I guess to go along with the Queer theory and unusual art Dan showed us how to make Recycled Yarn & how to Crochet with it! Since I was not able to attend this day, I missed out on the art projects that were made. HOWEVER, my classmate who has a blog was able to attend that day, and you can see some examples of the recycled yarn, and some other things as well click here
We looked at artists
- Cayce Zavaglia
- Joana Vasconcelos (crochet drawing on sculpture)
- Michael McDowell
- Emily Barletta
- Felieke Van Der Leest (jewelry)
- Dan Steinhilber (MOA exhibit)
- Sheila Pepe (radical knitting/subversive lace)
- Carol Hummel (Tree Cozy)
- Knitta (Hollywood)
MY THOUGHTS
Recycled Yarn. How cool is that? I am really bummed I missed that day. Darn orthodontist. I think that textile art is really neat. I love knitting, and have attempted to sew, and I think that creating things such as quilts and scarves can be just as artistic as any thing else. My Mom sews and has made some incredible dresses and quilts. I think it is cool that people are starting to see that as art.
I also looked through the above artists and it was really cool to see what people do with textiles! I never would have thought that people could even do some of those things. I think that I would try to introduce my students to these different art forms and would really stress how there are many different kinds of art, it just depends on how you look at it!
Showing posts with label Textiles. Show all posts
Showing posts with label Textiles. Show all posts
Wednesday, April 22, 2009
Friday, March 27, 2009
Textile Mini-Lesson Plan
Textile Lesson Plan- Nature
This would be a great project to use if a class was studying plants. It would give them an in depth look at the parts of plants and possibly a good assessment to see how well they have learned how plants operate.
Grade: 3-5
Time: 1-2 hours in class time.
Objective: Students will learn and understand the basic components of a plant and will demonstrate their understanding by creating a plant of themselves using textiles.
Materials: - paper -nature items: twigs, leaves, flowers, etc -yarn ,thread, fabric - glue -any other item students may want to bring to create their plant.
Exploratory question: If you were a plant, what kind of plant would you be? What kind of roots, leaves, petals, etc would you have? What would they be made out of?
Procedure:
1. Explore textiles, show students different artists that use textiles, show them different art that is made using textile techniques. Have students brainstorm different skills they may have with textiles.
2. Review the basic components of a plant (roots, stem, leaves, blossom, etc) Make sure the students understand the different roles that the different parts play.
3. Give students the exploratory question. Show them your example. Model a basic presentation for students.
4. You can set aside class time for students to explore different kinds of plants or to review plants you have already learned about, maybe go to the computer lab. OR you can make the research part of this lesson homework.
5. Let students know what supplies you will provide, have them bring in any other supplies they may want to use to compose their plant.
6. Give students time in class to put their plants together.
7. Have students briefly share and describe their plants with the rest of the class.
Alternative Assessment options:
1. Have students write a brief paper that describes their plant and how the different parts work for the different components of the plants.
Example: We made it a group plant. Natalee was the icicle pansy roots because they like cold weather. Karyn was pine needles because they withstand a lot of exposure to harsh weather and still survive. I was cherry tree leaves because they remind me of new beginnings and hope for things to come.
Reflection: This was a really interesting assignment. At first I really didn't think it would work out because it was just so.... different. But we were able to think of an idea that I think would be a fun project for students. I would use this in my classroom if we were talking about plants - and it would also be fun to involve the student's family. Maybe have them make a family tree using different items from their house to represent the different family members.
OTHER TEXTILE LESSON PLANS
web
Thoughts on Textiles:
Why have I never thought of textiles as art? They are art! I knit, and that definitely takes a certain kind of skill and creativity. Dan Barney showed us some really neat artists that use textiles (thread, yarn, cloth, nature) as their medium.
Here are some textile artists:
Barbara Lugge
Amy Genser
This would be a great project to use if a class was studying plants. It would give them an in depth look at the parts of plants and possibly a good assessment to see how well they have learned how plants operate.
