should be familiar with and know how to manage glue guns, scissors, yarn and fiber
Students will need to understand how their art interacts with other students work in the classroom. Concept of selves in relation to others.
SAFETY HAZARDS:
Students may encounter scissors, hot glue, staying in small groups
INTERDISCIPLINARY CONNECTIONS:
This lesson connects to Language Arts as it encourages students to make connections with their work influencing dialogs of space and ownership. Students will write artist statements to show why they made choices.
How does this lesson connect to other subject areas outside of the visual arts?
For example: Math, science, Language arts, music, performing arts, etc….
Where do you connect reading and writing into this lesson plan?
Students will look through a book about yarn bombing and research the ideas the concepts of yarn bombing.
What strategies are incorporated to help your students see the connection between reading/writing and art making? (It is required by the IDOE that every teacher implements reading strategies into their teaching)
I-B. UNIT OVERVIEW (RATIONALE)
This lesson was initiated by a child who was interested in yarn and finger crocheting. The entire class was intrigued with finger crocheting as she taught each child how to do this between our other lessons. This lesson took off directly from children’s culture.
We will used yarn and fiber arts to express engagement with our immediate environment and placing our mark on the environment.
In this unit, students will experimenedt with fiber and yarn as they explored space and immediate connection to performance work.
I-A. LESSON OVERVIEW (RATIONALE)
This lesson is about children’s culture and what influences our culture has on the world outside of our control. Making performance based installations enable students to see their work in the immediate environment as well as adding a warm touch to what is normally in a predesigned culture such as door knobs, handles, and chairs. This lesson is important because it will allow the children to investigate culture by showing children graffiti knit bombing has a direct and gentle way of opening up discussion of space, public space and give their views immediate voice.
II. LEARNER OUTCOMES
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Students will learn about yarn bombing.
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Students will decide what they would like to share with the public and their public installation
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Students will gain a basic understanding of installation art and public dialog
III-A. NATIONAL ART STANDARDS
3rd VA:Cr1.2.3a
Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
4th VA:Cr1.2.4a
Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
3rd VA:Re8.1.3a
Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.
4th VA:Cn10.1.4a
Create works of art that reflect community cultural traditions.
III-B. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS
9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
H. Handle materials, equipment and tools safely at work and performance spaces. • Identify materials used. • Identify issues of cleanliness related to the arts. • Recognize some mechanical/electrical equipment. • Recognize differences in selected physical space/environments. • Recognize the need to select safe props/stage equipment. • Identify methods for storing materials in the arts.
I. Identify arts events that take place in schools and in communities.
J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. • Know and use traditional technologies (e.g., charcoal, pigments, clay, needle/thread, quill pens, stencils, tools for wood carving, looms, stage equipment). • Know and use contemporary technologies (e.g., CDs/software, audio/sound equipment, polymers, clays, board-mixers, photographs, recorders)
9.2. Historical and Cultural Contexts
A. Explain the historical, cultural and social context of an individual work in the arts.
D. Analyze a work of art from its historical and cultural perspective.
IV. MATERIALS NEEDED FOR LESSON
Cardboard for looms, fabric, hot glue, scissors, wire, projectors/cameras/other electronics, drawing materials (for sketchbooks), fabric glue/craft glue, yarn, crochet hooks or using hands for finger crochet
V. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS
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VI. ENDING THE LESSON
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Closure of Lesson What will you do to end this lesson?
We will end the lesson with displaying our projects in public space. We will work together to clean up. At the close of the class, students will tidy up and line up for to try out the singing bowl.
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Transition to Next Lesson How does what happens in this lesson set the stage for what will occur in the following lesson?
This class helps students to see their work has a place in culture and how their work engages public space. We will use it to reinforce concepts of self and how we are part of the bigger cultural dialog.
