"Quilting a Story"
Quilting a Story
Art Lesson: Communication through Quilt
Teachers: Hilary Tobin & Laura Bubar
Grade level: 3rd and 4th
Group size: 12
Time: 90 minutes
- Colored felt , fancy paper
- Scraps of patterned fabric
- Fabric glue, tape
- Black markers and pencil
- Bristol board - 12”x12” squares
- Large fabric 3.5' x 4.5'
- Cut 12”x12” Bristol board and attach Velcro
- Print Artist examples and common symbol examples
- Prepare construction paper symbols for game. Attach tape to the backs
- Prepare backdrop for assembling the final quilt. Measure out Velcro placing
- Make and print 12 Intro question sheets
Themes: Travel, Journey , Story, African American artists, Symbols, Quilts
- Talk about the meaning of a journey and or trip
- Expand knowledge of what makes a story.
- Learn the uses of symbols to tell a story.
- Create a collaborative art piece that tells many different stories.
Introduction (15 min)
- Upon entering the room students will see four groups of tables with three chairs at each; students will choose their seat and begin the intro. work sheet. The worksheet will ask questions such as: What is a favorite place you have traveled, What did you see while you were there, Who did you go with, What was the most important object you brought along, What was the best part of your trip. The worksheet will then ask students to create a drawing based on these questions.
- When students have all arrived and gotten a chance to fill out the work sheet we will start to discuss how after completing a trip, we usually walk people through that trip by telling them a story. We tell people about a favorite, memorable or exciting part. Explain to students that artists use images and symbols to tell stories. Ask students:What is a symbol? A symbol is a simplified drawing of an object. It leaves out as much detail as possible but still holds true to the object. We will show examples of common symbols.
Quilt game (15 min)
- Students are already in four groups of three and they will be instructed to take symbols and create a story with them on the wall. Each group will have six to nine symbols at their table. After everyone is finished the groups will then guess other groups stories.
Artist examples (8 min)
- After the game when students are seated we will show them the full quilts from which their symbols came from. Faith Ringgold, Harriet Powers, Yvonne Wells, and Keith Mallet. Explain that artists have used symbols on quilts to tell their own story and experiences. February was black history month and we wanted to carry that theme in to this lesson sharing African-American artworks from past and present.
- Explain how students will be making their own quilt square based on their into. drawing and questions. At the end of class we will combine all of our individual quilt squares into one big quilt. The quilt will be a collection of individual stories of travel.
Create individual quilt square (45 min)
- Write name on back of quilt square.-They then use felt, fabric, and paper to decorate their 12''x12'' Bristol square. We will ask that students use all materials and leave no Bristol showing.
- While students work we will walk around helping and ask questions, such as: Why do people use quilts to tell stories? They hold sentimental value. Quilt stories can be passed down from family to family. Discuss changes in quilts factionalism throughout history.
Filler activities- At the halfway mark, if students are working quickly there could be a gallery walk around. Have students emphasis an object in their quilt square by the use of boarders. Put their quilt story in writing.
- When students are finished they will put their quilt square on the wall and go back to seat.
Closure (7 min)
- Clean up we will come around with trash cans.
- Guessing game of quilt square meanings.
- Ask students critical response questions about individual squares. What do you notice? Is there something in a particular quilt square that reminds you of something else? Do any of the squares raise questions for you?
- Open dialogue and reflect
Filler activity while students are waiting for parents:
- If your symbols were made without texture or color and instead were completely black would they still mean the same?
- have students draw their symbols with black marker;this activity will connect next weeks shadow puppets.
Students are to learn about black history month, the history of quilts and how symbols tell a story without words. A1 Artist’s purpose-Students explain purposes for making art in different times and places and the relationship to cultural traditions, personal expression and communication of beliefs.
Students will be able to understand that images and symbols are not just pictures but hold hidden meanings. Each student will create symbols to include in their own felt quilt squares which will then be assembled into one class quilt. B3- Making meaning- Students create art works that communicate ideas, feelings, and meanings and demonstrate skill in the use of felt.
Based on written text students will learn how to design their own symbol. A2- Elements of art and principals of design-Students describe features of composition. A. Describe: color, shape and space. B.-Describe: Balance, contrast, emphasis, movement, and pattern.