Grade: 3-5
Time: 1-2 hours in class time.
Objective: Students will learn and understand the basic components of a plant and will demonstrate their understanding by creating a plant of themselves using textiles.
Materials: - paper -nature items: twigs, leaves, flowers, etc -yarn ,thread, fabric - glue -any other item students may want to bring to create their plant.
Exploratory question: If you were a plant, what kind of plant would you be? What kind of roots, leaves, petals, etc would you have? What would they be made out of?
Procedure:
1. Explore textiles, show students different artists that use textiles, show them different art that is made using textile techniques. Have students brainstorm different skills they may have with textiles.
2. Review the basic components of a plant (roots, stem, leaves, blossom, etc) Make sure the students understand the different roles that the different parts play.
3. Give students the exploratory question. Show them your example. Model a basic presentation for students.
4. You can set aside class time for students to explore different kinds of plants or to review plants you have already learned about, maybe go to the computer lab. OR you can make the research part of this lesson homework.
5. Let students know what supplies you will provide, have them bring in any other supplies they may want to use to compose their plant.
6. Give students time in class to put their plants together.
7. Have students briefly share and describe their plants with the rest of the class.
Alternative Assessment options:
1. Have students write a brief paper that describes their plant and how the different parts work for the different components of the plants.
Example: We made it a group plant. Natalee was the icicle pansy roots because they like cold weather. Karyn was pine needles because they withstand a lot of exposure to harsh weather and still survive. I was cherry tree leaves because they remind me of new beginnings and hope for things to come.
Reflection: This was a really interesting assignment. At first I really didn't think it would work out because it was just so.... different. But we were able to think of an idea that I think would be a fun project for students. I would use this in my classroom if we were talking about plants - and it would also be fun to involve the student's family. Maybe have them make a family tree using different items from their house to represent the different family members.
OTHER TEXTILE LESSON PLANS
web
Thoughts on Textiles:
Why have I never thought of textiles as art? They are art! I knit, and that definitely takes a certain kind of skill and creativity. Dan Barney showed us some really neat artists that use textiles (thread, yarn, cloth, nature) as their medium.
Here are some textile artists:
Barbara Lugge
Amy Genser
Sunday, March 8, 2009
Week 7 - Feminist Theory and Textiles
Feminist Theory - What is it?
This is art that emphasizes a woman's point of view, emotions, and feelings. It focuses on the meaning of the art over the form of it.
INTEGRATED LESSON PLAN
Teachers: Brooke Stevenson and Nancy Swenson
Title: The Feminist Theory
Grade Level: 5th
Time Needed: 30-45 minutes
Exploration: Students will explore artwork done by women and artwork about women. They will connect it with the role of Susan B. Anthony during the women’s rights movement. Students will create their own weaving.
Objective: Students will understand the feminist theory and learn about feminist artists and the women’s rights movement.
State Standards (Utah):
-Grade 5 Social Studies Standard 1 Objective 3a
Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people).
- Grade 5 Social Studies Standard 3 Objective 2b
Identify how the rights of selected groups have changed and how the Constitution reflects those changes (e.g. women, enslaved people).
- Grade 5 Social Studies Standard 3 Objective 2c
Analyze the impact of the Constitution on their lives today (e.g. freedom of religion, speech, press, assembly, petition).
- Grade 5 Visual Arts Standard 3 Objective 1
Explore possible content in art prints or works of art.
- Grade 5 Visual Arts Standard 4 Objective 2
Connect various kinds of art with particular cultures, times, or places.
- Grade 5 Visual Arts Standard 4 Objective 3
Collaborate in small groups to discover how works of art reveal the history and social conditions of our nation.
