Blanket Statements: Lesson Plan: Designing a 1930 s style Quilt Grades: 3-6 Unit: Drawing, collage Interdisciplinary: Mathematics, American History, Social Studies Objectives: TSW create a drawing of a geometric quilt TSW understand repeat pattern TSW compare the use of shapes to create varied designs TSW be aware of how quilts were made with re-purposed materials. TSW demonstrate the use of contrast by utilizing warm and cool colors Thirties Small Squares Top, c. 1930-1939, 138cm x182cm, On loan from The Quilters Guild of the British Isles/ Kaffe Fassett Studios. Materials: Sketchbooks, grid paper, templates, colored and patterned paper, rulers, scissors, pencils, glue sticks. Differentiation: Class trip to the Michener Art Museum s Blanket Statements exhibition to view the historic quilts. Students specifically study the Thirties Small Squares Quilt on display, and discuss how the design was created. PowerPoint slide presentation of examples of historic quilts made in the 1930 s. The timeline is referred to and the Great Depression is discussed. Lesson steps are written and spoken. New vocabulary is written on board and in sketchbooks. Teacher demonstration of how to draw the quilt on grid paper and cut out and glue the same paper shape that make up the design. Symmetry is also discussed. PA Standards in the Arts and Humanities: 9.1 A, 9.1 B, 9.1 D, 9.1, 9.1 E, 9.1 F. National Common Core Standards for ELA: SL.1.6 SL.1.9, 2.3,2.9,6.2,8.3. PA Common Core Standards: CC, 1.5,CC.2.3, CC. 2.4. ELP:1, ELP.5.
Procedure: Class 1: (AS) PowerPoint presentation of examples of 1930s quilt designs. P) It is explained that the quilt designs from the 1930s were made with left over fabrics because that was all that was available for quilt making. This was the time of the Great Depression and people were looking for new ways to make a living or to just survive. Students use sketchbooks to draw their quilt ideas using one geometric shape in repeat pattern. (C) Students discuss and share their design ideas with their table partners. Class 2: (AS) Review of how to design a 1930s geometric quilt. New vocabulary explained and discussed. (P) Teacher demonstration of how to use grid paper and the templates. Students draw their design ideas using grid paper and templates provided using a repeat pattern of one geometric shape. (C) They start to decide how they will use color in their designs and share their designs with the class. Class 3: (AS) Review and teacher demonstration of how to use the grid paper and templates. (P) Students finish their designs and begin to cut and apply the paper shapes to the grid. (C ) Students display all of the quilt designs and discuss the differences and similarities among the designs. Class 4: (AS) Review of how to use repeat pattern. (P) Students glue their cut shapes on the grid paper to finish their quilt design. (C) Quilts are hung in the hallway on display. Students view and critique their designs. Assessment/Evaluation: 1. Students participate in class discussions. 2. Successful design of a quilt using one geometric shape and repeat pattern inspired by 1930s quilts. 3. Students presentation of their quilt design to the class and a description of how they made the design.
Blanket Statements: Lesson Plan: Sculpting a 3-D Historic Garden Design Grades: 3-6 Unit: Drawing, 3-D clay sculpture Interdisciplinary: Mathematics, American History, Social Studies Objectives: TSW design a historic garden based on a medallion quilt TSW understand repeat pattern and symmetry TSW compare the use of shapes to create varied designs TSW be aware of the history of the medallion quilt design TSW recognize the similarities between historic garden design and the medallion quilt design Kaffe Fassett (b.1937), Organic Radiation, 2014, 81x81 inches, designed by Kaffe Fassett; constructed and quilted by Pauline Smith. On loan from The Quilters Guild of the British Isles/Kaffe Fassett studio. Photograph by Dave Tolson. Materials: Sketchbooks, grid paper, templates, rulers, pencils, model magic, clay tools, watercolor markers, 6 X6 cardboard. Differentiation: Class trip to the Michener Art Museum s Blanket Statements exhibition to view the Kaffe Fassett quilts. Students specifically study Kaffe Fassett s Organic Radiation Quilt on display, and discuss how the design looks like the aerial view of a formal garden. PowerPoint slide presentation of examples of medallion quilts and blueprints of aerial views of formal garden designs. PA Standards in the Arts and Humanities: 9.1 A, 9.1 B, 9.1 D, 9.1, 9.1 E, 9.1 F. National Common Core Standards for ELA: SL.1.6 SL.1.9, 2.3,2.9,6.2,8.3. PA Common Core Standards: CC, 1.5,CC.2.3, CC. 2.4. ELP:1, ELP.5.
