The Child’s Culture Lesson 8

Welcome Blanket Project

 

 

 

 

Teachers: Emily Dimov-Gottshall                   

Assistant to the Teacher: Jeff Cornwall

Documenter & Interested Adult(s): Jeff Cornwall & Sarah Thompson

 

Unit Title: Culture

Lesson Title: Painting and finishing up projects

Grade Level: 3 and 4 grade

Number of Students: 20

Lesson #: __8__ of __4__ projected lessons.

 

BIG IDEA (UNIT):

Welcoming Cultures

 

BIG IDEA (LESSON):

Welcome Blanket Project and presenting artworks for public viewing

 

ART / ARTIST(S)  OF RELEVANCE:

 

This is a project based on creating a welcome blanket for people newly arrived to the United States. It is a symbol of warmth and caring for people who are often marginalized as well as opening up our hearts to the stranger and welcoming them into our figurative family. 

 

 

https://www.welcomeblanket.org/

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Books

 

PREREQUISITES:

Students should be familiar with and know how to bdo a basic stitch with safety needles. Students will be sewing blanket pieces together. Students should know basic painting, safety, potentially working with spray paint outside with a mentor.

 

SAFETY HAZARDS:

Students may encounter scissors, hot glue, spray paint, sewing needles

 

INTERDISCIPLINARY CONNECTIONS:

 

This lesson connects to Language Arts as it encourages students to verbalize about how art can serve both an artistic purpose as well as functional. Students will make choices as to what they share in their journal about how art is important and provides comfort to those who need it.

 

 

I-B. UNIT OVERVIEW (RATIONALE)

We want to challenge students to take their finger crocheting to the next level by bringing it that connects it to a group project. We reached out to the community for crocheted pieces as well.  

 

We will use our finger crochet pieces to make a larger, communal piece that will unite our work together. Students will also make an interactive weaving that will be large enough for others to add pieces too.

 

In this unit, students will work together to make a large art piece that will focus on compromise, working together and show how making our own culture can bring communities together.

 

 

I-A. LESSON OVERVIEW (RATIONALE)

This lesson will review many of their projects and how they will paint them, secure them for display in a public space and bring our finger crochet pieces into the communal blanket. We will also build

 

 

II. LEARNER OUTCOMES

 

• Students will learn about refining their work and how others might engage with it.

• Students will decide if they would like to have an interactive piece as well.

• Students will gain an understanding of how work is displayed and what they would like their work to look like.

 

 

III-A. NATIONAL ART STANDARDS

 

3rd (MA:Pr5.1.3)

a. Exhibit developing ability in a variety of artistic, design, technical, and organizational roles, such as making compositional decisions, manipulating tools, and group planning in media arts productions.

 

4th VA:Cr1.2.4a

Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.

 

3rd (MA:Pr6.1.3)

a. Identify and describe the presentation conditions, and take on roles and processes in presenting or distributing media artworks

 

4th VA:Cn10.1.4a

Create works of art that reflect community cultural traditions.

 

III-B. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

 

9.1.3  Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

 

D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work

 

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

Paints, brushes,  palettes, water containers, paper towels, spray paint, box to put spray paint in, spray bottles for liquid watercolor, gesso, crocheted pieces, needle, yarn, large sticks and yarn for interactive weaving.

 

V. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

 

 

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VI. ENDING THE LESSONON

 

1. Closure of Lesson  

           We will end the lesson with a mini art show of our work. If not enough time, just a walk through or even just highlight some pros each group is doing.  At the close of the class, students will tidy up and line up for to try out the singing bowl.

 

1. Transition to Next Lesson  

 

           This class helps students to finish up the Saturday School experience by wrapping up our final projects, see the impact our art has as a part of and adds to culture.   

VII. REFERENCES TO MATERIALS CONSULTED

 

https://www.welcomeblanket.org/

 

 

VIII. THE CLASSROOM AS A THIRD TEACHER

We will have stations around the room for students to work and see what they are drawn to. The space gives off a studio vibe which will encourage curiosity as well as bring in dialog of what it is to be an artist and how to respect the space/keep it organized.