National Standard:
Grade 5 Visual Arts Standards- Students will:
- comprehend that artists can make contributions to society through artworks
- comprehend that art is often a precursor to historical events and social change
- comprehend that a function of art is to reflect a certain point of view
- comprehend that one function of art is to demonstrate the self-expression of an artist
- be able to deconstruct images to identify or gain new meanings
Grade 5 Social Sciences Standards
- What are the nature and purposes of constitutions?
- How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?
- How does the American political system provide for choice and opportunities for participation?
- What are the rights of citizens?
Question of Inquiry: How have the changing roles of women and their ideas influenced art?
Concepts/Vocabulary: Feminist theory, women’s rights, women’s suffrage, textiles.
Artists Discussed: Mary Cassatt, Barbara Kruger, Alexander Calder, Nithikul Nimulkrat, Holly Brackmann
Other Subject Connection: Social Studies (women’s rights movement)
Teacher visuals and supplies: various works by artists discussed, popsicle sticks, yarn
Preparation: collect pictures of artists’ works, make an example weaving, buy popsicle sticks and yarn
Student Materials: Popsicle sticks and yarn
Lesson Sequence:
Introduction
- Define the feminist theory and tell its aims
Demonstration
- Show work of Mary Cassatt and discuss her intentions
- Show work of Barbara Kruger and compare her to Cassatt
- Talk about women’s rights and Susan B. Anthony
- Show three artists who use textiles (Calder, Nimkulrat, and Brackmann)
Work Time
- students make own weavings with popsicle sticks and yarn
Clean Up and Management
- Have each student clean his/her own area.
- Throw away scraps
Closure
- Review the feminist theory and women’s rights movement
Assessment:
- Have a class discussion on feminist theory and women’s rights movement
- Observe students creating their own weaving
References
- Mary Cassatt
http://en.wikipedia.org/wiki/Mary_Cassatt
http://womenshistory.about.com/od/quotes/a/mary_cassatt.htm
http://www.globalgallery.com/prod_images/hd-1364.jpg
-Barbara Kruger
http://photounion.by/photoscope/kruger/notstupid.jpg
http://www.brainyquote.com/quotes/authors/b/barbara_kruger.html
http://www.arthistoryarchive.com/arthistory/feminist/Barbara-Kruger...
http://images.artnet.com/artwork_images_320_308231_barbara-kruger.jpg
- Susan B. Anthony
http://nebraskapress.typepad.com/photos/uncategorized/2008/02/15/su...
http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-famous/antho...
- Alexander Calder
http://www.nyu.edu/kimmel.center/images/art.at.center/swirl.jpg
- Nithikul Nimkulrat
http://www.inicreation.com/the_chair.htm
- Holly Brackmann
http://www.hollybrackmann.com/2008/Gallery/Details/Folded-Currents-...
- Standards
http://www.uen.org/core/
http://www.education-world.com/standards/national/toc/index.shtml
POWER POINT
MY THOUGHTS
I really liked the discussion that came from this lesson. The feminist theory turned out to be much different from what I thought it would be. I also liked the weaving that we did. Very fun. If I were to use this lesson plan I would definitely go more into the history behind the "God's Eye" and have it in a unit of a cultural study. I would definitely emphasize the importance of showing respect for the artifact.
My Prototype
A more complex prototype:
This is art that emphasizes a woman's point of view, emotions, and feelings. It focuses on the meaning of the art over the form of it.
INTEGRATED LESSON PLAN
Teachers: Brooke Stevenson and Nancy Swenson
Title: The Feminist Theory
Grade Level: 5th
Time Needed: 30-45 minutes
Exploration: Students will explore artwork done by women and artwork about women. They will connect it with the role of Susan B. Anthony during the women’s rights movement. Students will create their own weaving.
Objective: Students will understand the feminist theory and learn about feminist artists and the women’s rights movement.
State Standards (Utah):
-Grade 5 Social Studies Standard 1 Objective 3a
Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people).
- Grade 5 Social Studies Standard 3 Objective 2b
Identify how the rights of selected groups have changed and how the Constitution reflects those changes (e.g. women, enslaved people).
