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Watkins 1 Seton Hill University Greensburg, PA 15601 Daily Lesson Plan for Student Teachers

Teacher: Allison Watkins Date: February 2013

Subject: Paper Quilting Time: 40 minutes Eleanor McCain: A Quilt of Many Colors

Grade: 4th Plan approved by:

Essential Questions: What type of art does Eleanor McCain make? What is harmony? What are some ways to add harmony to a work of art? What is variety? What are some ways to add variety to a work of art? What is symmetry?

Behavioral Objectives: Students will be able to identify and discuss art created by Eleanor McCain Students will be able to define harmony and discuss various ways artists add harmony to a work of art Students will be able to define symmetry and discuss various ways artists add variety to a work of art Students will be able to define symmetry and demonstrate their understanding by incorporating symmetric elements within their project

Pennsylvania State Academic Standards: 9.1.5.A: Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.5.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts 9.1.5.C: Know and use fundamental vocabulary within each of the arts forms 9.1.5.J: Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others

Watkins 2 Materials and/or Equipment: Large sheets of white paper Colored construction paper (6x6 and 6x3 / 9x9 and 9x4.5 / 18x18 and 18x9) Glue Scissors Rulers

Modifications for Individual Differences: Students who are struggling with the project will be provided with assistance and may work with others if necessary. Students with difficulties or those with physical handicaps may choose to create a simpler design with their quilt if necessary. One-on-one assistance will be provided to students as needed

Activities and Procedures: Anticipatory Set: Introduction Introduction 1. Introduce students to art by quilter, Eleanor McCain, using images. Ask students to describe the work using their own words a. Do you like this work of art? Why or why not? b. What materials did McCain use to create her piece of art? c. What shapes do you see in this quilt? Are they similar or different? d. What colors do you see in this quilt? Are they similar or different? 2. Define harmony and variety and have students identify aspects of each principle in McCains work Harmony: All parts agree with one another or work well together (Shape repetition, only uses squares and rectangles within the design) Variety: Assortment of differing parts to add interest (Palette and scale, shapes are different colors and sizes) 3. Define symmetry and use McCains work to show examples Symmetry: Looks the same on both sides; when folded in half, both sides match one another exactly 4. Show students an example of a section of a quilt and inform them that they will be collaborating to create a giant quilt inspired by Eleanor McCain Lesson Sequence: DAY ONE: Paper Quilt Demonstration and Student Work Time Individual Quilt Squares (1 Student)

Watkins 3 5. Obtain two 6x6 sheets of paper and choose one to be the background. Use scissors to cut the other sheet to create either a cross or tic-tac-toe design, and glue down the design a. In order to create a cross design: Cut the paper in half once and lay pieces out in the shape of a cross overlapping one another b. In order to create a tic-tac-toe design: Cut the paper in half and then cut each of these halves in half vertically and lay the pieces out in the shape of a tic-tac-toe overlapping one another 6. Take a 6x3 rectangle and cut it into narrower rectangles and glue these rectangles down on top of the previous design (either the cross or the tic-tac-toe design) 7. Use the ruler to measure out a few 2x2 squares and glue them down on top of the previous design in a symmetrical layout. Be sure to demonstrate how to use the ruler for those students who may not know how 8. Use the ruler to measure out a few 1x1 squares (the same number as 2x2 squares) and glue them down on top of the 2x2 squares 9. Pass out supplies and allow students to work on their individual quilt squares while allowing them to use the example for reference. Provide assistance to students as needed DAY TWO: Paper Quilt Demonstration and Student Work Time Partner Quilt Squares (2 Students) 10. Allow students to work with the student sitting next to them. Give each pair of students two 9x9 sheets of paper 11. Have the pair follow steps 5-8 using the larger sizes of paper a. 6x6 = 9x9 b. 6x3 = 9x4.5 c. 2x2 = 3x3 d. 1x1 = 1.5x1.5 Collaborative Quilt Squares (At least 4 students) 12. Allow students to work with the other students sitting at their tables. (Some tables may need to combine for this section of the project.) Give each group two 18x18 sheets of paper 13. Have the group follow steps 5-8 using the larger size of paper a. 6x6 = 18x18 b. 6x3 = 18x9 c. 2x2 = 6x6 d. 1x1 = 3x3 Assembly 14. Combine all of the quilted squares together on the large sheet of white paper to create a class quilt. Display each class quilt along with all of the other 4th grade class quilts to create a large scale collaborative work Student Clean-Up 15. Have students return all materials to their proper locations, throw away any scrap materials, and neatly pile their projects together on the corner of their tables Closure:

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Student Sharing and Closure DAY ONE: 16. Ask students to recall the name of the quilter whose works inspired their class quilt 17. Ask students to define harmony and variety and describe some ways they have created harmony and variety in their class quilt 18. Ask students to define symmetry and point out sections of symmetry on the class quilt DAY TWO: 19. Discuss the individual versus community, and ask students to discuss how the class quilt represents each student as an individual as well as a class as a whole a. Which is your favorite piece of quilt that you worked on today? Did you prefer working alone, with a partner, or with your table? b. What were some of the struggles and benefits of working with a partner or a group? c. What were some of the struggles and benefits of working alone? Evaluation: Students will be evaluated upon whether or not they followed directions and exhibit harmony, variety, and symmetry within their quilts. Students will also be evaluated upon how well they are able to work together in pairs and in groups

Assignments: There will be no assignment for this project. However, if students finish early, they will be asked to assist other indivuduals, pairs, or groups with their work Cooperating Teacher Reflection:

Student Teacher Reflection:

Resources: Eleanor McCain Artist Website: http://www.eleanormccain.net/ A Quilt of Many Colors by Don Masse, Lesson Idea: http://artsandactivities.com/

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