FAITH RINGGOLD STORY QUILT
![Picture](/uploads/1/6/7/7/16773256/726746.jpg)
- Grade: 2nd
- Time: 6 (45 minute) periods
Learner's Characteristics: According to Lowenfeld, students at this age will be in the gang stage, where realism starts to take hold. Children at this age pay close attention to detail, although their work is not yet adult-like in its realism. An idea of space is found through overlap, and they move beyond a planted base-line. They become extremely critical of their own work, so encouragement is of the utmost importance at this age.
Students w. Learning Disabilities Characteristics: Children with ADHD are characterized by restlessness, being easily distracted, having difficulty sustaining attention, blurting out answers, and not considering consequences before taking action. Students with autism are characterized as having difficulty paying attention to what is being instructed, with social conventions, viewing others' perspectives, and as having obsessive compulsive behaviors. Those who learn English as a second language have difficulty following along with complex verbal commands or directions when spoken to quickly. This may lead to embarrassment speaking in class or giving oral answers. Participation may decline and socially, they may feel disconnected.
The students will:
-construction paper
-crayons
-erasers
-glue
-markers
-paint brushes
-paper towels
-pencils
-rulers
-scissors
-water dishes
-watercolor paints
NJCCCS:
4.2.2.B.2: Combine and subdivide simple shapes to make other shapes1.3.2.D.1:Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.
1.3.2.D.2: Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories.
Vocabulary:
Sequence:
Week 1
Week 2
Week 3
Week 4
Students w. Learning Disabilities Characteristics: Children with ADHD are characterized by restlessness, being easily distracted, having difficulty sustaining attention, blurting out answers, and not considering consequences before taking action. Students with autism are characterized as having difficulty paying attention to what is being instructed, with social conventions, viewing others' perspectives, and as having obsessive compulsive behaviors. Those who learn English as a second language have difficulty following along with complex verbal commands or directions when spoken to quickly. This may lead to embarrassment speaking in class or giving oral answers. Participation may decline and socially, they may feel disconnected.
The students will:
- Learn:
- Students will review the characteristics of geometric and organic shapes, as well as give examples. They will identify geometric shapes around them in the classroom and everyday life, as well recall their proper names and characteristics.
- Students will then discuss qualities of folk art and Faith Ringgold's artwork, after listening to her biography and seeing examples of her story quilts.
- Students will then manipulate rulers to create story quilts of their own.
- Do: Students will create story quilts about their identity using paper, rulers, pencils, crayons, watercolor paints and markers. Their story quilts will be made of geometric shapes and based on Ringgold's "Born in the USA"
- Assessment: Assessment will be based upon an even one-inch border, two-inch grid, successfully straight lines in their shapes, a continuous pattern, and a demonstration of a written self-description.
- Differentiated Instruction: Mirroring will be provided at the front of the classroom to model proper ruler manipulation. Hand-over-hand will be provided for those that require it. Visual aids will be hung in the hallway for students to refer back to when entering/leaving class.
- Materials:
-construction paper
-crayons
-erasers
-glue
-markers
-paint brushes
-paper towels
-pencils
-rulers
-scissors
-water dishes
-watercolor paints
NJCCCS:
4.2.2.B.2: Combine and subdivide simple shapes to make other shapes1.3.2.D.1:Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.
1.3.2.D.2: Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories.
Vocabulary:
- Geometric
- Organic
- Border
Sequence:
Week 1
- Can anyone tell me the name of a shape? Can you find it in this room? Can you find the same shape, but smaller? What about another shape? Does anyone remember the name of these types of shapes? What are some characteristics of a geometric shape? What would happen if I drew a line through my shape? What new shapes are created? Many artists use these types of shapes in their work. Where else do you use these shapes? If you wanted to draw a square in math class, what tool would you use? What do the numbers on the side of the ruler tell me? How do I use them?
- Students will draw geometric shapes and create new shapes within them using lines.
- Students will be introduced to their new Artist of the Month, Faith Ringgold. Discuss how she uses quilts in her work, and introduce folk art. What does "folks" make you think of? If folks means "everyday people", then folk art is made by everyday people! Folk art started years and years ago, so it can be a tradition that's passed down by family members. Or some people simply teach themselves!
- Ask students to look closely at Ringgold's story quilts to find words, see what it depicts, and explain what details they get from the quilt about the story.
- Discuss "Born in the USA". Who does it depict? What colors did she use? Why do you think she chose those colors? What colors would you choose if it were your portrait? What words would you use? Choose strong, descriptive words.
Week 2
- Review geometric shapes. Draw examples- ask students to create a specific shape by placing a line in those already on the board.
- Introduce the word "border". What other words can you think of that you might use for "border"? What would go in the middle of a frame you have at home? How might I make sure my border is straight? How would I make sure it is even?
- Distribute paper, pencils, erasers and rulers. Demonstrate how to create a 2 inch border by marking notches at each corner. Draw a large example on the board so all can see.
- Students will create a grid inside their border using the rulers.
Week 3
- Students will be given the option to collage a photo of themselves onto their autobiographical quilt or draw a portrait as an extension.
- Students will brainstorm phrases or words they would use to depict themselves. How do you want others to see you? What makes you valuable?
- Students will receive crayons and markers to write their phrases around the border and create a color pattern in their grid.
- Students will use watercolor paints to create a crayon resist after viewing a demonstration.
- Students will use scissors properly and then glue down their likeness onto their story quilt.
Week 4
- Students will have a "gallery walk" in which they will view each other's artwork and offer (as a class) two compliments for each student's story quilt.
- Students will discuss what they enjoyed most, found most difficult, and were most proud of in their pieces.