- Grade 5 Social Studies Standard 3 Objective 2c
Analyze the impact of the Constitution on their lives today (e.g. freedom of religion, speech, press, assembly, petition).
- Grade 5 Visual Arts Standard 3 Objective 1
Explore possible content in art prints or works of art.
- Grade 5 Visual Arts Standard 4 Objective 2
Connect various kinds of art with particular cultures, times, or places.
- Grade 5 Visual Arts Standard 4 Objective 3
Collaborate in small groups to discover how works of art reveal the history and social conditions of our nation.
National Standard:
Grade 5 Visual Arts Standards- Students will:
- comprehend that artists can make contributions to society through artworks
- comprehend that art is often a precursor to historical events and social change
- comprehend that a function of art is to reflect a certain point of view
- comprehend that one function of art is to demonstrate the self-expression of an artist
- be able to deconstruct images to identify or gain new meanings
Grade 5 Social Sciences Standards
- What are the nature and purposes of constitutions?
- How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?
- How does the American political system provide for choice and opportunities for participation?
- What are the rights of citizens?
Question of Inquiry: How have the changing roles of women and their ideas influenced art?
Concepts/Vocabulary: Feminist theory, women’s rights, women’s suffrage, textiles.
Artists Discussed: Mary Cassatt, Barbara Kruger, Alexander Calder, Nithikul Nimulkrat, Holly Brackmann
Other Subject Connection: Social Studies (women’s rights movement)
Teacher visuals and supplies: various works by artists discussed, popsicle sticks, yarn
Preparation: collect pictures of artists’ works, make an example weaving, buy popsicle sticks and yarn
Student Materials: Popsicle sticks and yarn
Lesson Sequence:
Introduction
- Define the feminist theory and tell its aims
Demonstration
- Show work of Mary Cassatt and discuss her intentions
- Show work of Barbara Kruger and compare her to Cassatt
- Talk about women’s rights and Susan B. Anthony
- Show three artists who use textiles (Calder, Nimkulrat, and Brackmann)
Work Time
- students make own weavings with popsicle sticks and yarn
Clean Up and Management
- Have each student clean his/her own area.
- Throw away scraps
Closure
- Review the feminist theory and women’s rights movement
Assessment:
- Have a class discussion on feminist theory and women’s rights movement
- Observe students creating their own weaving
References
- Mary Cassatt
http://en.wikipedia.org/wiki/Mary_Cassatt
http://womenshistory.about.com/od/quotes/a/mary_cassatt.htm
http://www.globalgallery.com/prod_images/hd-1364.jpg
-Barbara Kruger
http://photounion.by/photoscope/kruger/notstupid.jpg
http://www.brainyquote.com/quotes/authors/b/barbara_kruger.html
http://www.arthistoryarchive.com/arthistory/feminist/Barbara-Kruger...
http://images.artnet.com/artwork_images_320_308231_barbara-kruger.jpg
- Susan B. Anthony
http://nebraskapress.typepad.com/photos/uncategorized/2008/02/15/su...
http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-famous/antho...
- Alexander Calder
http://www.nyu.edu/kimmel.center/images/art.at.center/swirl.jpg
- Nithikul Nimkulrat
http://www.inicreation.com/the_chair.htm
- Holly Brackmann
http://www.hollybrackmann.com/2008/Gallery/Details/Folded-Currents-...
- Standards
http://www.uen.org/core/
http://www.education-world.com/standards/national/toc/index.shtml
POWER POINT
MY THOUGHTS
I really liked the discussion that came from this lesson. The feminist theory turned out to be much different from what I thought it would be. I also liked the weaving that we did. Very fun. If I were to use this lesson plan I would definitely go more into the history behind the "God's Eye" and have it in a unit of a cultural study. I would definitely emphasize the importance of showing respect for the artifact.
My Prototype
A more complex prototype:
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