VII. REFERENCES TO MATERIALS CONSULTED
https://www.youtube.com/watch?v=NFDmsNCGcvc Magda Sayeg
https://www.youtube.com/watch?v=FB_KGZaR9dI (London Kaye, swear word at the end of the video)
http://www.londonkaye.com/streetart
https://www.youtube.com/watch?v=MsZsUBYU0qU finger knitting
https://www.youtube.com/watch?v=AMvewRnfzac
https://buggyandbuddy.com/weaving-cardboard-loom-fabric-strips/
http://www.handimania.com/knit/finger-knitting.html
https://www.youtube.com/watch?v=0Lthvm6yOvY
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Books:
The Guerrilla Art of the Yarn Bomb Goes Natural; How to improve on Mother Nature? Blow it up with a yarn bomb by Cooper, Arnie
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https://www.youtube.com/watch?v=yRKpNaVaP84 (Teacher tips for classroom management)
https://www.youtube.com/watch?v=NFDmsNCGcvc Magda Sayeg
https://www.youtube.com/watch?v=FB_KGZaR9dI (London Kaye, swear word at the end of the video)
http://www.londonkaye.com/streetart
https://www.youtube.com/watch?v=AMvewRnfzac
https://www.youtube.com/watch?v=0Lthvm6yOvY
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VIII. THE CLASSROOM AS A THIRD TEACHER
We will have three stations around the room for students to work. One station for finger crocheting, twisting yarn and one for weaving with cardboard weaver. We put ottomans in the front to let the students relax and weave and it helped to keep the space comfortable and helped communication. Going into a public space gives students a bigger concept of how their work transcends a room and opens up the dialog of how their are part of the bigger classroom of life. We altered this to include yarn bombing the room as we were limited in time.
Teacher Actions:
9:00-9:10
Welcome Students. Pass out
Sketchbooks/settle in
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Students will chose who picks up journals and puts them away.
9:15 intro (10 min)
Ask for attention, use singing bowl if you need to. Use singing bell to focus children onto next task.
9:20
Discuss installation/group projects
Show them the slide show of what we will be working on and how to use a loom.
9:25
Have students try out finger crocheting and sit in small groups with Shannon or mentors to help try this out. If some would like to try looms, they can do this instead. Some may want to finish up faster and could start on crocheting.
Talk about yarn bombing, who created them and play video about them.
-Yarn/Crochet hook
-Work Station:Cutting (cardboard/paper supplies)
-Book Zone yarn bombing book
Activity time. Building their looms, crocheting or knotting fiber. Music plays, ask if someone would like to be a Music DJ for music suggestions that are appropriate.
9:45 Use bell. Tell them they have 5 min and to get into groups of 4-5 with a mentor.
9:50 Go out into Patterson and in the front of building and place art installations
10:40
We will meet back at class and share any thing that happened and if they had interactions with the public.
10:50
Clean up time (use bell if needed)
Teachers will remind students which table needs to pick up supplies and put away.
11:00
Remind students of the next weeks project: working on their previous installations, if they would like to make a papier mache mummy or house based on ideas of historical culture.
Expected Learner Actions:
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9:00-9:10
Sit and decorate/draw/write in their journals with markers or pencils, charcoal, pastels (Baskets on each table)
Student with the most readiness will pick up sketchbooks.
9:15
Repeat instruction of singing bell/reminder. At the end of class, they will get to line up and try out the singing bowl once cleanup is done. (incentive to quickly tidy up).
9:20
Listen to presentation. Ask questions by raising hands.
9:25
Students will raise hands if they want to try out finger crochet or looms or knotting their yarn.
Students will pick cardboard to cut out looms or colors for yarn. They will chose one that they can express what interests them. We will need extra time to display works in Patterson.
Students will be allowed to sit in small groups or individually as they work. They can chose what they feel like trying out but must try it for 15 minutes before they try something else. Learn to “make it work”
9:45 Students will gather their items and get into groups with mentor.
9:50 Students will chose where to display art. If they have PSU colors they might display in front of the building for most attention.
10:40
Students will raise hands if they want to share their work. Students can verbally share or write a statement
10:50
Clean up time
Each table will be assigned a task. One will take care of gathering scraps of paper and fabric.
11:00
Students will leave their projects in drying stations and tidy up room. Students will line up so they can try the singing bowl.
