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Name: DeDe Tersteeg |
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School District: Blue Ridge |
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Lesson Title: Quilt Design |
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Grade Level: 8th |
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Piloted with students in grade: 8th |
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PA STANDARD AREA: ARTS AND HUMANITIES
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Specific Standard: (write out from grade 4 or 7 or 10 or advanced column in standards document): (10) Interpret Ideas that Generate works in the arts. 7.1 (B) Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 7.1 (J) Apply traditional and contemporary technologies for producing, performing and exhibiting work in the arts or the works of others 7.2 (A) Explain the historical, cultural and social context of an individual work in the art
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Lesson Topic/theme Create a symmetrical two dimensional quilt design |
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overview: Three 40min class lessons to design a quilt |
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Keywords: Quilt (History, Styles), template, grid, symmetry, pattern, center-emphasis, quilt design
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Learning Objective(s): (What will all students do to demonstrate they have reached the standard?): (type in 17 lines or less .) Identify and classify the elements and principles of design through the exploration of quilts. Observe, define and analyze historical varieties of quilts mathematically and aesthetically. Recognize and implement the fundamental principles of design used to create traditional quilt patterns. Successfully integrate the elements and principles of design into their symmetrical quilt design. Understand the relationship of composition/spatial structure to unify the work. Create a center-emphasis quilt design. Evaluate the strengths and weaknesses of their design to discriminate between degrees of quality in his/her own design.
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Materials: (type in 8 lines or less) Historical Quilt Prints and Elements and Principles of Design (taken from :Quilt History, Quilt Patterns, Elements and Principles of Design), student models (from earlier sessions), quilt templates, 10x10 white drawing paper, pencils, rulers, black markers.
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Warm-Up: (type in four lines or less) A. Review student models from earlier extensions. B. Reinforce: (1) function of line to create shape, (2) how line defines pattern. C. Model with student a variety of small scale (four and eight squares) pattern options. D. Model with students a variety of directional grid designs (horizontal, vertical and diagonal).
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Procedure: (type in 43 lines or less) Students are to be given a 10x10 piece of white drawing paper to create one inch grid template surface. Students are then asked to identify twelve center squares to create a center emphasis smaller scale design. Utilizing the remainder of the grid's peripheral pattern, students are to design a black and white quilt, identifying clusters of the grid they created earlier, that radiates from the center focus guilt design. Students are to emphasize using shape, line and pattern to balance the contrast of black (marker) and white (paper) in their quilt design.
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Correctives: (enrichment activities for students who have not met the standard at proficient or advanced level): (type in 11 lines or less) Students are to implement using a larger scale grid in order to simplify the mathematical breakdown of the pattern design.
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Extensions: (Additional activities for students who have met the standard at a proficient or advanced level): (type in 20 lines or less). Students can move from black and white to color or hue variations, allowing them to create the effect of three-dimensional patterns.
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Assessment-Task Criteria: How will you judge below basic, basic, proficient and advanced? Do you have a model/exemplar of your expectations?: (type in twenty lines or less)
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