Math and Art Lesson Plan
The following page shows the lesson developed by myself (Felicia Chiappini) and the teacher exemplar that I added to my lesson.
Art Lesson Plan
Unit theme: Community
Lesson: Gee's Bend Quilts
Integrated subject: Math
Level: 4
Projected Time: 10 minutes of PowerPoint, 14-15 minutes of coloring, cutting and adding patch to quilt, 2-3 minutes of discussing the collaborative quilt and 1 minute of cleaning up
Lesson: Gee's Bend Quilts
Integrated subject: Math
Level: 4
Projected Time: 10 minutes of PowerPoint, 14-15 minutes of coloring, cutting and adding patch to quilt, 2-3 minutes of discussing the collaborative quilt and 1 minute of cleaning up
Lesson Overview
In conjunction with learning about fractions and Gee's Bend Quilts, students will each create a single patch for a quilt which will be combined with other students' patches to create a classroom quilt. Students will be exposed to quiltmakers, who used work clothes and dresses, cotton sacks and fabric samples to create quilts of exceptional artistry.
Image of Teacher Exemplar
Visual Culture Component
Quilts are used in everyday lives. They could be used to commemorate special occasions like weddings, births and graduations. Not only can the quilts be functional, but they can also be hung on a wall as an ornament. They can be also be used as a gift to give to a family member or as a family tradition. Quilts have different themes like war, family, life and issues going on in their life or on the news.
Vocabulary
Quilt- Two pieces of cloth stitched together with an interior padding of wool, cotton, or other material.
Warm Colors- Yellow, orange and red, gives the feeling of warmth
Cool Colors- Green, blue and purple, gives the feeling of coolness
Equivalent Fractions- Fractions that have the same value even though they look different like 1/2 and 2/4
Numerator- Top part of a fraction like for 1/3, 1 is the numerator
Denominator- Bottom part of a fraction like in 3/4, 4 is the denominator
Common Fraction- Fraction where both top and bottom are integers like 1/4 and 1/3
Warm Colors- Yellow, orange and red, gives the feeling of warmth
Cool Colors- Green, blue and purple, gives the feeling of coolness
Equivalent Fractions- Fractions that have the same value even though they look different like 1/2 and 2/4
Numerator- Top part of a fraction like for 1/3, 1 is the numerator
Denominator- Bottom part of a fraction like in 3/4, 4 is the denominator
Common Fraction- Fraction where both top and bottom are integers like 1/4 and 1/3
Standards
Grade 4, Visual Arts, Approved 2010
Standard 1
The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicator VA4-1.3
Use a variety of media, techniques, and processes to create works of visual art.
Standard 2
The student will use composition and the elements and principles of design to communicate ideas.
Indicator VA4-2.1
Explain the differences in the composition and design of various works of visual art and the ideas they convey.
Standard 3
The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Indicator VA4-3.1
Identify and describe the content in a work of visual art.
Standard 5
The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others.
Indicator VA4-5.2
Describe, discuss, and evaluate. both orally and in writing, the different qualities and characteristics of his or her artworks and those of others, including works by South Carolina artists.
Standard 6
The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicator VA4-6.1
Identify similarities and connections between the visual arts and other subjects in the school curriculum.
Grade 4, Mathematics, Approved 2007
Standard 4-2:
The student will demonstrate through the mathematical processes an understanding of decimal notation as an extension of the place-value system; the relationship between fractions and decimals; the multiplication of whole numbers; and accurate, efficient, and generalizable methods of dividing whole numbers, adding decimals, and subtracting decimals.
Indicator 4-2.8
Apply strategies and procedures to find equivalent forms of fractions.
Indicator 4-2.9
Compare the relative size of fractions to the benchmarks 0, ½ and 1.
Indicator 4-2.10
Identify common the fraction/decimal equivalents 1/2 =.5, 1/4 =.25, 3/4 =.75, 1/3 = .33, 2/3 =.67, multiples of 1/10, and multiples of 1/100.
Standard 1
The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicator VA4-1.3
Use a variety of media, techniques, and processes to create works of visual art.
Standard 2
The student will use composition and the elements and principles of design to communicate ideas.
Indicator VA4-2.1
Explain the differences in the composition and design of various works of visual art and the ideas they convey.
Standard 3
The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Indicator VA4-3.1
Identify and describe the content in a work of visual art.
Standard 5
The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others.
Indicator VA4-5.2
Describe, discuss, and evaluate. both orally and in writing, the different qualities and characteristics of his or her artworks and those of others, including works by South Carolina artists.