Procedure: Class 1 : (AS) PowerPoint presentation of examples of medallion quilts. (P) It is explained that the quilt designs from the 1930 s were made with left over fabrics because that was all that was available for quilt-making. This was the time of the Great Depression, people were looking for new ways to make a living or to just survive. Students use sketchbooks to draw their aerial garden ideas using one geometric shape in repeat pattern. (C) Students discuss and share their design ideas with their table partners and discuss aerial views. Class 2: (AS) Review of the steps to drawing an aerial view of a historic garden design. PowerPoint shown of historic garden designs. (P) Students finish their sketches and transfer their design ideas to 6 X6 grid paper using shape templates provided. (C) Students help their table partners hold the templates to trace around on the grid paper. Class 3: (AS) Teacher uses model magic to demonstrate how to build their garden designs on the grid paper using the 6 X6 cardboard as a base, covering it in clay and adding 3-D shapes for trees and bushes etc. (P) Students are given model magic clay to cover the base and adding the trees following their designs. Students help each other to cover their work in plastic until next class. Class 4: (AS) Teacher reviews the designs the students have started to create, Q and A follows. (P) Students finish their 3-D garden designs using model magic. (C) Students discuss how they used symmetry in their design with their table partners. Class 5: (AS) Teacher distributes the garden designs and demonstrates how to use the watercolor markers on the dry clay gardens. (P) Students add watercolor to their garden designs (C) Students display their gardens in the hallway for others to see. Assessment/Evaluation: 1. Students participate in class discussions. 2. Successful design of a 3-D garden sculpture. 3. Students presentation of their garden design to the class and a description of their design.
What does a landscape architect do? Landscape architects are responsible for the design and layout of gardens, parks and outdoor spaces. Landscape architects commonly work with contractors, builders and architects. To become a landscape architect, a person needs to have completed a postsecondary program in landscape architecture from a university, community or college. These programs provide training on design elements, water distribution and the impact on the environment. Ranging from individuals to local governments, landscape architects work with a wide range of clients. Many landscape architects are self-employed, with connections or relationships with architectural firms. Steps to a creating a landscape design: The landscape architect will visit the proposed site making detailed measurements of elevation, width and depth. The architect will make note of the soil condition, any landscaping already in place, drainage and water management systems. All of which will have an impact on the final design. On average, the architect will create three different designs to present to their client. These designs are usually made with specialized computer programs. After a design is selected, the landscape architect gives the drawings to an estimator. The estimator is responsible for figuring out the cost of the project, creating the project plan, and selecting landscape contractors who will complete the actual work. Although the landscape contractor completes the physical work, the landscape architect is responsible for inspecting the site and confirming that any changes are made correctly.
Grades: 2-5 Pattern Pieces Lesson Plan: Design a Quilt Using Recycled Materials Unit: Collage/Assemblage Interdisciplinary: Mathematics, Science, Social Studies, Geography Objectives: TSW design a quilt using recycled materials TSW understand how recycling works TSW use repeat pattern to create the design TSW be aware of the use of recycled materials in artwork Laura Petrovich-Cheney (b. 1967),Scrapped, 2014 Materials: Sketchbooks, various scraps of fabrics, paper, plastic, cardboard, wood, etc.. 9 X12 cardboard, scissors, grid paper, pencils, glue. Salvaged wood 24 x 24 inches Courtesy of the Artist. Differentiation: Class trip to the Michener Art Museum s Blanket Statements exhibition to view the Kaffe Fassett quilts. Students specifically study Laura Petrovich-Cheney s Scrapped wood quilt on display, and discuss how the design was made with recycled materials. PowerPoint slide presentation of examples of other artwork using found objects or recycled materials. PA Standards in the Arts and Humanities: 9.1 A, 9.1 B, 9.1 D, 9.1, 9.1 E, 9.1 F. National Common Core Standards for ELA: SL.1.6 SL.1.9, 2.3,2.9,6.2,8.3. PA Common Core Standards: CC, 1.5,CC.2.3, CC. 2.4. ELP:1, ELP.5. Procedure: Class 1:(AS) PowerPoint presentation of examples of artwork using recycled materials and the other Laura Cheney quilts on display in the exhibition. (P) Students and teacher discuss how Cheney made her designs from salvaged materials from Hurricane Sandy. Teacher presents the lesson idea and displays the materials available for student use. (C) Students sketch their ideas for a quilt in their sketchbooks.
