Teacher- Janice Davidsson

Unit title- Fibers

General unit goal Getting students interested in art formally thought of as a craft.

Grade: Crafts 3-4 11th and 12th Lesson length: 3 hours

Lesson title: From Fuzz to Fabric
General lesson objectives:
Students will experience a new medium to create work.
Students will develop an understanding of animal fiber and how temperature can
effect it.
Students will create an original work using the new media being presented.

Art Standards of learning

AIII.4 The student will use the artistic process to develop and inform artistic vision/voice.
AIV.5 The student will demonstrate innovative skills and craftsmanship (artisanship) in applying
media, techniques, and processes when creating works of art.
AIV.6 The student will select subject matter, symbols, images, and media to communicate ideas and
themes.

Materials

Teacher

Power point
Tea kettle
Buckets
Soap
Sponges
Trays
Plastic sheeting
Grater

Window screen

Student

Hand towels
Wool roving
Needle point canvas
Water buckets
Sponges

Vocabulary:
Lanolin A grease like substance that sheep produce to help repel water from their
wool.
Wool- A textile fiber obtained from an animal.
Fleece- Wool after it has been cut off.
Batting- carded wool that is not all the way smooth.
Roving- Smoothly carded wool.
Felting- nonwoven fabric made from compressed wool.
Worsted- A firm texture compactly twisted yarn.

Anticipatory set: Creating fabric from animal fuzz

Teaching motivation: Introducing a new type of media for students to work with
that has color, and texture. To express art with more than a drawing utensil and
paper.
Blooms taxonomy
1. Input: After going over the power point we will run over some of the
vocabulary that will be used during demonstration and while the
students are working on the project. I will ask and accept questions
about the wool and how we are going to use the wool.
2. Modeling: After my power point I am going to leave picture examples
up on the screen an invite them to either look at their phones or quick
sketch what they want to make with the wool. I will have a
demonstration for them with each of the steps.
3. Directions: Each student needs to wash their hands before handling the
roving. After each student returns to their seat with their roving I will
go over each step again. We start by layering a thin layer of roving on
the tray. Now over the first roving add another layer of roving
perpendicular to the first. This is the base for which we are working
on. Now the students can create their picture. When the students are
finished creating their image lay the needle point canvas over the top,
with a wet soapy sponge add water to the wool through the canvas.
Start to rub the work through the canvas making sure the edges dont
 curl around the plastic. When the wool is good and soaked remove the
plastic and lay it on a piece of window screen. Roll the whole thing into
a tight roll and then roll it in the towel. Now squeeze and wring the
roll. Open it up, turn the piece the other way and reroll and wring.
When the piece has shrunk down and the student cannot pinch fuzz off
the top it is finished and ready to be rinsed in cold water.
4. Check: As I walk around the room I will ask if there are any questions
and watch as the students go through the steps of the process.
Activity
Distribution of supplies: I will have all of the supplies the students need on
the back table. Like a buffet line I will have them come by and get there supplies
after the demonstration.
Guided Practice: I will walk through each step in sections with them again
after they have returned to their seats.
Independent Practice: After they have started I will go around and offer help
and answer questions that may occur.
Closure
Clean up:
I will ask students to put their damp fleece on the drying rack after they have taken
a picture of it so it can fully dry. Then I will ask them to help clean up by dumping
the buckets of water in the sink, wringing out the sponges and placing the wet
towels in a pile on the table. I will have them stack the canvas, screens and trays.
Critique: We will talk about uses of fleece and what they could make out of
the project they completed today?
Questions
1. Where can you find wool?
2. What does felting mean?
3. How can we use felt in our everyday life?

Summarize what was learned

Modifications for :
Special ed.- No modification

Gifted: Adding needle felting to the wet felting as well as embellishment to create a
more in-depth piece that required more techniques.

if done early activity- make another piece.

(REFLECTIONS done after teaching the lesson)