Standard 6
The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicator VA4-6.1
Identify similarities and connections between the visual arts and other subjects in the school curriculum.
Grade 4, Mathematics, Approved 2007
Standard 4-2:
The student will demonstrate through the mathematical processes an understanding of decimal notation as an extension of the place-value system; the relationship between fractions and decimals; the multiplication of whole numbers; and accurate, efficient, and generalizable methods of dividing whole numbers, adding decimals, and subtracting decimals.
Indicator 4-2.8
Apply strategies and procedures to find equivalent forms of fractions.
Indicator 4-2.9
Compare the relative size of fractions to the benchmarks 0, ½ and 1.
Indicator 4-2.10
Identify common the fraction/decimal equivalents 1/2 =.5, 1/4 =.25, 3/4 =.75, 1/3 = .33, 2/3 =.67, multiples of 1/10, and multiples of 1/100.
Objectives- The learner will:
- Be able to identify the three themes that the Gee's Bend Quilts symbolize to the women who made them.
- Be able to compare a Gee's Bend quilt to a quilt created by an artist from a different state.
- Create a patch of quilt using a template from the Tinwood Media website, copier paper and crayons.
- Be able to use warm colors (red, orange and yellow), cool colors (blue, green and purple) or a combination of both to make their patch.
End up with a final product that has color and details that are representative of their knowledge of fractions and art.
Make sure that the patch of quilt can stand on its own on colored butcher paper.
- Be able to combine their patch with their classmates and analyze the classroom quilt created by the class.
Procedure:
Show the fractions and Gee's Bend PowerPoint to the class. This PowerPoint first talks about equilateral fractions, numerator, denominator and common fractions and has a little quiz at the end to see if everyone understands. Also, it shows the art terms (quilt, pattern, cool colors, warmcolors), shows where Gee's Bend is located, about the quilts, the three themes that the quilts symbolize to the women who made these quilts and the three themes. This PowerPoint lastly talks about Anna Williams and compares one of her quilts to Loretta Pettway's and I ask each student to tell me one difference or similarity between the two (10 minutes).
Each student will be given a template from the Tinwood Media website, handout and 3 crayons of their choice. Ask each student what three colors (blue, green, red, orange, yellow or purple) do they want to use for their patch of quilt. Instruct students to take color #1 and color 1/3 of their sheet (6 triangles). Then, take color #2 and color 1/6 of their sheet (3 triangles). Instruct students to then take color #3 and color 1/2 of their sheet (9 triangles). Tell students to be creative with their patches. (10 minutes)
Give each student a piece of copier paper, glue stick and a pair of scissors. Ask each student to cut off the large square that's the template and glue it on to the copier paper. After that, students will cut the copier paper out into a square that's big enough for the patch to have a border. Students will put their name on the back of the cut out copier paper. (1-2 minutes)
Tape the piece of colored butcher paper to a wall in the classroom. Have each student add his/her patch to the classroom quilt using Scotch tape rolled into a circle. Ask students to rearrange the patches until they are happy with the overall design. (2-3 minutes)
Ask students to take a closer look at the classroom quilt and answer the questions being asked about the quilt. (2-3 minutes)
Ask students to put the glue sticks, scissors and crayons in their respective places, throw away the leftover paper and get their patch of quilt off the colored butcher paper to take home with them. (1 minute)
Each student will be given a template from the Tinwood Media website, handout and 3 crayons of their choice. Ask each student what three colors (blue, green, red, orange, yellow or purple) do they want to use for their patch of quilt. Instruct students to take color #1 and color 1/3 of their sheet (6 triangles). Then, take color #2 and color 1/6 of their sheet (3 triangles). Instruct students to then take color #3 and color 1/2 of their sheet (9 triangles). Tell students to be creative with their patches. (10 minutes)
Give each student a piece of copier paper, glue stick and a pair of scissors. Ask each student to cut off the large square that's the template and glue it on to the copier paper. After that, students will cut the copier paper out into a square that's big enough for the patch to have a border. Students will put their name on the back of the cut out copier paper. (1-2 minutes)
Tape the piece of colored butcher paper to a wall in the classroom. Have each student add his/her patch to the classroom quilt using Scotch tape rolled into a circle. Ask students to rearrange the patches until they are happy with the overall design. (2-3 minutes)
Ask students to take a closer look at the classroom quilt and answer the questions being asked about the quilt. (2-3 minutes)
Ask students to put the glue sticks, scissors and crayons in their respective places, throw away the leftover paper and get their patch of quilt off the colored butcher paper to take home with them. (1 minute)
Artists or Art History Focus:
Loretta Pettway: (born 1942) Gee's Bend quiltmaker, uses the bricklayer pattern to reflect her personality and strength
Anna Williams: (1927-2012) Louisiana quilter, quilts are hand-pieced of small shards worked into powerful compositions
Evaluation
Your patch is representative of your knowledge of fractions and art.