Class 2: (AS) Review of lesson, use of grid paper demonstrated by teacher. Discussion of how to use a repeated pattern in their designs. (P) Students use grid paper to design their quilt. (C) Students share their designs with the class. Class 3: (AS) Teacher demonstration of how to choose and use materials for students designs. (P) Students follow their sketchbook designs and grid paper patterns to cut out and glue their quilts together on the cardboard provided. (C) Students discuss their ideas with a table partner. Class 4: (AS) Review of repeated patterns and how to use the recycled materials provided. (P) Students finish their quilt designs and display in hallway. (C) Class discussion of the differences and similarities between all of the student work. Assessment/Evaluation: 1. Students participate in class discussions. 2. Successful design of a quilt using geometric shapes and repeated patterns inspired by Cheney s recycled quilts. 3. Students presentation of their quilt design to the class and a description of how they made the design using the recycled materials available. Scaffold Learning Ideas: 1. Many artists throughout the decades have used recycled materials in their artwork. Research one of your choice and write a paragraph about their ideas behind the work. Answer these questions in your writing: What inspired the artist s work? What kind of materials were used? Where did the artist collect the materials? How did the artist arrange the materials and why? Compare and contrast the work of the artist you researched with Laura Cheney s work in the exhibition. 2. Explore the background and details of Hurricane Sandy and the destruction that occurred from the storm. Discuss issues that are facing the environment today and climate change. Discuss what is being done now with cities hit from the storm and what ideas that you can do now to help the environment.
Pattern Pieces Lesson Plan: Abstract Painting Grades: 6-12 Unit: Painting, color theory Interdisciplinary: Mathematics Objectives: TSW create four paintings using cardboard templates TSW demonstrate their understanding of color theory TSW discover the differences in primary, secondary and complementary colors TSW exercise color mixing TSW understand the difference between warm and cool colors James A. Michener, (1907-1997), The Thinking Man's Collage #1, ca. 1971-72, Wood 22 x 22 inches James A. Michener Art Museum. Gift of James A. Michener. Materials: Sketchbooks, various cardboard rectangle templates, pencils, acrylic paint brushes, water, 6 X6 canvas paper, color wheel. Differentiation: Class trip to the Michener Art Museum s Pattern Pieces and Blanket Statements exhibitions to view various quilts. Students specifically study James A. Michener s work, The Thinking Man s Collage #1 on display, and discuss how the design was made. PowerPoint slide presentation of examples of other artist s work that is similar to Michener's. PA Standards in the Arts and Humanities: 9.1 A, 9.1 B, 9.1 D, 9.1, 9.1 E, 9.1 F. National Common Core Standards for ELA: SL.1.6 SL.1.9, 2.3,2.9,6.2,8.3. PA Common Core Standards: CC, 1.5,CC.2.3, CC. 2.4. ELP:1, ELP.5. Procedure: Class 1: (AS) PowerPoint of Michener s work on display in the exhibition. (P) Student/teacher discussion of how the work was created and color painting lesson presented. (C) Students sketch design ideas in their sketchbooks using the rectangle templates provided.
Class 2: (AS) Review of lesson and color wheel. It is explained that each student will paint four 6 X6 squares. Each square will be painted using: 1) primary 2) secondary 3) complementary 4) student choice. (P) Students write new color theory vocabulary in their sketchbooks. Class 3: (AS) Teacher demonstration of how to design a square canvas using the rectangle templates provided. (P) Students sketch their designs on each of the four squares of canvas provided. (C) Students help their table partners design their canvases. Class 4: (AS) Teacher review of the lesson. Demonstration of how to indicate color choices on each section of the canvas using pencil and demonstration of how to paint each section using acrylic paint. (P) Students use paint and color mixing to create their paintings. (C) Students share their designs with the class. Class 5 and Class 6: (AS) Teacher review of how to mix colors for paintings. (P) Students continue painting their canvases. (C) Paintings are hung in the classroom for class discussion. Assessment/Evaluation: 1. Students participate in class discussions. 2. Successful creation of four paintings demonstrating color mixing, warm/cool colors, primary, secondary and complementary colors. 3. Students presentation of their four paintings and discussion of their components. Scaffold Learning Ideas: Have students explore the background of James A. Michener including his work as author, art collector, philanthropist, traveler and Doylestown resident. Students will create a short report about him and his contributions during his lifetime. Have students visit the Michener s website for research and learn more about the permanent installation, A Living Legacy: James A. Michener.