Date: 11 Mar 2013 Teacher: K.

Traynor Subject: Visual Art Grade: 4 Unit: 4: Art is a Universal Experience

Lesson Title: Navajo-Inspired Cardboard Loom Weaving

Medium/Big Idea: Weaving

Standards to Address in Unit:

MEANING AND CREATIVE THINKING

VA4MC.1 Engages in the creative process to generate and visualize ideas.

a. Uses a sketchbook for visual/verbal planning and self reflection.
b. Formulates visual ideas by using a variety of resources (e.g., books, magazines,
Internet).

VA4MC.2 Formulates personal responses to visual imagery.

b. Self-monitors by asking questions before, during, and after art production to
reflect upon and guide the artistic process; adjusts approach as necessary.

VA4MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning.

c. Observes how the visual relationship of objects and ideas (juxtaposition) affects
contrast and/or proportion and how placement may affect meaning and/or
significance.

CONTEXTUAL UNDERSTANDING

VA4CU.1 Investigates and discovers the personal relationship of artist to the community, the culture,
and world through making and studying art.

a. Explores and articulates ideas and universal themes from diverse cultures of the
past and present.
b. Recognizes cultural diversity in contemporary artwork.

VA4CU.2 Views and discusses selected artworks, cultures, and artists (to include a minimum of six
artists/cultures per year, one of which should include a Georgia artist or art form).

a. Identifies elements, principles, themes, and/ or time period in a work of art.
b. Discusses how social events inspire art from a given time period.

PRODUCTION

VA4PR.1 Creates artworks based on personal experience and selected themes.

b. Makes design decisions as the result of conscious, thoughtful planning and
choices.
f. Creates artworks emphasizing one or more elements of art; space, line, shape,
form, color, value, and texture.
g. Combines materials in new and inventive ways to make a finished work of art.
h. Creates artworks emphasizing one or more principles of art: balance, proportion,
rhythm, emphasis, unity, variety, movement, contrast, and pattern.

VA4PR.2 Understands and applies media, techniques, and processes of two-dimensional art
processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and
appropriate manner to develop skills.

k. Demonstrates how contrast can be used in a work of art to create emphasis.

VA4PR.3 Understands and applies media, techniques, and processes of three-dimensional works of
art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate
manner to develop skills.

c. Creates compositions using traditional and/or contemporary craft methods
(examples include weaving, stitchery, batik, jewelry, and book arts).

VA4PR.4 Plans and participates in appropriate exhibition(s) of artworks.

b. Prepares artwork for exhibition by writing a title, statement, and signature on his
or her finished work of art.

ASSESSMENT AND REFLECTION

VA4AR.1 Develops and maintains an individual portfolio of artworks.

a. Distinguishes between complete and incomplete artworks.
b. Identifies strengths, interests, and areas for improvement as a creator, interpreter,
and viewer of art.

VA4AR.2 Uses a variety of approaches to understand and critique works of art.

b. Explains features of a work, including media, subject matter, and formal choices,
that influence meaning.
e. Demonstrates a respect for art forms and art objects.

VA4AR.3 Explains how selected elements and principles of design are used in an artwork to convey
meaning and how they affect personal responses to and evaluation of the artwork.

a. Uses art terminology in oral and written language with emphasis on the
elements of art: space, line, shape, form, color, value, texture.
b. Uses art terminology in oral and written language with emphasis on the principles
of design: balance, proportion, rhythm, emphasis, unity, variety, movement,
contrast, and pattern in oral and written language.

CONNECTIONS

VA4C.1 Applies information from other disciplines to enhance the understanding and production of
artworks.

a. Makes interdisciplinary connections applying art skills, knowledge, and ideas, to
improve understanding in other disciplines.
b. Researches, describes, and discusses various art-related careers (e.g., art historian,
art critic, curator, web designer, game designer, fine artist).

VA4C.2 Develops life skills through the study and production of art.

a. Manages goals and time.
b. Directs own learning.
d. Takes care in craftsmanship
e. Works in teams.

ASSESSMENTS:

DIAGNOSTIC:

Teacher Observation of Weaving
Process (VA4PR.1, VA4PR.3 4,
VA4C.2)


FORMATIVE:

Weaving Plan Worksheet (VA4MC.1-3,
VA4PR.1, VA4PR.3)


SUMMATIVE:

Quiz (VA4CU.1-2, VA4AR.2)

Student Checklist (VA4AR.1,
VA4C.2)
MAJOR UNIT CONCEPTS AND VOCABULARY:
balance
emphasis
functional art
loom
Native American(s)
Navajo
needle
pattern
repetition
symbol(ism)
symmetry
warp
weaving
weft
yarn
INTERDISCIPLINARY CONNECTIONS:
R/ELA MATH SCIENCE SOCIAL STUDIES TECHNOLOGY
Reading of The Goat
in the Rug and use of
subject-specific
vocabulary.
Discussion and use of
pattern and
symmetry.
Discussion of all-
natural wool-dying
process.
Discussion of Native
American culture
and handicraft,
Navajo in particular.
Use of interactive PP
and websites as well
as document
camera for demos.
STUDENT SUPPLIES:

ALL

blunt weaving needles (optional)
crayons
cardboard looms
masking tape
pencils
scissors
Weaving Plan worksheet
yarn in a variety of colors

ABOVE

Fancy Weaving Techniques diagram

ADAPTED

jumbo-weight yarn
adapted cardboard loom (shorter, fewer weft
threads)


TEACHER SUPPLIES:

DIGITAL/MULTIMEDIA:

Navajo! PowerPoint

INTERNET:

A Loom with a View: Modern Navajo Weaving
(www.statemuseum.arizona.edu/exhibits/navajoweave
/video/loom.shtml)

PBS History Detectives: Navajo Rug
(http://video.pbs.org/video/1914166737)

PRINT:

The Goat in the Rug by Charles L. Blood, Martin Link and
Nancy Winslow Parker

Reproductions of weavings/functional art

OTHER:

Teacher Sample

Class Loom

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Step 1: Teacher and students talk about what they will learn and do
(Communication of Learning Intentions)

What is functional art and how is it different from regular art? Who makes it? (VA4AR.2,
VA4CU.1, VA4C.1)

Who are the Navajo? How do they use their weavings to tell a story? What is symbolism?
(VA4MC.3, VA4CU.2)

How can we create a color story in our own weaving? How can we emphasize whats most
important about our story? (VA4MC.1-3, VA4PR.1-3)

What is the weaving process? What are the tools we need to weave? (VA4PR.3)

Step 2: How will you know when they have gotten it? (Communication of Success
Criteria)

Student planned weaving and created a color story using Weaving Plan worksheet.

Student successfully created a weaving on cardboard loom based on individual weaving
plan.

Student completed quiz with a passing grade.

Student completed checklist.


Step 3: Get the students interested (Build Commitment and Engagement)

Week 1

Ask students to compare and contrast two works of art, one functional and one
traditional artwork. Discuss types of functional artwork, weaving in particular.
Introduce Navajo using PowerPoint (technology/visual-verbal). Look for elements and
principles present in their weavings. Instruct students to name them.
Define emphasis and balance. Ask students to work in their table groups and decide if
those principles can be identified in Navajo weavings and where (small group).
Demonstrate for students how to use Weaving Plan worksheet to create a color story as
the inspiration for weavings the following week (modeling).

Week 2

Review previous weeks learning.
Read The Goat in the Rug to students, stopping to identify tools used in weaving
process.
Using document camera, show students how to attach warp threads to cardboard
loom.
Demonstrate to students how to translate color story worksheet into weaving of their
own using.

Weeks 3 - 4

Review previous weeks learning.
Using document camera, show students how to continue weaving with additional
colors/lengths of yarn.
Demonstrate how to remove and tie warp threads to create a finished weaving.

Step 4: Give students new information (Teacher Presentation Strategies)

Technology
Modeling/Demonstration
Lecture
Reading
Hands-On Project

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Step 5: Have students use the new information (Guided Practice )

Week 1

Students compare and contrast two works of art (analyze).
Students view Navajo! PowerPoint and identify elements and principles present in
Navajo weavings and decide as a group if emphasis and balance are also included in
the weavings (analyze).
Students use Weaving Plan worksheet to create a color story as the inspiration for
weavings the following week, making sure to emphasize the most important part of their
story somehow (create).

Week 2

Students review previous weeks learning and listen to reading of The Goat in the Rug
(remember).
After viewing demonstration, students wrap loom with warp threads (apply).
Once loom has been warped, students translate their color story worksheet into
weaving of their own using basic tabby weave technique (create).

Weeks 3 - 4

Review previous weeks learning (remember).
Students continue weaving using Weaving Plan worksheets (create) and tie off finished
project after watching instructor demonstration (apply).

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Step 6: Make sure they can do it (Summary)

Teacher will monitor student work by walking around the room. Students may be
grouped together based on skill-level and/or above-level students may serve as peer-
helpers. Teacher will not correct use of colors in order to accurately assess students
understanding of emphasis and color as symbolism.

Step 7: Have students practice at home (Independent Practice)

Students may find something in nature that they can use as a loom and try to make a
weaving at home (example: branch).

Student may bring in or take a picture of something in their home or yard that is woven
(example: basket, placemat).

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If a student finishes early or needs an extra challenge

Early finishers and above-level students may use Fancy Weaving Techniques,
serve as peer-helpers, and/or view additional Navajo Weaving video clips
online.























NAME: _________________________________________________ CODE: _____________

WEAVING PLAN WORKSHEET

In the blanks below, write the colors you would like to include in your weaving and what each color
symbolizes.

COLOR

MEANING
__________________ ______________________________________________________________

______________________________________________________________

__________________ ______________________________________________________________

______________________________________________________________

__________________ ______________________________________________________________

______________________________________________________________

__________________ ______________________________________________________________

______________________________________________________________


Plan the design of your weaving here. Fill each area with one of the colors above. Complete both, pick
your favorite.















FANCY WEAVING TECHNIQUES!

Basket Weave
Weave over two warp threads and then under the next two warp threads. Repeat.















Vertical Bars
One row in the first color, next row in a second color. Repeat.














Twill Weave
Over one warp thread, under two warp threads. Repeat.