Your patch is able to stand on its own on the classroom quilt (colored butcher paper).
You successfully added color to your patch using different color crayons and showing neatness.
You are able to compare a Gee's Bend quilt to a quilt created by an artist from a different state.
You are able to identify the three themes that the Gee's Bend Quilts symbolize to the women who made them.
You are able to use cool colors (blue, purple and green), warm colors (red, orange and yellow) or a combination of both for your patch.
You are able to combine your patch with your classmates to create a classroom quilt.
You are able to analyze the classroom quilt created by the class.
Your patch is able to stand on its own on the classroom quilt (colored butcher paper).
You successfully added color to your patch using different color crayons and showing neatness.
You are able to compare a Gee's Bend quilt to a quilt created by an artist from a different state.
You are able to identify the three themes that the Gee's Bend Quilts symbolize to the women who made them.
You are able to use cool colors (blue, purple and green), warm colors (red, orange and yellow) or a combination of both for your patch.
You are able to combine your patch with your classmates to create a classroom quilt.
You are able to analyze the classroom quilt created by the class.
Materials and Preparation (class of 10):
Template from page 20 of Tinwood Media website for each student
Piece of copier paper for each student
Colored butcher paper for each student to put their designs on
Glue stick for each student
Scotch or masking tape for each student to tape their design on butcher paper
Red, yellow, blue, green, purple and orange crayons (10 of each color but students will only choose three of the colors)
Pair of scissors
Handout of instructions on how to make quilt piece for classroom quilt
Piece of copier paper for each student
Colored butcher paper for each student to put their designs on
Glue stick for each student
Scotch or masking tape for each student to tape their design on butcher paper
Red, yellow, blue, green, purple and orange crayons (10 of each color but students will only choose three of the colors)
Pair of scissors
Handout of instructions on how to make quilt piece for classroom quilt
Resources for Motivation
Information about Gee's Bend Quiltmaker Loretta Pettway: https://www.philamuseum.org/booklets/8_47_102_1.html
Information about Quiltmaker Anna Williams: http://www.quiltviews.com/the-most-famous-quilter-you-never-heard-of
South Carolina Mathematics Academic Standards, Approved 2007, found at: http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Mathematics.cfm
South Carolina Visual Art Academic Standards, Approved 2010, found at: http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf
Information about everything Gee's Bend plus lesson plans to use in the classroom: http://www.tinwoodmedia.com/PDFDownloads/WHITNEY-gb-es-ed-resource.pdf
Talks about the quilts of Gee's Bend: http://www.npr.org/templates/story/story.php?storyId=970364
Information about Quiltmaker Anna Williams: http://www.quiltviews.com/the-most-famous-quilter-you-never-heard-of
South Carolina Mathematics Academic Standards, Approved 2007, found at: http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Mathematics.cfm
South Carolina Visual Art Academic Standards, Approved 2010, found at: http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf
Information about everything Gee's Bend plus lesson plans to use in the classroom: http://www.tinwoodmedia.com/PDFDownloads/WHITNEY-gb-es-ed-resource.pdf
Talks about the quilts of Gee's Bend: http://www.npr.org/templates/story/story.php?storyId=970364
Reflection
The three things that went well in my lesson are:
The three choices that could be different if I were to teach this lesson again are:
- Way that I presented my lesson to the class because everyone was having fun with the comparing and contrasting and the quiz and was interested in the PowerPoint that I presented.
- Incorporating math with the Gee's Bend Quilts because everyone can see the connection between the two and saw that using fractions helped them create their quilt pieces and make them look beautiful.
- Interacting with my classmates because I never interacted with my classmates before so letting them raise their hands for true or false and telling me one difference or similarity in two quilts helped me to interact with them and got them to understand fractions and quilts even more.
The three choices that could be different if I were to teach this lesson again are:
- Handing out all of the materials at once before class
- Let students use different patterns or colors for more variety
- Make sure that the quilt pieces make a square on the colored butcher paper